Abstract
International consensus has been reached for the 2030 Agenda, and governments have adopted measures for the gradual implementation of Sustainable Development Goals (SDGs). In this implementation, education plays a crucial role. Recently, the extent to which Education for Sustainable Development (ESD) has become the norm in national curricula, teacher education, and student assessment has been a focus of extensive research. The present study introduces the geography curriculum and the reform of the National College Entrance Examination (NCEE) in China in the 2000s. A global indicator framework for SDGs is used to analyze sustainable development (SD) content and characteristics in NCEE geography papers. Findings reveal that SD accounts for an average of 71% of score points among the 24 sets of papers. Sustainable agriculture, terrestrial ecosystems, settlements, and water are well reflected in questions, especially water-related ecosystems, resilient agricultural practices, transportation system, tourism, desertification, and degraded land and soil. Sustainable development questions have the characteristics of setting open questions, paying attention to question situation, being close to real life, being moderately difficult, paying attention to regional SD and human-nature relationship, and diversifying question-setting patterns. According to the analysis of papers, SD plays an important role in geography education.
Highlights
In the 2015 UN General Assembly, 193 member nations adopted the 2030 Agenda for Sustainable Development to attain strong sustainability in the pursuit of 17 SustainableDevelopment Goals (SDGs) [1]
sustainable development (SD) is the guiding ideology; human–nature relationship is the main line and population, resources, environment, and development issues are the key points of design
The results show that SD is a core topic of the high school geography curriculum in China, geography is a suitable subject for SD
Summary
In the 2015 UN General Assembly, 193 member nations adopted the 2030 Agenda for Sustainable Development to attain strong sustainability in the pursuit of 17 Sustainable. Development Goals (SDGs) [1]. A global framework with 231 unique indicators was developed and refined to track the progress of the SDGs and targets [2,3]. Indicators regarding education were placed under targets 4, 12, and 13. That is the extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment. One of the key points was the extent to which education for SD has become part of student assessment [2]. Numerous studies have examined student assessment of Education for Sustainable
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