Integrating Earth System Knowledge and Planetary Justice: Digital Modules for Systems Thinking

Abstract Education for sustainable development requires an understanding of complex Earth system processes with an ethical reflection on global justice. In this context, concepts such as planetary boundaries and the Doughnut model serve as reference frameworks. Their didactic connection to the concept of planetary justice has thus far only been partially addressed. This paper presents the theory-based, design-oriented development of a digitally supported learning module for geography in upper secondary education. The module is based on five conceptually integrated design principles: normative openness; planetary boundaries and Doughnut model as framework; systems thinking; integration of the three justice dimensions (interspecies, intergenerational, and intragenerational); and a problem-based, real-world learning environment. It was implemented using ArcGIS StoryMaps, which visualise narratives based on a case study to illustrate socio-ecological interrelations across local, regional and global scales. The paper contributes by facilitating a conceptually grounded integration of planetary justice into geography education.