Contemporary society is experiencing troubled times of social, environmental, and economic (in)sustainability. Proof of this reality is the publication of the 2030 Agenda for Sustainable Development, published in 2015 by the United Nations (United Nations, 2015). This document reinforces the need to act and facing the social, environmental, and economic problems previously identified by various
... [Show full abstract] organizations, governments, and initiatives. Through an action plan designed for 15 years (2015–2030), hundreds of targets are listed for the achievement of the 17 SDGs to mitigate and solve global challenges, ensuring a more democratic global equitable, reasonable, and sustainable social development (Činčera et al., 2019; United Nations, 2015). However, in the founding process of an enhanced society, citizens cannot neglect human dependence on our planet. The Earth – a planet that supports life and is humanity’s home – has undergone numerous changes resulting from anthropogenic actions. Currently, the Earth does not have enough resources to supply society’s living standards, and the consequences of our various thoughtless and neglected behaviors concerning it has compromised the sustainability of life on Earth. In this sense, the adoption of social and economic measures is no longer sufficient to guarantee society’s sustainable development. It is urgent to analyze human behaviors and impacts on the geosphere in a holistic and interdisciplinary approach, from an ethical perspective (Ribeiro et al., 2020).
To foster the development of partnerships between different entities and recognize the education central and model role in this path, the European Commission develops(ed) several funding calls that can contribute to the accomplishment of the Agenda 2030 targets. One of the most recognized and effective is the Erasmus+ Programme. This programme supports project proposals in the fields of education and training, youth and sport, aiming to provide, to more than four million citizens, the opportunity to acquire skills and develop their personal, socio-educational and professional aspects worldwide, for the period 2014–2020. It is expected improvements in the quality, innovation, excellence, and internationalization of organizations, through active activities in education and training, youth and sport. This programme also helps European countries to modernize and enhance their education and training systems, reinforcing their role as engines of growth, employment, competitiveness, innovation, and social cohesion (European Commission, 2018).
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The higher education and research institutions are undoubtedly the most permeable places for the partnerships’ development to scientific research and innovation in diverse areas. Simultaneously, as training institutions, they perform an essential position in establishing new teaching and learning practices and in the inclusion of new content in their education plans. Underlying this belief, in 2017, the University of Porto coordinated the first project funded by the Erasmus+ Programme in the field of geoethics, intending to include this new scientific branch under discussion and promote educational changes under the topic KA203 – Strategic Partnerships for higher education, with a strong component dedicated to sustainable development and the accomplishment of several SDGs of the 2030 Agenda. The GOAL – Geoethics Outcomes and Awareness Learning Project aimed the production of a geoethical syllabus and respective educational resources, covering subjects such as the natural resources’ sustainable exploitation, the correct water management, and preservation of bio and geodiversity, amongst others (Vasconcelos et al., 2018). As geoethics is an interdisciplinary branch, the educational resources and syllabus designed for higher education, contribute to an integrated and holistic reflection of the sustainability dilemmas that society faces in its interaction with the planet. In addition to the development of values and knowledge in this field, the project seeks to challenge students to adopt more conscious behaviors, providing citizens with knowledge and skills for higher and more active participation in a democratic society, capable of identifying problems and implementing more sustainable solutions, respecting the dynamic balance of the Earth system.
