Lázaro Torres, María Luisa dePuertas-Aguilar, Miguel ÁngelÁlvarez-Otero, Javier2025-08-262025-08-262023-09-30de Lázaro-Torres, ML., Puertas-Aguilar, MÁ., Álvarez-Otero, J. (2023). Education for Sustainability Using Cloud-Based Geographic Information Systems at University. In: Klonari, A., De Lázaro y Torres, M.L., Kizos, A. (eds) Re-visioning Geography. Key Challenges in Geography. Springer, Cham. https://doi.org/10.1007/978-3-031-40747-5_8978-3-031-40747-5https://doi.org/10.1007/978-3-031-40747-5_8https://hdl.handle.net/20.500.14468/29943This version of the chapter has been accepted for publication, after peer review (when applicable) but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/978-3-031-40747-5_8Esta versión del capítulo ha sido aceptada para su publicación, tras revisión por pares (cuando corresponde), pero no es la versión definitiva y no refleja las mejoras posteriores a la aceptación ni posibles correcciones. La versión definitiva está disponible en línea en: https://doi.org/10.1007/978-3-031-40747-5_8The eco-social crisis has led to changes in education to address sustainability. Specifically, learning scenarios or case studies have been created using Digital Story Maps and Geographic Information Systems in the cloud. These tools allow sustainability issues to be visualized, which enables students to go beyond the theoretical knowledge of the Sustainable Development Goals’ indicators, to transformative action based on critical thinking. This approach was used to create and apply innovative learning processes in teacher training, as part of a geography master’s degree for secondary school teachers, as a compulsory topic for the first semester in the academic years 2020/21 and 2021/22. Student evaluations were carried out using blind peer review with the University of Glasgow’s tool, Aropä, and a satisfaction questionnaire, which produced a mean of 4.6 over 5. It has also been possible to compare outcomes from the traditional way of preparing a lesson and the use of Web GIS by using an adapted version of Rosenshine’s Principles. Thus, Web GIS and Digital Story Maps have been found to be particularly useful tools as they can help in the teaching process, assess learning, and enable participants to share concerns about sustainability issues.eninfo:eu-repo/semantics/openAccess5499 Otras especialidades geográficas (especificar)journal articlegeographygeographic informationWeb GISdigital story mapscurriculum sustainabilitySustainable Development Goals