Planetary citizenship education through worldwide solidarity in primary schools. Reflections on the UN 2030 Agenda for Sustainable Development


  • Paolo Molinari Department of Modern and Contemporary History, Catholic University of the Sacred Heart, Milan, Italy
  • Giacomo Zanolin Department of Educational Sciences, University of Genoa, Genoa, Italy


The UN 2030 Agenda for Sustainable Development, which addresses the issues of what we might call“planetary citizenship”, can help restore a fundamental dimension of geographical education that has beenlost following Italy’s most recent ministerial programmes, namely that of the supra-national and planetaryscale. It is important to “educate” the humankind to a worldwide peer and place-based collaboration andalso to the value of solidarity right from the very first school year. This paper proposes a theoreticalreflection aimed at enriching the “Territorial Education” model through the integration of global territorialdynamics. In order to understand the role played by planetary topics in primary school, we discuss theresults of a survey submitted to a sample of primary school teachers in Lombardy (Italy). Lastly, weprovide a didactic approach to apply the “Territorial Education” model to the UN 2030 Agenda goals.


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Geographical notes and (practical) considerations