In the report Our Common Future (WCED, 1987), sustainable development is defined as ‘development that meets the present need without compromising the ability of future generations to meet their own needs’. While there may be varied definitions of sustainable development with different assumptions about the basic relationship between society and nature, stakeholder groups have sought to gather global commitment by acknowledging the complex interdependencies of environmental, social and economic development and achieve sustainable development goals which encompass many concerns and challenges. For example, the 17 United Nations (UN) Sustainable Development Goals (SDGs) adopted by UN member states in 2015 under the 2030 Agenda for Sustainable Development (2030 Agenda) recognise that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests. Responding to these goals, some governments, organisations and businesses have started incorporating the 17 UN SDGs to address key goals including clean water and sanitation, affordable and clean energy, responsible consumption and production, climate action and protection, restoration and promotion of sustainable use of terrestrial ecosystems.

What is the value of introducing the goals of sustainable development into our lessons?

Singapore is one of the most liveable cities but faces real geographical challenges like the need to balance land use for our growing population, economic activities, and natural environment. This domestic dilemma will provide a certain geographical lens for the Geography students in Singapore. However, the introduction of SDGs together with other countries’ case studies will provide another angle which complements their appreciation of Singapore’s unique situation. With that, here are some benefits of the inclusion of SDGs-infused lessons in our lessons:

• Enhances the understanding of Human-Environment Relationship

In all levels of study in Singapore, Geography students would be able to explore sustainability opportunities and challenges through various topics on human-environment relationships. Learning continuity is also strengthened with syllabus content selection being guided by contemporary sustainability challenges. To help teachers in the planning of SDGs-infused lessons to enhance or extend students’ learning systematically, they may refer to Table 1.

Table 1 illustrates curriculum content mapped to six SDGs focused largely on social and environmental sustainability. It outlines how the Geography curriculum is organised to ensure that breadth and depth is developed in the subject, through a holistic and continued coverage of ideas and knowledge through the context of sustainable development.

• Appreciates that different countries have different equilibriums

Upon learning about SDGs’ case studies from overseas, students can learn about the contemporary environmental and social challenges that occur at different places in the world, and approaches that enhance the sustainability of our world and our way of life at various scales.

Teachers could tap on this opportunity to weave in key geographical concepts of space, place, environment, and scale which are central to learning Geography. The concepts can be used individually or in combination with each other, to help students make sense of and connect disparate ideas in the subject from the various similarities and differences in the case studies within the same SDGs.

Exploring the SDGs through GEM! 2022 issues

With the unified concept of Geography curriculum across all levels of study, it is therefore timely for GEM! issues in 2022 to focus on sustainable development to raise awareness on the goals and demonstrate how the SDGs are relevant to understanding about Singapore’s challenges for, and possible solutions to achieve sustainable development.

Specifically, in the ‘Perspectives in Geography’ of Issue 1, we feature an interview with the Energy Market Authority (EMA) who has been striving to achieve sustainable and affordable supply of energy in Singapore, by balancing the trade-offs amongst and between environmental sustainability, energy security and affordability. We have also created bespoke resources on carbon footprint and climate change, and amassed lesson resources from EMA and PUB to empower Geography teachers create learning experiences for students to learn about Singapore’ unique challenges and efforts to achieve affordable and clean energy (SDG7).

Likewise, Issue 2 and 3 would also explore the SDGs through the lens of educators in Singapore. We will look at how some partner agencies have shaped Singapore to be a sustainable city and community in the last 50 years and also, explore how Geography students can tap on new opportunities presented by the growth of the green economy, either through the emerging green jobs or existing jobs that are being ‘greened’, and what these entail for Geography educators and students.

Role of Geography Teachers

As Geography teachers, we play a pivotal role in designing quality learning experiences which can ignite the joy of learning in students and enable students to understand the significance of the world they inhabit and the steps they can take towards promoting a sustainable future for themselves and others as active contributors and concerned citizens, both in Singapore and in the world.