Perspectives and characteristics of Education for Sustainable Development in high school geography: an analysis of the Japanese national curriculum

This study analyzed the high school geography curricula in Japan to determine the positioning of concepts, competencies, and attitudes related to education for sustainable development (ESD), as well as the characteristics and background of its implementation. Using qualitative content analysis, the study investigated the 2009 and 2018 Courses of Study. The analysis focused on the establishment of concepts for building a sustainable society, and the abilities and attitudes emphasized by learning instructions from an ESD viewpoint. Comparisons of the descriptions in both the 2009 and 2018 curricula showed that the 2018 version contained more of the sustainability concepts and ESD abilities and attitudes. ESD implementation in Japanese geography education was based on Japan's unique framework and context, and influenced by international (geography) education policies. In the case of Japan, ESD has contributed to the geography curriculum reform, as seen in the introduction of a geography subject that comprehensively addresses the development of a sustainable society and the fostering of its actors. Moreover, it has provided an opportunity to discuss geography education from an international standard.