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2023 | OriginalPaper | Chapter

10. Geography Education for Sustainable Development Through Problem-Based Learning

Authors : Luiza Olim de Sousa, Aubrey Golightly

Published in: Understanding Sustainability with Pedagogical Practice

Publisher: Springer Nature Singapore

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Abstract

Education for Sustainable Development (ESD) for 2030 has identified the transformation of learning environments to address sustainability challenges. Pedagogy and learning environments are transforming and introducing interactive and learner-centered pedagogy that enable students to live what they learn and learn what they live. In South Africa, the national curriculum aims to produce students who can work together, identify, and solve problems, and use critical and creative thinking to make decisions. South Africa’s Geography curriculum aims to develop a commitment among students toward sustainable development, while nurturing values and attitudes of sustainability. In the South African school context teachers are challenged to implement active teaching–learning strategies in the teaching of sustainability. The purpose of this chapter is to present how ESD and problem-based learning, an action-orientated and learner-centered teaching and learning strategy, in Geography education can contribute to transformational social learning for sustainability by focusing on complex interdisciplinary real-world problems.

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Metadata
Title
Geography Education for Sustainable Development Through Problem-Based Learning
Authors
Luiza Olim de Sousa
Aubrey Golightly
Copyright Year
2023
Publisher
Springer Nature Singapore
DOI
https://doi.org/10.1007/978-981-99-2687-9_10