Envisioning Sustainability Futures' Competencies in Higher Geography Education: How Context Shapes Students' Perspectives and Sustainable Development Goals' Awareness

This study explores the development of sustainability-related competencies, with a particular focus on envisioning sustainable futures (ESF), among university geography students. It examines the relative influence of formal, non-formal, and informal educational factors on students' competence formation and their awareness of the Sustainable Development Goals (SDGs). A scaled self-assessment survey was conducted with 132 students from two Central European universities in Poland and Czechia. ESF competence scores were analysed in relation to students' sociodemo-graphic characteristics and their self-perceived learning conditions. The results reveal differences in ESF competence levels, particularly across study programmes. Students enrolled in environmental management-oriented programmes achieved the highest mean ESF scores (M = 4.36), outperforming (Cohen's d = 0.82) their peers in thematic and general geography programmes (M = 3.65) as well as in teacher education programmes (M = 3.58). While formal education factors – such as interdisciplinary curriculum content (r_s = 0.42) and problem-based learning (r_s = 0.64) – together with non-formal factors, such as participation in popular science events (r_s = 0.79), contribute to ESF development, informal learning through family and community (r_s = 0.43) and engagement in virtual environments (r_s = 0.38) play an equal, if not, more significant role. These trends are consistent across both universities. Higher ESF competence levels were positively associated with prioritising more complex SDGs, particularly those addressing climate change. The findings highlight the university's responsibility and the importance of geography education in preparing students for a sustainable future.