Abstract
Education for sustainable development embodies the vital importance of education for achieving sustainable development. However, there are shortcomings in its theoretical foundations, implementation, and implications for educational institutions. Therefore, this review aimed to analyze scientific articles that respond to the term's complexity from the scientific literature perspective in Scopus and Web of Science. A systematic literature review was conducted under PRISMA 2020, systematizing 74 documents. It was concluded that education for sustainable development is deconstructed under different perspectives and characteristics. Likewise, through critical analysis, the importance of higher education institutions and the role they must assume to contribute to sustainability was pointed out. Finally, the barriers and enablers of the implementation of the term under discussion were presented, systematizing these elements and turning them into factors to be considered during the implementation process. The aim is to encourage research that contrasts the theory presented and contributes to the theoretical strengthening of sustainability in HEIs.
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