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This article explores the challenges and opportunities for teaching sustainability in rural schools, focusing on teachers' experiences and curriculum enactment.

April 15, 2026Australian Journal of Environmental EducationOpen Access

Teaching for Community Sustainability: Opportunities and Limitations as Seen from a Cross-analysis of Teachers Teaching in Schools in Rural Areas in Spain and Sweden

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Authors

BVBegoña Vigo-ArrazolaUniversidad de Zaragoza DBDennis BeachUniversity of Gothenburg EÖElisabet ÖhrnUniversity of Gothenburg

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Implication

Meta-ethnographic analysis reveals teaching challenges for sustainability in rural schools, indicating area-specific needs.

Key Points

This article explores the challenges and opportunities for teaching sustainability in rural schools, focusing on teachers' experiences and curriculum enactment.
Used a meta-ethnographic methodology to analyze qualitative data.
Applied Massey’s geometry of space theory to understand local contexts.
Examined enacted curriculum and teachers’ experiences in rural Spain and Sweden.
Highlighted the importance of local natural and cultural heritage for sustainability goals.
Identified community support and engagement as crucial for effective curriculum implementation.
Noted barriers such as global marginalisation, competition, and social isolation of schools.

Cite This Study

Vigo-Arrazola et al. (2026) studied this question.

synapsesocial.com/papers/69df2abce4eeef8a2a6afb8c https://doi.org/10.1017/aee.2026.10160

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Teaching for Community Sustainability: Opportunities and Limitations as Seen from a Cross-analysis of Teachers Teaching in Schools in Rural Areas in Spain and Sweden

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Key Points

Cite This Study

Teaching for Community Sustainability: Opportunities and Limitations as Seen from a Cross-analysis of Teachers Teaching in Schools in Rural Areas in Spain and Sweden

Discussion

Member takes

Implication

Key Points

Cite This Study

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