Rethinking geography education through education for sustainable development in secondary schools in Malta

Abstract

Geography Education has been discussing issues related to sustainable development (SD) for a very long time which thus makes it an ideal platform to address Education for Sustainable Development (ESD). For Geography Education to effectively implement ESD, educational systems need to reorient their curricula and syllabi. The aim of this study is to (i) understand to what extent is ESD being embedded locally within Geography Education in secondary schools, (ii) determine if key stakeholders are ready to rethink the Geography syllabus in line with ESD principles, and (iii) create an advocacy for Geography Education. A qualitative approach was adopted for this research which entailed a phenomenological study to understand an experience from the participants’ point of view. This research consisted of three semi-structured interviews with members of the Geography Department and two focus groups with a selection of Geography teachers. An online platform was used to conduct interviews and focus groups. The analysis identified the major themes that emerged from the interviews. This research shows that Geography Education has locally evolved to a certain extent to better encompass ESD as a cross-curricular theme, yet it is hindered by traditional educational structures at various levels and outdated perceptions about the subject. There is also a demand for more awareness and training on implementing ESD in Geography Education which was found lacking. Key stakeholders need to reorient, revitalise, evolve, and invest in Geography Education so that ESD can be addressed in secondary schools. In response to these findings several recommendations are proposed to ensure that Geography Education starts having a major role in ensuring a more sustainable future.