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Does the teaching of Geography promote an understanding of the concept Sustainable Development? This was the most important question underlying the Swedish National Evaluation of Geography in 2003. In Sweden there has been a shift from an environmental education, previously taken care of by Science, to an education focusing on Sustainable Development where issues of Social Science, such as democracy and moral/ethical questions, are of great importance. The syllabus of Geography (2000) emphasises the teaching of Sustainable Development. The evaluation is based on data from questionnaires answered by pupils attending year 9 (the last year of compulsory school), teachers, parents and principals, as well as data from a test in Geography done by 1800 of the pupils. The test consisted of some traditional questions in Geography, but most of the questions concerned Sustainable Development. We find that the pupils performed well when answering the traditional, onedimensional questions about names and figures. However, the multidimensional questions, probing the pupils understanding - about cause and effect, for example - were not satisfactorily answered. • Make complexities evident and understandable for our pupils • Make use of the students’ commitment to survival and environmental issues • Make use of the potential of
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