Instructional approaches to implementing ESD-SDGs in secondary school geography: A qualitative study among geography teachers

Abstract

The implementation of Education for Sustainable Development and the Sustainable Development Goals (ESD-SDGs) in Geography teaching depends on how effectively teachers translate sustainability into classroom practice. This study investigates how secondary school Geography teachers integrate ESD-SDGs into teaching and learning. A qualitative design was employed, using semi-structured interviews with five experienced teachers, each with more than ten years of service. The interview protocol was developed through literature review, focus group discussion, and expert validation. Data were analysed thematically, with the fifth interview confirming the stability of the thematic structure. Four interconnected themes emerged: (1) developing students’ sustainability-related potential, (2) planning Geography lessons around ESD-SDGs, (3) enacting ESD-SDGs through contextualised and active teaching, and (4) managing assessment of sustainability learning. Findings reveal that ESD-SDGs were generally embedded within existing Geography instruction rather than implemented as a separate programme. Teachers linked sustainability to local geographical issues and employed fieldwork, projects, discussions, and digital resources, though the depth of integration varied according to content, student characteristics, instructional time, and professional judgement. Sustainability-specific assessment and systematic identification of students’ potential were less evident. The study concludes that strengthening ESD-SDGs in Geography requires greater support for teachers to establish coherent connections among geographical content, sustainability issues, local contexts, learning activities, student responses, and assessment practices.