2016/01/15 by Douglas R. Gress, Johannes M. Tschapka, Johannes Tschapka · 2 citations
Social Sciences · #Geography Education and Pedagogy #Sustainability in Higher Education #Tourism, Volunteerism, and Development
paper · doi:10.1080/00221341.2015.1119874
crossref issued 2016/01/15 · crossref published 2016/01/15 · crossref published-online 2016/01/15 · openalex publication_date 2016/01/15 · crossref created 2016/01/15 · crossref published-print 2017/01/02 · crossref deposited 2017/06/24 · openalex created_date 2025/10/10 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/29
There is an apparent disconnect between geography and education for sustainable development (ESD), with geography underrepresented in publications and curricula related to sustainability though the discipline embraces the need to foment positive change. To bridge this schism, this article introduces advances in education for sustainable development (ESD-2) and a three-dimensional key competence-based model that can be deployed in tandem with economic geography theory. Deploying the theme of solar PV in Korea, a competency-based lesson planning exercise is presented to demonstrate the potential for this learning paradigm to generate agency and empower change for a sustainable future.