Spaces of learning – practising the SDGs through geographical fieldwork methods in a nature park

Abstract

Purpose While the sustainable development goals (SDGs) and visions for sustainability education apply to many methods, they can be hard to put into practice. This study aims to concern an undergraduate geography course designed not only to teach geographical methods but also to engage with the multi-scalar nature of the SDGs and apply them to various local urban sustainability issues in a real-world context. Design/methodology/approach By means of a mixed-method approach, the authors examine a fieldwork course that invites students into learning situations in which they combine critical thinking with entrepreneurial solutions to local sustainability challenges. The authors examine the learning material from the students’ cases and explore the geographical knowledge the students’ practise. Findings Fieldwork helps students contextualise the multi-scalar nature of the SDGs and thereby apply them to analyses in a local context. Students learn first-hand how their planning proposals can be seen as counterproductive by some local stakeholders while remaining attractive to others. Originality/value Student tasks are developed in collaboration with a local municipality and students present their findings to local politicians and stakeholders. Presenting and localising the SDGs within a local community not only encourages students to undertake a local community analysis but also provides new perspectives to local stakeholders.

Integrating the United Nations sustainable development goals into higher education globally: a scoping review

“…For example, in Zimbabwe, higher education institutions include the SDGs through project development linked with the community to evaluate the impact of the SDGs on local and global contexts [ 29 ]. Similarly, but not as frequently found in HICs, Grindsted [ 88 ] details how students can contextualise the inclusion of the SDGs in the local context, e.g. through fieldwork and interaction with local stakeholders.…”

To know, feel and do: an instructional practice of higher education for sustainable development

“…Lectures improve basic cognitive skills like remembering and understanding, and help students grasp the importance of receiving SDGs through "attention." ESD's objective extends beyond imparting knowledge to equipping the "future masters of mankind" with the ability and courage to address SD issues (Grindsted and Nielsen, 2021). Affective strategies such…”

“…Based on our findings, we propose a practical ESD instructional model for higher education (Figure 7), showcasing the differential effectiveness of diverse strategies on cognitive and affective goals. Lectures improve basic cognitive skills like remembering and understanding, and help students grasp the importance of receiving SDGs through “attention.” ESD’s objective extends beyond imparting knowledge to equipping the “future masters of mankind” with the ability and courage to address SD issues (Grindsted and Nielsen, 2021). Affective strategies such as thematic teaching or design thinking foster higher-order thinking and affection by moving beyond unidirectional knowledge transfer.…”

The Anthropocene and the sustainable development goals: key elements in geography higher education?

“…Sustainability has usually been considered in the training of geography professionals within the theoretical framework of the “Decade of Education for Sustainable Development 2005–2014” promoted by the United Nations Education for Sustainable Development initiative or more recently with the SDGs (De Miguel González and Sebastián-López, 2022). However, different experts claim further steps (Grindsted and Nielsen, 2022) and have shown the importance in curricula of associating theoretical knowledge with the competences defended by UNESCO in 2014 (critical analysis, systemic reflection, collaborative decision-making and sense of responsibility toward present and future generations) and how it is related to skills such as critical thinking; ethical and intellectual commitment; relational and holistic thinking; sense of belonging to the community; argumentative skills; participatory skills; democratic commitment; and commitment to universal human rights (Murga-Menoyo, 2015).…”