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The United Nations Sustainable Development Goal (SDG) number four seeks an equitable and widespread education that enables an outcome of sustainable development by 2030. Intersecting the studies of society and earth processes, a geographical education is well placed to make cohesive sense of all the individual knowledge silos that contribute to achieving sustainability. Geography education is compulsory for the first three years of the secondary education curriculum in Australia; however, research has shown that many geography teachers are underprepared and report limitations in their teaching of sustainability. This article engages with this research problem to provide a critical reflection, using experiential knowledge as an analytical lens, on how tertiary level geography training at one Australian regional university can equip undergraduate teacher education students with the values, knowledge, and skills needed to develop their future students' understanding and appreciation of the principles of sustainability. The authors unpacked a geography minor for a Bachelor of Secondary Education degree at Central Queensland University and, deploying content analysis, explain how three units in that minor can develop these students' values, knowledge, and skills through fostering initiatives and activities. The analysis was framed by elements of pedagogy that offer learners a context for developing active, global citizenship and participation to understand the interdependencies of ecological, societal, and economic systems including a multisided view of sustainability and sustainable development. The study concluded that the three geography units engage student teachers in sustainable thinking in a variety of ways, which can have a wider application in the geography curricula in other teacher education courses. More importantly, however, the study found that there is a critical need for collaboration between university teachers of sustainability content and university teachers of school-based pedagogy in order to maximise the efficacy of sustainability education in schools.

An electrooxidative reconstruction of the indole core under ambient conditions is reported, resulting in the construction of tryptanthrins. This electrochemical strategy simplifies molecular skeleton‐hopping by employing commercially available NH‐indole feedstock as the starting materials. Furthermore, the synthetic value of this skeletal reconstruction was demonstrated by divergent further transformations. A preliminary mechanistic investigation involving control experiments and cyclovoltammetric studies showed the indispensability of electricity, as well as the importance of oxygen and TEMPO, thereby revealing a possible reaction pathway. [ABSTRACT FROM AUTHOR]

Herein, we present the first highly regio- and chemoselective C2 C–H acyloxylation of indole under rhodium catalysis and an N-quinolinyl auxiliary. This strategy accommodates a wide range of indoles and structurally diverse carboxylic acids with good reaction efficiencies to yield functionalized indoles. The utility of this logic was demonstrated by the concise synthesis of the functionalized 2-oxindole derivatives. Preliminary mechanistic studies indicate that catalyst turnover of RhIII–RhIV/V–RhII/III–RhIII might be involved in this catalytic C–H transformation. [ABSTRACT FROM AUTHOR]