开放科学驱动下大学地理学课程可持续性教育目标实现

Achieving Sustainability Education Goals in University Geography Curriculum Driving by Open Science

摘要: 联合国2030议程呼吁高等教育培养具备可持续思维的跨学科人才，以人工智能 + 大数据为核心特征的“开放科学”发展为大学地理课程改革提供了新范式。但现有的大学地理学课程教学目标与开放科学模式之间的耦合关系尚不清楚，致使可持续性教育质量改进面临挑战性。以“双一流”高校地理学专业核心课程为例，在定性识别跨学科的可持续性要素基础上系统评估可持续性教育的发展现状与问题，提出“开放–共享–协作”教学链条与“数据共建、平台共育、评价共治”改进路径，形成可复制的可持续性教育质量评估方法体系。研究为高校地理学科在人工智能和大数据转型浪潮中深化可持续性教育提供科学参考。

Abstract: The UN 2030 Agenda calls for higher education to cultivate talent with interdisciplinary sustainable thinking, with the development of “open science” through artificial intelligence and big data, offering a new paradigm for university geography curriculum reform. However, the coupling relationship between existing geography curriculum objectives and the open science model remains unclear, presenting challenges to improving the quality of sustainability education. This paper takes the core geography curriculum of “Double First-Class” universities as an example, systematically assessing the current status and issues in sustainable development education based on a qualitative identification of interdisciplinary sustainable development elements. It proposes an “open-sharing-collaboration” teaching chain and improvement pathways of “data co-construction, platform co-cultivation, and evaluation co-governance,” forming a replicable framework for assessing the quality of sustainable development education. This research provides scientific reference for advancing sustainable development education in China’s geography disciplines in the era of rapid development of artificial intelligence and big data.