INVESTIGATING HOW GEOGRAPHY EDUCATION CAN FOSTER ETHICAL DECISION-MAKING SKILLS IN STUDENTS, PARTICULARLY IN THE CONTEXT OF ENVIRONMENTAL SOCIAL ISSUES

Abstract

Geography education plays a vital role in shaping students’ capacity to confront pressing environmental and social challenges through ethical reasoning and responsible decision-making. By examining spatial interconnections, human-environment dynamics, and sustainability concerns, geography encourages learners to reflect on the moral dimensions of real-world issues. Ethical decision-making in this context involves evaluating competing interests, anticipating long-term consequences, and considering justice, equity, and sustainability. This paper investigates how geography education can cultivate these ethical skills, particularly in addressing environmental social issues such as climate change, land degradation, waste management, urban sprawl, and resource exploitation. Drawing on insights from environmental education, geography pedagogy, and ethical theory, the study highlights how geographical inquiry fosters empathy, critical thinking, value-based judgment, and civic responsibility. Ultimately, geography emerges not only as a tool for understanding the world but also as a discipline that equips learners with the ethical competencies necessary for building sustainable futures.