Pedagogical Model for SDG Integration in School Geography

Abstract

The integration of the Sustainable Development Goals (SDGs) into school education has become a global priority within the framework of Education for Sustainable Development (ESD). Geography, as an interdisciplinary subject, provides a unique platform for embedding sustainability principles. This study aims to develop and validate a pedagogical model for integrating SDGs into school geography through a Whole-School Approach (WSA). A quasi-experimental design was employed involving secondary school students in Kazakhstan. The results indicate that the proposed model significantly improves students’ sustainability awareness, spatial thinking, and problem-solving skills. The findings contribute to advancing ESD practices and offer practical implications for curriculum reform