Abstract
Social evolution, globalization, and advances in technology are making it increasingly necessary to offer complete and comprehensive teacher training. This training should produce citizens who are concerned about the planet and its future. These values are embedded in the Sustainable Development Goals (SDGs), the breadth of which allows them to be integrated into the secondary school curriculum for most subjects. To construct a complete teacher training model, the following have been considered: previous studies based on qualitative and quantitative methodologies (the Delphi method and questionnaires for ‘expert’ teachers), the teaching experience of the authors, the action research methodology, and validation by other teachers who use technologies and are concerned about sustainability issues. The result is a teacher training model that is in line with UNESCO’s sustainability competencies and based not only on technology, the scientific content of the subject to be taught, and didactics (pedagogy), but also on education in sustainability and the SDGs that need to be integrated. This approach is expected to produce changes in citizens’ attitudes that contribute to the achievement of the SDGs and lead to the teachers feeling positive about their teaching experiences. However, a systematic application of this approach in classrooms and an assessment of its learning results are still pending.
Highlights
When the Delphi technique is applied [28], the participants see the importance of geolocated data or spatial data infrastructures (SDI) geodata for building knowledge for professionals in the territory, researchers, teachers, and citizens and for understanding the territory and its sustainability problems using structured geographic information and graphics
Data quality does not seem to be important for teachers and students, a fact that had previously been identified in the European GI-Learner project [27], which may be one of the reasons for the appearance and proliferation of fake news
In relation to the integration of these technologies in geography lessons involved in Sustainable Development Goals (SDGs), the respondents find the following teaching methods useful: project-based learning, resolving problems, and case studies (93.3%), learning by discovery
Summary
Teachers need to acquire digital skills to apply and solve everyday teaching–learning problems This has led us to develop the framework for a new teacher training model by promoting scenarios oriented towards digital literacy using web mapping, such as geographical information systems on the Cloud ( known as Web GIS), an important emerging geotechnology. In the course of this research, we have integrated online collaborative and cooperative work [5] and competencies and skills to identify and address problems by defining their corresponding global and local elements All these possibilities promote ‘learning by doing’ [6], by putting into action experiential [7,8] and meaningful learning [9] in the environment in which face-to-face, blended, or distance teaching takes place
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