This study aims to explore the practice process of "applying problem-based learning to the senior high school geography sustainable development curriculum", evaluate students' learning outcomes on the concept of sustainable development, and the researcher's reflection and teaching professional growth.

This study used action research method to implement the high school geography sustainable development curriculum for 111 third-year students at Jingying High School in Taichung City from September 2022 to January 2023. The researchers selected units related to the United Nations Sustainable Development Goals (SDGs) in the elective course "Social Environmental Issues" in the regular high school geography department. They then transformed the detailed goals of the curriculum, textbooks, and SDGs into specific teaching objectives, designed problem scenarios based on them, and conducted a two-cycle teaching research using a problem-oriented learning model. They also collected qualitative data such as classroom observation records, teaching notes, course-related documents, post-class questionnaires, and interview records for analysis. They also used quantitative data from the high school students' sustainable development concept scale to understand the learning outcomes. Finally, the main findings of this study are summarized as follows:

1. The geography sustainable development curriculum can adopt a problem-oriented learning strategy and conduct teaching based on four steps: "presenting the problem situation to be solved", "thinking about problem solutions and learning topics", "making and presenting problem solutions" and "evaluating and giving feedback on solutions".

2. The design of the problem scenario to be solved must be based on local phenomena in Taiwan and presented in a variety of ways such as text, multimedia, and ORID strategies.

3. The course uses different forms of problem-oriented learning four-column tables to help students analyze problem situations, and gives the group sufficient time for self-directed learning and discussion. Finally, the results are presented with problem-solving solutions, cultivating students' high-level thinking ability, logic and reasoning ability, independent research ability and social ability to cooperate with others, and demonstrating students' oral expression and problem-solving skills.

4. Although the course has not significantly improved students’ cognition and knowledge of sustainable development, it has expanded their thinking to include multiple aspects such as the economy and society.

5. Although the course did not significantly improve students’ attitudes and values ​​towards sustainable development, it did make a significant difference in some aspects such as the relationship between humans and nature and attitudes towards resource utilization.

6. The course has significantly improved students’ sustainable development skills and sustainable living strategies in terms of sustainable development behaviors and skills, but there is still room for teachers to promote sustainable development initiatives.

Finally, the researchers made suggestions based on the research results and provided them as reference for teachers and subsequent researchers who intend to practice problem-based learning strategies in high school geography sustainable development courses.