From Soil Pits to Global Goals: Pedagogical Innovations for a Sustainability-Oriented Soil-Science Curriculum Aligned With the Sustainable Development Goals

Abstract

Soil science stands at a critical juncture, facing both mounting global environmental crises and transformative possibilities in education. This study advocates a bold re-envisioning of soil science pedagogy, aimed at cultivating the inter- and transdisciplinary competencies essential for achieving the 2030 Sustainable Development Goals (SDGs). Drawing on in-depth case studies from Sultan Qaboos University (Oman) and Moscow State University (Russia), along with global stakeholder insights and integrative frameworks, such as Soil Security, One Health, and the Pedometrics Challenge, we propose a future-facing curriculum focused on sustainability, systems thinking, and real-world engagement. This study showcases pedagogical innovations—including inquiry-based learning, SDG-aligned outcomes, debate-based reasoning, and community-engaged research—that foster core skills in transdisciplinary problem-solving. Supported by empirical findings and curriculum analysis, this study demonstrates that reframing soil-science education around ecosystem services and natural capital can empower students to become solution-oriented professionals. Ultimately, we call for a global curricular reform that positions soil education as a dynamic catalyst for sustainability transformation rather than as a technical subdiscipline.