Integrating Sustainable Development into Geographical Education: From Global Perspectives to the Case of Ukraine
Abstract
Today society is facing a number of very acute problems unable to be solved even in the developed world. Problems are especially acute in interaction of the system "society - economy - nature". Global transformations taking place in society, related to overcoming systemic crises and contradictions as well as transition of humanity to a new way of civilizational development require evolution of sustainable development policies and strategies for education. Geography should be the core, the basis of the educational standard of education for sustainable development, because geography is interdisciplinary in nature and includes knowledge, concepts, competencies about nature and society, their interaction is pretty much important. Taking into account current trends in reforming the education system in Ukraine, including the higher education, the uncertain place of geography in the knowledge system require finding ways to transform educational programs and curricula with increased practical training and emphasis on formation of competencies in demand for the labor market. This requires use of a comprehensive interdisciplinary approach.
This article aims to identify the key features of ESD globally, and in particular, in Ukraine, by analyzing literature that address and substantiate ESD-related issues. It highlights best international practices in this field, examines the potential of geographical education for SD, and outlines the role of geographical education at all levels of the education system – particularly in higher education in Ukraine - from a sustainable perspective. Additionally, the study explores the implementation of educational programs within Ukraine´s free economic education system, identifying both existing opportunities and challenges. The focus on Ukraine is particularly relevant due to the transformation of its education system, shifting toward European integration.
Results. This study examines ESD in Ukraine through global forum analyses and best practices worldwide. It identifies the potential of geographical education in promoting SD and evaluates the implementation of educational programs in Ukraine. Furthermore, it underscores the importance of social geography, whose methodologies align with ESD needs. Geography, as an interdisciplinary and sustainability-focused science, offers significant potential for ESD. The school geography curriculum already incorporates key SD principles, but their full realization requires diverse teaching methods and teacher engagement. In Ukraine’s higher education, geography should be recognized as a core discipline across all specialties, aligning with international ESD standards. Education, as the largest social system shaping public consciousness, must embed sustainability values beyond formal education to drive ethical and sociocultural progress. Ignoring sustainability in education risks perpetuating unresolved global, regional, and local issues. In Ukraine’s higher geographical education, defining its role, improving curricula, and strengthening human-geographical education based on sustainability principles should be a research priority.
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