Sustainable Development Goals as educational tools to raise students' awareness of the rural development of biosphere reserves: A case study of Mount Hakusan Biosphere Reserve

Abstract

Biosphere reserves (BRs) function as learning sites to implement the UN's 2030 Agenda for the achievement of the Sustainable Development Goals (SDGs). However, many BRs in Japan now face issues such as depopulation and aging, and without inhabitants and young residents, these regions cannot be called sustainable. In this study, SDGs were used as tools to raise awareness in youth towards the rural issues within BRs. Fieldtrips were conducted in Japan's Mount Hakusan Biosphere Reserve. Based on the 17 SDGs, 17 community service activities were conducted by performing experiential practices in the social, tourism, and industrial sectors of a village. After the fieldtrips, 81% of the students replied that SDGs helped to identify and become aware of local issues. Most students found the lifestyle of the villagers very challenging for youth. SDGs helped students to see the reality of the village and those factors that prevent sustainable development.

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

“…Further, the students proposed to embed into this playground clear and detectable information on where to go to further explore the different geological landscape characteristics, informed the different parties drawing from their regionalization of the SDGs and the history of the place. Much like Demirci et al (2018) and Meadows (2020) and concerns towards the village and its characteristics and circumvent to (Mammadova, 2019). This is outlined in Table 3 where student statements before and after the fieldwork is summarized.…”

“…The contextual elements of the field are thus catalyzed into the produced data and the actual learning situation. Hence, this fieldwork entailed a learning strategy that helped students to understand the contextual and spatial circumstances of a particular case and highlighted how methods applied in each fieldwork situation need adjustment and care towards localizing methods (Beauregard, 2013) (Mammadova, 2019) and further an understanding of the complexity of studied fields and phenomena.…”

“…This study has addressed this issue, pointing to geographical methods and field course activities to interact with society and local communities and how to work with SDGs in a local context. Contextualising the SDGs with fieldwork methods helps students to identify and become aware of local issues (Mammadova, 2019) and further an understanding of the complexity of studied fields and phenomena. This study focussed on a Danish context and this can be cited as a limitation of this research.…”

“…Apart from the engagement with SDGs and the discussion surrounding their multi-scalar nature (Liverman, 2018), the fieldwork had a significant impact on students' awareness of, attitudes to and concerns about the village and its characteristics and circumvent to Mammadova (2019). This is outlined in Student reflections on their learning from practising fieldwork where student statements before and after the fieldwork are summarised.…”