The representation of the Sustainable Development Goals (SDGs) in school atlases and textbooks is of central importance for Education for Sustainable Development (ESD). This study examines the implementation of the SDGs in geographical educational materials for secondary education in Germany in order to highlight their potential for teaching. The research question examined to what extent maps related to SDGs have been implemented in educational materials (atlases and textbooks). The representation of SDGs was analyzed using qualitative content analysis and subsequent descriptive evaluation of 1,527 maps. A total of eight textbooks were examined, two textbooks each for grades 5/6, 7/8, 9/10, 11–13 – and two atlases. The category system was developed deductively and included central geographical elements such as physical and human geography and basic/key concepts, maps and map work, as well as sustainable development goals. The results show that all SDGs were covered, albeit not to the same extent. Most of the maps were available for SDG 15 (life on land), SDG 7 (affordable and clean energy), SDG 10 (reducing inequalities), SDG 11 (sustainable cities and communities), SDG 12 (responsible consumption and production), and SDG 13 (climate action). In general, SDG-related content was more commonly implemented in map materials in textbooks for older age groups, as well as in atlases. An underrepresentation was observed in temporal aspects and in changes. Implications for the design of educational materials are derived from these observations.

Authors:
Sandra Sprenger, University of Hamburg, Germany
Carina Peter, University of Marburg, Germany

About the Presenter(s)
Professor Dr Sandra Sprenger is a Professor in the Faculty of Education specializing in Geography Education at the University of Hamburg.

Connect on Linkedin
https://www.linkedin.com/in/sandra-sprenger-070b552b9

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