{'fraction_non_alphanumeric': 0.02591283863368669, 'fraction_numerical': 0.0035335689045936395, 'mean_word_length': 6.456140350877193, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Placing GIS in sustainability education

As public awareness about sustainability grows and as higher education advances sustainability more comprehensively, geographers have an opportunity to take a role in sustainability education. This article examines (1) what constitutes sustainability education, (2) how geographic concepts and Geographic Information System (GIS) are relevant to sustainability education, and (3) how geospatial thinking can be incorporated into the sustainability curriculum using GIS. This research proposes five geospatial inquiries that students can make to explore sustainability issues using GIS, which are spatial distribution, spatial interactions, spatial relationships, spatial comparisons, and temporal relationships. Definition, examples, and uses of these five geospatial inquiries supported by GIS are provided.