Geography and the Sustainable Development Goals in Primary Education: content analysis of the curriculum in Andalusia, Spain

Authors

  • Ulises Najarro-Martín
  • Juan Carlos Maroto-Martos

DOI:

https://doi.org/10.35869/reined.v23i1.6114

Keywords:

Primary Education, Geography, Sustainable Development Goals, Content Analysis, Curriculum

Abstract

The aim of this study was to assess the degree of integration of the Sustainable Development Goals (SDGs) at the Primary Education stage in Andalusia in the subject of ‘Knowledge of the Natural, Social and Cultural Environment’. A qualitative method was used through the content analysis technique. We analysed the autonomous regulations in force in Andalusia, which were organised and coded using the MAXQDA qualitative analysis software. The results reveal a favourable integration of the SDGs for the Primary Education stage, identifying both strengths and weaknesses that can improve the inclusion of the SDGs in the curriculum. The data suggest opportunities to improve the integration of the SDGs in Primary Education by harnessing the potential of geographical science to contribute to the formation of sustainable global citizenship.

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Published

2025-05-04

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Section

Articles