Managing Geo-Education within education for sustainable development

Abstract Geo-Education, derived from the concept of “GEO” meaning the Earth, represents an emerging educational paradigm that emphasizes understanding global systems, human–environment interactions, and responsible citizenship. Positioned within the broader agenda of Education for Sustainable Development (ESD), Geo-Education aims to cultivate ecological awareness, global thinking, and sustainable values among future educators. This study employs Q methodology to investigate experts’ subjective viewpoints on Geo-Education as a foundation for sustainable world education. A set of 25 statements representing five conceptual domains world-focused teaching modules, ecosystem awareness, environmental issues, sustainable lifestyles, and interdisciplinary curriculum was developed and sorted by 11 experienced experts. Factor analysis produced five distinct and interpretable factors, explaining 78.96% of the total variance. (1) Structured Modules and Pedagogical Clarity, (2) Learning Outcomes and Teacher Understanding, (3) Ecosystem Responsibility and Natural Awareness, (4) Practical Global Issues and Real-World Relevance, and (5) Cross-Curricular Integration and Sustainable Lifestyles. The findings indicate that Geo-Education extends beyond traditional geography, offering a holistic framework that promotes sustainability, environmental literacy, and ethical responsibility. This study highlights the significant potential of integrating Geo-Education into teacher training to better prepare future educators for the environmental and societal challenges of the twenty-first century.