Geografía y ODS: hacia una necesaria reforma universitaria curricular en Andalucía (España)

The present study aims to assess the degree of integration of the Sustainable Development Goals (SDGs) in the Geography and Land Management (GGT) undergraduate programs offered at the universities of Granada, Málaga, and Seville (Spain). To this end, predominantly qualitative methods have been employed, specifically content analysis (frequency analysis of codes and co-occurrence), applied to 66 course syllabi using MAXQDA software. The results reveal an almost nonexistent explicit presence of the SDGs in the analyzed syllabi. The examination of the five dimensions underpinning the 2030 Agenda, known as the 5Ps (planet, people, prosperity, peace, and partnerships), within the main curricular elements (objectives, competencies, and contents), highlights an indirect integration that is heavily concentrated on planet and people. There is a need to strengthen prosperity, and especially peace and partnerships. The high concentration of SDG-related mentions within course contents suggests the necessity of enhancing active methodologies that more effectively integrate theory and practice.