Mapping of K-12 science and mathematics curriculum against sustainable development goals and addressing sustainability gap

Abstract

This paper uncovers the sustainability content in the science and mathematics curriculum of Qatar’s K-12 public school system. It focuses on mapping the curriculum standards of both subjects against sustainable development goals (SDGs) and identifying the existing gap. The mapping, using a key-words approach, of sustainability concepts based on UN and UNESCO documents, with the curriculum found that among 410 standards in science, a total of 53 science curriculum standards are addressed, to some extent, by SDGs-related contents, i.e. 12.7%. The major addressed SDGs in descending order are SDG13 on climate change; SDG15, sustainable use of life on land; SDG3, health, and well-being; SDG12, sustainable consumption and production SDG7, affordable clean energy; SDG 2, food security and improved nutrition SDG9, sustainable industrialization SDG 14, life underwater clean water availability and sanitation for all. However, only seven standards in mathematics are addressed out of 122 (5.7%); three of them are related to SDG12 (waste recycling), two to SDG3 (Health and Well-being), one to SDG1 (population growth), and one to SDG13 (climate change). It further underlines the potential of addressing this gap by updating curricula and creating suitable environments and cultures that focus on engaging students in scientific investigation and action on the most pressing global sustainable development issues.

Keywords

• Education for sustainable development
• mapping
• mathematics
• sustainable development goals
• science
• Sustainability Education, Training & Leadership