8. Subject Matter Knowledge and Sustainability—Implications for Classroom Instruction

There is an argument that a high school geography teacher should have a university degree in geography. By the same logic, must all sustainability teachers have a degree in Sustainability or a related discipline? Perhaps this argument assumes that subject matter knowledge and disciplinary ways of thinking have a direct impact on a teacher's classroom instruction and assessment about sustainability. This chapter examines the nexus between subject matter knowledge and pedagogical practices through the lens of (Shulman, Educ Res 15:4–14, 1986) idea of pedagogical content knowledge (PCK). Through a meta-analysis of the literature in selected environmental and geographical education journals, the discussion will consider how subject matter knowledge affects teachers’ choices and subsequently their classroom practices using the (Lambert and Morgan. EBOOK: Teaching Geography 11–18: A Conceptual Approach. McGraw-Hill Education, UK, 2010) curriculum-making model. Sustainability education should not only focus on raising awareness or instilling knowledge but also on the development of skills and behavioral changes that contribute to sustainable development. As a result, classroom instruction, or how it is taught, and assessment become important factors to consider in ensuring that knowledge, skills, attitudes, and behavioral changes that promote sustainability are learned.