Digital and Sustainable Education and Social Inclusion: A Bibliometric Review with the Consolidated Meta-Analytical Approach

Sustainable Education has been emphasized as one of the 17 Sustainable Development Goals of the United Nations in order to create a sustainable community that is future ready to face the environmental, economic and social crisis that has occurred due to human activity. With digitalization, the rise of web-based educational platforms has increased in Sri Lanka and the contribution to provide Sustainable Education through these platforms has to be studied to further improve them. In this study the use of UX Design practices when developing web-based educational platforms for the Sustainable Secondary Education is analyzed using two cases which lead the web-based education in Sri Lanka. The main objective of the study was to identify the role of UX Design practices to aid Sustainable Secondary Education in the two cases chosen and thereby find gaps and insights in process that would benefit future designers, developers, and researchers to contribute to web-based Sustainable Education in Sri Lanka. The research was qualitative, and data collected through literature review and in-depth interviews of multiple-case studies and were analyzed through a thematic analysis method. The study revealed the use of UX Design practices when doing iterations and when making choices related to content development and the affordable solutions used to cope with limited resources available to the cases studied. The study contributes major insights related to developing web-based educational applications in relation to the Sri Lankan context as well as for developing countries.

With reference to the various United Nations programmes, especially the United Nations Sustainable Development Goals and, in particular, Goal 4, which aims to ensure inclusive and quality education for all and to promote lifelong learning for life, “Education for Sustainable Development (ESD)” aims to meet the present and future challenges of our societies. This challenge can only be met through a renewed education in response to profound pedagogical and organizational changes based on a transformation of approaches and methods thanks to the contribution of digital technology. These transformations are particularly important when it comes to sustainable development education in which digital technology, in its various forms, represents both a powerful, but also complex, lever action. Indeed, the theme “digital education, information and communication technology (ICT), and Education for Sustainable Development (ESD)” is part of a three-pronged approach because it involves both teaching sustainable development, mobilizing digital technologies, including ICT, and changing teacher and learner behaviours based on an innovative and interactive pedagogy. Changes in behaviour or mentality specific to ESD must be adapted to progress the implementation of digital resources to develop a structuring and integrative framework to address issues of education, communication, and learning to bring the policy institutions of knowledge and its diffusion to the use of technologies at all levels. This book chapter presents these concepts and provides a few recommendations for their effective implementation.

A systematic bibliometric review of the global research dynamics of United Nations Sustainable Development Goals 2030

PurposeDespite the growing interest in the field, the literature overlooks how supply chains influence or interact with the United Nations (UN) Sustainable Development Goals (SDGs). To fill this gap, this study aims to assess the influences of Sustainable Supply Chain Management (SSCM) on the implementation of the UN SDGs.Design/methodology/approachA systematic literature review of 97 publications was carried out by using the Web of Science database and the support of ATLAS.ti software. In addition, this research also explored how the top 20 Forbes companies are aligned with the SDGs by analysing their sustainability reports.FindingsThe findings suggest that the literature and the analysed companies primarily concentrate on certain SDGs while neglecting others, revealing potential areas of interest for future research. Based on the findings, the study provides valuable insights into the connections between SSCM and the UN SDGs, highlighting the potential benefits of SSCM in reducing environmental, social and economic pressures and contributing to sustainable development. It also identifies areas where further research and policy development are needed to maximise the potential benefits of SSCM.Originality/valueTo the best of the authors' knowledge, no other studies have conducted a comprehensive exploration of the literature linking SSCM and the SDGs framework. Moreover, the study differs from others since it combines research data with practical information from company reports, to identify specific issues related to supply chain management.

This paper explores the role of service learning as a catalyst for sustainable and inclusive education through a systematic review of thirty-one peer-reviewed studies published between 2008 and 2025. The analysis identifies five core thematic domains: (1) service learning as a pathway to sustainability, (2) inclusive and holistic education through experiential engagement, (3) teacher development and institutional transformation, (4) community empowerment and social justice, and (5) digital innovation and applied learning. Together, these themes demonstrate that service learning connects academic learning with societal needs by fostering sustainability competencies, empathy, civic responsibility, and reflective practice. The study concludes that service learning represents a transformative educational approach that links academic knowledge with community needs, enabling higher education to advance the United Nations Sustainable Development Goals (SDGs) through experiential, equitable, and technology-supported pedagogies.

