The integration of ESD in geography syllabi at higher education level in Malta

Abstract

Education for sustainable development (ESD) plays a crucial role in guaranteeing a sustainable future for both present and future generations. This paper explores how ESD is integrated into the present geography syllabi at post-secondary level in Malta, a small Mediterranean island state. It seeks to make a primary contribution to research in ESD by understanding how ESD is connected to geography education at post-secondary level, a form of higher education. The Geography Advanced and Intermediate syllabi are analysed through the UN Economic Commission for Europe (UNECE) Competences in ESD. The method includes a desk study analysis of the syllabi and semi-structured interviews with geography educators for further data triangulation. The results show that several ESD competences feature in the syllabi confirming the link between ESD and geography education. Furthermore, educators at this level are able to integrate ESD competences and skills using transformative practices. In response to these findings, a number of recommendations that are internationally relevant, are drawn up to further enhance the effectiveness of geography syllabi in infusing Education for Sustainable Development (ESD) principles in teaching and learning.