Sustainable Development is a global phenomenon. Teaching with an objective to promote Sustainable Development (SD) in the 21st century makes our education more relevant. The Sustainable Development Goals (SDGs) could be addressed and achieved through different subjects, which are related to them, be it school or Higher Education Institutions (HEIs). Interestingly, some of these SDGs can be integrated in more than one subject. This qualitative study examines articles on the teaching of Geography, methods thereof, related topics, and sustainable development issues. Therefore, this study conducts a review of articles that were published between 2004 and 2024, on teaching geography and sustainable development. To frame this study the main principles of Education for Sustainable Development (ESD) are used. The focus of this study is on the competencies that learners and teachers need to aspire. For purposes of this study, I critically look at knowledge, skills, values and attitudinal competencies of teachers and learners that are emphasised. In addition, the theory of conceptualising agency and structure is modified and used. The main argument around this theory is on how structures are determining what individuals do, also how such structures are created as well as what are the limits on the capacities of individuals to act independently of some structural constraints or simply what are the limits on human agency. Furthermore, the study seeks to find out about other initiatives that teachers do beyond the normal teaching to promote Sustainable Development (SD). For purposes of this study, data will be obtained from Scopus database. Data will be analysed using the qualitative thematic analysis approach. Based on the reviewed literature, the study suggests strategies on how to address sustainable development in teaching at secondary school level.

Keywords: Sustainable development, geography, Sustainable Development Goals, Curriculum, sustainability.