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This paper describes the integration of geographic information system (GIS) technology in a high school environmental science classroom, specifically examining the impact of GIS technology on student engagement, critical thinking, and interdisciplinary learning for Education for Sustainability (EfS). This environmental science classroom utilized ArcGIS Online and StoryMaps to facilitate hands-on learning, enabling students to explore spatial relationships, analyze data, and communicate insights to foster engagement and critical thinking. This GIS technology promotes interdisciplinary learning by connecting essential environmental issues with location and other social factors. Students deepen their understanding of human-environment interactions by interpreting spatial data, empowering them to propose sustainable solutions to environmental challenges. Using ArcGIS Online and StoryMaps, students engaged in guided lessons, explored sustainability topics, and created their own StoryMaps based on the United Nations' (UN) Sustainable Development Goals (SDGs). The findings highlight positive engagement, critical thinking, and interdisciplinary learning impacts. Students demonstrated increased interest, understanding of complex issues, and developed analytical skills through spatial data analysis. The approach encouraged interdisciplinary thinking and expanded awareness of ongoing environmental challenges, supporting EfS goals.
Malone et al. (Mon,) studied this question.