@article{oai:kansai-u.repo.nii.ac.jp:02001476,
 author = {西岡, 尚也 and Nishioka, Naoya},
 journal = {ジオグラフィカ千里 = Geographica Senri},
 month = {Mar},
 note = {国連の呼びかけでSDCsが学校教育に導入されて来た。教科書には“17の目標”が掲げられ，小・中学校や高校では社会科地理分野を中心に教育実践や教材研究が報告されている。しかし目標と内容が広範囲にわたるため，実践する教員には負担が大きい。筆者も大学教養科目「地理学」でSDGsにふれてきたが，ポイントが絞りにくいテーマであり苦戦してきた。本稿では受講生(大学生)の感想を整理しながら，今後のSDGs教育の進むべき方向について考察していきたい。, SDGs have been introduced into school education at the urging of the United Nations. Textbooks list “17 goals” and elementary, junior high, and high schools report on educational practices and research on teaching materials, mainly in the field of social studies and geography. However, because the goals and contents are wide-ranging, it places a heavy burden on teachers who implement it. I have also come into contact with the SDGs in my university liberal arts course “geography” ’but I have had a difficult time focusing on the topic. In this article, I would like to discuss the future of SDGs education while organizing the reactions of the students listening to my lecture., 野間晴雄教授退職記念号　特集：地理学万華鏡─俯瞰・比較と応用},
 pages = {11--28},
 title = {地理教育でSDGs（持続可能な開発目標）はどう教えればよいのか : 教養科目地理学における大学生の感想からの考察},
 volume = {3},
 year = {2024}
}