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Analysis of Sustainable Development Questions of College Entrance Examination Geography Papers in China: 2010–2020

Author

Listed:
  • Fengtao Guo

    (School of Geographic Sciences, East China Normal University, Shanghai 200241, China)

  • Yushan Duan

    (School of Geographic Sciences, East China Normal University, Shanghai 200241, China)

  • Shanbo He

    (Guangzhou No. 65 Middle School, Guangzhou 510450, China)

  • Qian Gong

    (School of Teacher Education, Nanjing Normal University, Nanjing 210023, China)

  • Zeyang Yao

    (School of Geographic Sciences, East China Normal University, Shanghai 200241, China)

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.

Suggested Citation

  • Fengtao Guo & Yushan Duan & Shanbo He & Qian Gong & Zeyang Yao, 2022. "Analysis of Sustainable Development Questions of College Entrance Examination Geography Papers in China: 2010–2020," Sustainability, MDPI, vol. 14(3), pages 1-24, January.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:3:p:1526-:d:736718
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    References listed on IDEAS

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    1. Fengtao Guo & Joseph Lane & Yushan Duan & Joseph P. Stoltman & Olga Khlebosolova & Hao Lei & Weiguo Zhou, 2018. "Sustainable Development in Geography Education for Middle School in China," Sustainability, MDPI, vol. 10(11), pages 1-27, October.
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    Cited by:

    1. Samin Shaaban-Nejad & Farid Shirazi, 2022. "ICT and Environmental Sustainability: A Comparative Study," Sustainability, MDPI, vol. 14(14), pages 1-24, July.

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