International Practices of SDG Implementation in School Geography Education: A Comparative Analysis

Abstract

            The Sustainable Development Goals (SDGs) adopted by the United Nations have become a global framework guiding educational reforms aimed at addressing environmental, social, and economic challenges. School geography education plays a pivotal role in advancing sustainability-oriented competencies due to its interdisciplinary nature and focus on human–environment interactions. This article presents a comparative analysis of international practices in implementing SDGs within school geography education systems. Using Finland, Japan, South Korea, and Kazakhstan as comparative cases, the study explores curricular integration, pedagogical strategies, and methodological approaches to SDG-based geography instruction. The research highlights converging global trends and contextual differences, offering insights into effective models for integrating sustainability education into national curricula.