Education is an essential component of the Sustainable Development Goals (SDGs). Through a questionnaire survey among students from a Chinese senior high school, this study measured the self-reported knowledge, sources of information, learning situations, priorities, the impact of personal life and career planning with respect to the SDGs to understand their cognition, learning motivation and social readiness. The results show that students’ knowledge and information sources in relation to the SDGs are limited, and there is no significant difference between boys and girls in relation to their knowledge of the SDGs, the source of information, the learning level of the SDGs, impact of personal life on the SDGs and career planning related to the SDGs. It is also shown that students have a better understanding of the number of the SDGs and the countries to which the SDGs are addressed and students receive information about the SDGs via formal education and traditional media. Regarding the penetration of the SDGs in course subjects, Chinese and native culture, foreign language, biology and geography have included all the SDGs. Through an analysis of responses and popularity rates, gender equality, quality education, reduced inequalities, no poverty, zero hunger, good health and well-being are shown to be the students’ priorities with higher attention rates. Gender equality, quality education, clean water and sanitation are the top three goals in relation to which students consider that their personal life can have a greater impact. Students prefer to adopt the SDGs (decent work and economic growth, quality education, industry, innovation and infrastructure, sustainable cities and communities) as their personal career choice in the future. Suggestions for improving the implementation of Education for Sustainable Development (ESD) include comprehensive formal and non-formal education, publicity and curriculum integration to promote learning about the SDGs. A model of ESD in the school surveyed is presented for practical application. Based on this research, guidance and suggestions are provided to enhance students’ awareness, knowledge and competencies in relation to sustainability and to encourage student engagement in global sustainable development.

Education for Sustainable Development (ESD) contributes to the achievement of the Sustainable Development Goal (SDGs) when facing major global development issues. It includes formal, informal, and nonformal education, with an emphasis on a shift from “teaching” to “learning.” Using a data tracking approach and a questionnaire, this study aims to provide theoretical and practical suggestions for implementing ESD in senior high schools. Taking a Chinese senior high school as an example, the students in the school surveyed are compared with the global public in different language regions with respect to attention priorities for SDGs; students’ performance between the attention priorities and learning situation related to SDGs and subjects integrated into SDGs between learned and nominated are also analyzed. Gender equality and good health and well-being are the SDGs that students and the public both care most about. And the majority of SDGs receive less concern of the students and the public. By comparing the average amount of news about the SDGs in seven languages, the amount of news in English is far greater than other languages. Besides, different linguistic news has similarities and differences in their attention priorities to the SDGs. The students in the school surveyed only show greater learning performance in one SDGs, climate action. Only politics and economics, geography, and biology are the subjects with outstanding learning performance and high nominations by the students. The languages used to promote SDGs represent different populations and geographical distribution. The high school students’ attention to SDGs is affected by different linguistic media with the global public views, but it also has its particularities. Regarding the deficiency in SDGs awareness and learning performance, the implementation of ESD displays a nonideal status. It is also revealed that ESD should be strengthened. Additionally, during the process of ESD implementation, it is crucial to take full advantage of the combination of formal, informal, and nonformal education, advancing media campaigns for all 17 SDGs as well as fully mobilizing all course subjects to integrate SDGs. To achieve the curriculum reorientation of ESD, all subjects are recommended to connect to SDGs through unique characteristics. Considering the priorities of the students and the public, this research appeals to strengthening ESD through formal, informal, and nonformal channels under the influence from the global development and different linguistic regions’ media promotion. The recommendations can be used as an initiative and a reference for ESD implementation.

This study evaluates the effectiveness of the Green School Program (GSP) as a tool for Education for Sustainable Development (ESD) in achieving the Sustainable Development Goals (SDGs). Focusing on 98 primary and secondary schools in Beijing’s Xicheng District, it employs a multiple, descriptive case study approach supported by statistical analysis. The research assesses various aspects of ESD for 2030, such as policy implementation, learning environments, educator roles, youth engagement, and local initiatives. An innovative aspect of the study is the use of remote sensing technology to assess educational quality. The findings highlight effective methods for measuring ESD and provide China’s experiences and recommendations to contribute to global school-based sustainable development efforts, suggesting the importance of stakeholder collaboration in advancing SDGs. The study offers significant insights into the operational assessment of ESD in schools and contributes to global sustainable development initiatives.

As one of the most important agricultural production types in the world, orchards have high economic, ecological, and cultural value, so the accurate and timely mapping of orchards is highly demanded for many applications. Selecting a remote-sensing (RS) data source is a critical step in efficient orchard mapping, and it is hard to have a RS image with both rich temporal and spatial information. A trade-off between spatial and temporal resolution must be made. Taking grape-growing regions as an example, we tested imagery at different spatial and temporal resolutions as classification inputs (including from Worldview-2, Landsat-8, and Sentinel-2) and compared and assessed their orchard-mapping performance using the same classifier of random forest. Our results showed that the overall accuracies improved from 0.6 to 0.8 as the spatial resolution of the input images increased from 58.86 m to 0.46 m (simulated from Worldview-2 imagery). The overall accuracy improved from 0.7 to 0.86 when the number of images used for classification was increased from 2 to 20 (Landsat-8) or approximately 60 (Sentinel-2) in one year. The marginal benefit of increasing the level of details (LoD) of temporal features on accuracy is higher than that of spatial features, indicating that the classification ability of temporal information is higher than that of spatial information. The highest accuracy of using a very high-resolution (VHR) image can be exceeded only by using four to five medium-resolution multi-temporal images, or even two to three growing season images with the same classifier. Combining the spatial and temporal features from multi-source data can improve the overall accuracies by 5% to 7% compared to using only temporal features. It can also compensate for the accuracy loss caused by missing data or low-quality images in single-source input. Although selecting multi-source data can obtain the best accuracy, selecting single-source data can improve computational efficiency and at the same time obtain an acceptable accuracy. This study provides practical guidance on selecting data at various spatial and temporal resolutions for the efficient mapping of other types of annual crops or orchards.

This paper analyses the integration of the Sustainable Development Goals (SDGs) in the revisions of China's primary, secondary and high school curriculum standards. Employing a word frequency analysis of SDGs‐related keywords across ten disciplines, the study reveals an increasing trend in SDGs integration, particularly in Physical Education and Health, and Biology, but notes a lack of growth in the Arts discipline. Key findings include the widespread presence of SDG3 (Good Health and Well‐being) and SDG11 (Sustainable Cities and Communities), with a notable absence of SDG5 (Gender Equality) and SDG12 (Responsible Consumption and Production). This study suggests enhancing SDGs coverage in Arts education, broadening the scope to include underrepresented SDGs and promoting a balanced integration of all SDGs across disciplines. It emphasizes the critical role of Geography Education in addressing global challenges and advocates for interdisciplinary teaching methods. The study highlights the importance of regular assessment in curriculum standards to ensure effective SDGs integration, aiming to align China's educational framework with global developmental objectives for a sustainable future.