DOI
10.3390/educsci8040171

Summary
This article is concerned with the sustainability curriculum and the teaching of the sustainable development goals in the context of using geographical information systems (GIS) on the cloud (webGIS) derived from the spatial data infrastructures within the framework of the Technological Pedagogical Content Knowledge (TPACK) model. Álvarez-Otero & Torres suggest that, with the adequate pedagogical tools, geography education in terms of global understanding can be achieved by the integration of Sustainable Development Goals (SDGs) and spatial data infrastructures, which is the pursuit of the TPACK model. The authors begin by detailing background literature on the SDGs and discuss the challenges associated with integrating the learnings in the classroom context.

The authors state that the TPAC model works towards achieving three pillar objectives.

First, it presents the problem of today’s world from the SDGs viewpoint using information from the sustainable development indicators and to seek solutions through the viewing of information on webGIS.

The second is the preparation for the teachers to form technological tools as a key aspect of development student understanding of the data.

The third involves the design and experimentation with good practice interventions.

The methodology for implementing this program is described in section 5.1.2. It is described as a three step process and is summarised as follows.




The viewing of a video included in the Ed puzzle tool which permits the introduction of open, true-false and multiple-choice questions. https:/ /youtu.be/nIdXZIJvXRM
Individuals are to read and reflect on 2 SDGs corresponding to the case study in question.
Students are then placed into groups of four and are tasked with the creation of a map using arc GIS online, utilising SDI services provided by the teacher. A number of SDI resources should be recommended but the students are free to source their own data. After creating, reviewing and correcting the maps, the students perform analysis and enter a discussion.




In order to evaluate the effectiveness of this program, the authors implemented a pre-and post-survey to assess the level of knowledge of the SDG is before being subject to this learning model. The-exercise survey was conveyed conducted via the web application Kahoot using seven questions which are outlined in table 3.  

The summary of the results are provided in table 3 and show positive results for the effectiveness of this model.

Relevance for Complex Systems Knowledge
This study is relevant to the sustainable development topic. It describes the TPACK model for its ability to enhance the understanding of the sustainable development goals. Pre-and post-survey is conducted by the offers, highlight the usefulness of this model.

Throughout the paper there is no mention of complacent knowledge or systems thinking, however, the paper as a whole offers insight into the enhancement of pedagogical tools thus making it a useful resource for the enhancement of teaching sustainable development.

Point of Strength
The use of the TPACK model hold potential to be used in further studies or in the classroom context to develop student understanding of Sustainable Development Goals.

The use of the Kahoot online survey application could be a useful resource for further studies that intend to conduct pre-and post-surveys.