Spatial models as a hub for sustainability education: Exemplifying the transition from producer to user-defined maps in the classroom

Abstract

It is known that the market for spatial data now supports much of the spatial modelling that is called for when predicting the outcome of proposed development projects. As the steadily globalising economy is changing the face of the earth at a pace that needs monitoring in more than an ad hoc way, there are more and bigger such projects being planned. Fortunately, the digital revolution has spawned the technology whereby the necessary tools and data needed for earth surface change detection and scenario modeling can be assembled and analysed. This is especially so now that the tools (generally referred to as GIS) have been adopted by all tiers of government. Regulators, developers and teachers alike have an interest in adopting the new technology during up-date of decision support. This applies especially when meeting the challenge of sustainable development goals. Using case studies we argue that the diffusion of digital spatial data handling among the mapping authorities of economically developed countries is now so well advanced that all educators can obtain access to the kind of spatial data needed for assembling thematic patterns ready for use in Education for Sustainability (EfS).