Martínez Hernández, CarlosMínguez García, María del Carmen2023-06-212023-06-212023Martínez-Hernández, Carlos, y Carmen Mínguez. «The Anthropocene and the Sustainable Development Goals: Key Elements in Geography Higher Education?» International Journal of Sustainability in Higher Education, vol. 24, n.o 7, noviembre de 2023, pp. 1648-67. DOI.org (Crossref), https://doi.org/10.1108/IJSHE-09-2022-0316.1467-637010.1108/IJSHE-09-2022-0316https://hdl.handle.net/20.500.14352/65322Purpose – The current “Anthropocene” epoch has witnessed an imbalanced global change, but it is an opportunity to design a better and sustainable future. Sustainability criteria need to be fully implemented in political institutions, companies and universities. Moreover, sustainable pedagogies must accompany the process in terms of students’ professional competences to overcome crisis situations. This paper aims to evaluate geography degrees in Spain to corroborate whether students and teachers consider that students are prepared to address the challenges of global change. Design/methodology/approach – The research is focused on the sustainable development goals (SDGs), a clear and easily identifiable framework for society that reflects the principles of the UN 2030 Agenda. A statistically validated questionnaire answered by 319 respondents has been used. Data analysis with descriptive and inferential techniques was performed. Findings – The results show that geography degrees do not meet the needs of students, for whom career opportunities will be related to the implementation of the 2030 Agenda; there are significant gaps between the perception of teachers and students; some geographical topics are undervalued; SDGs are more present in optional subjects; and there is a need to “sustain” the curriculum, following this highly valued framework. Originality/value – Geography educative programs had scarcely been empirically evaluated to check a sustainability framework implementation. This research provides innovative and unprecedented self-assessment results from higher education agents, in an empirical and statistically validated way.engAtribución-NoComercial 3.0 Españahttps://creativecommons.org/licenses/by-nc/3.0/es/journal articlehttps//doi.org/10.1108/IJSHE-09-2022-0316https://www.emerald.com/insight/content/doi/10.1108/IJSHE-09-2022-0316/full/htmlopen access3783737.0291911.2911.3913Geographical EducationUniversity DegreeGlobal Change2030 AgendaSDGSpainEducación GeográficaGrados universitariosCambio globalAgenda 2030ODSEspañaGeografíaGeografía físicaGeografía humanaGeografía regionalMeteorología (Geografía)EducaciónEnseñanza universitaria2505 Geografía2505.07 Geografía Física5403 Geografía Humana5404 Geografía Regional2509 Meteorología58 Pedagogía5801.08 Enseñanza Programada