Are the UN SDGs Being Implemented in Geography Courses at Spanish Universities?

In the present territorial context (socioenvironmental global changes and inequalities), UN has conformed a framework of sustainability goals (SDGs) through 2030 Agenda, which can be transferred to citizens by education. This way, Geography can be considered “the science of sustainability”, so geography education must be adapted to the new framework. Is it like that for higher education? To what extent? In this work, we aim to assess the implementation of the SDGs framework in Geography Degrees in Spain according to teachers and students. We present the results of a validated survey to 319 participants. Data analysis with descriptive and inferential techniques have been performed. As key findings, all SDGs are significantly less present than participants think they should be and only SGDs 11 and 13 are highly punctuated (urbanism and climatology, traditional research themes in geography). In general, teachers better know the potentiality of geography for a sustainable education, and they usually evaluate significatively higher. We can conclude that there is a need to “sustain” the curriculum and even that the adaptation to this framework could improve the working opportunities of geographers.