The Use of Geolocated Augmented Reality in Teacher Education for the Achievement of the Sustainable Development Goals

Abstract

This study explores the integration of geolocated augmented reality and the development of the spatial citizenship competence into a Social Sciences Education course of the Degree in Primary Teacher Education of the University of Girona. The aim of this research was to investigate the results of a learning unit that focused on the analysis of the sustainable development goals in the urban landscape. Students were asked to select elements or areas that were relevant for the analysis of sustainability and to formulate actions for improvement. A total of 139 georeferenced entries were created, which were then analysed and categorized using Atlas.ti 22. The results of this experience indicate that geospatial technologies promote active learning, critical thinking, and the contextualization of geographic knowledge. Geolocated augmented reality proved to be an effective pedagogical tool for developing spatial awareness and encouraging reflection on sustainability in students’ immediate surroundings. However, most of the action proposals were generic in nature, as students formulated simple solutions, and they assigned responsibility to external actors. This leads us to consider the need to develop future teaching guidelines for this learning unit that lead to more concrete and viable action proposals and that focus on the development of students’ personal and group agency

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