Integrating Culture and Environment into High School Geography Education for Sustainable Development

Abstract

This article explores the integration of cultural and environmental dimensions into geography education within the framework of Vietnam’s 2018 General Education Curriculum. While geography inherently connects natural and social sciences, cultural and environmental aspects remain underemphasized in classroom practice. To address this gap, the article develops a theoretical foundation linking integration, interdisciplinarity, and “Education for Sustainable Development” (ESD). It then analyses the upper secondary geography curriculum (Grades 10-12), identifying thematic entry points – Humans and Nature, Geography of Economic Sectors, World Socio-Economic Geography, and Regional Development – that provide opportunities for localized teaching themes (e.g., indigenous knowledge in the Northwest, sustainable tourism in Ha Long Bay, urbanization in Ho Chi Minh City, and community-based tourism in the Central Highlands). Drawing on the results of surveys of teachers and students, the article highlights both the potential benefits and challenges of applying integration in practice. To support pedagogical implementation, a seven-step process is proposed to guide teachers from defining objectives to reflection and adjustment. This process demonstrates how cultural and environmental integration can enrich geography education, foster students’ problem-solving and civic competencies, and contribute to ESD goals. The article thus offers practical insights for curriculum developers, educators, and policymakers seeking to strengthen the transformative role of geography in promoting sustainable development.

Received: 11^th August, 2025; Revised: 8^th January, 2026; Accepted: 19^th January, 2026