Sustainability education is a comparatively new component of early childhood care and education. It has emerged in response to growing concerns about the state of humanity and the planet on which we depend, and in recognition of the early years as foundational in the establishment of dispositions related to ways of knowing, being, doing, and relating. Such dispositions can reflect key aspects of caring, learning, and acting in accordance to values that are life-enhancing for people and planet. UNESCO definitions of sustainability education recognize the interconnectedness of social, cultural, ecological, and economic justice as key dimensions in generating a world that sustains both human and more-than-human diversity. Sustainability education within the field of early childhood education similarly reflects the consideration that young children and their families are agentic and can act in ways that reflect a commitment to social justice and to protect planetary biodiversity at their local levels, as well as advocate for political changes in service of local and global well-being, such as policies to reduce greenhouse gas emissions. UNESCO, as the lead United Nations agency for education, science, and culture, has been mandated to lead education for sustainability since the World Summit on Sustainable Development (WSSD) in Johannesburg in 2002. Within UNESCO discourse, the terminology used is “Education for Sustainable Development” in recognition of the tensions that exist between the “developed” and “developing” nations in that the former are over-utilizing the resources of the earth in an unsustainable manner, while many in the majority world struggle to live in ways that maintain their well-being. The current United Nations Sustainable Development Goals outline a program intended to address seventeen key areas, which include poverty, hunger, health and well-being, education, gender equality, life on land and in the water, climate action, and sustainable cities and communities. Goal 4.7 recognizes they key role that education plays in furthering the entire SDG agenda: “Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development” (UNESCO 2017, p. 7, cited under UNESCO Guiding Documents). This signals that all educators, from the early years and beyond, should incorporate such key focuses within the programs they offer. Beginning with some key UNESCO documents, the sections below cover some key texts and articles that provide guidance for sustainability education in early childhood settings.

Introduction. Recent environmental concerns over global warming and climate change together with the calls for sustainable development highlighted the importance of sustainable education aimed at preparing the new generations to come for the universal challenges facing humanity. All of that has been reinforced by the recent COVID-19 pandemic that brought about the digital surge in education. The interest in the topic of sustainable education can be demonstrated by the surge of research publications on this topic indexed in the Web of Science database from merely 22 in 1991 to 4055 in 2022. The main goal of this study is to provide a comprehensive review of scholarly sources related to sustainable education in higher education institutions and the COVID-19 pandemic. Materials and Methods. The authors analyzed the vast body of recent research literature on sustainable education and conducted a field review. In total, 1115 results for the keywords “sustainable education” and “COVID-19” have been retrieved from the WoS database and subjected to the network analysis using VOSViewer software for identifying dominant trends, interconnectedness, and network visualization in the intersectoral research. Results. It was found that there has been s a significant increase in interest for sustainable education during the pandemic in the research literature, highlighting the shift in educational focus. Five main thematic clusters of research have been identified, such as university student teaching, health policy services, economic impacts, Sustainable Development Goals, or higher education, with a strong emphasis on the student experience and institutional responses. Additionally, the interdisciplinary nature of research in this area has been proved, covering health, technology, economics, and social policies. It has been confirmed that these recent changes in sustainable education in higher education emphasize the need for multifaceted approaches to address the challenges posed by the pandemic on education sustainability. Discussion and Conclusion. The challenges posed by the COVID-10 pandemic have made it increasingly clear that the higher education sector must go digital to succeed in a post-COVID world. Universities around the world must be prepared for future changes in industry, or they risk being left behind in an ever-changing landscape. The findings stemming from this study can be useful to ministries of education, various authorities and stakeholders, as well as to universities and higher education institutions themselves, both public and private, in the need to implement new approaches at all levels new bottom-up and on-the-ground approaches.

The United Nations 2030 Agenda for Sustainable Development outlines 17 goals for the wellbeing of people and the planet. The purpose of this study was to understand how University of British Columbia Botanical Garden (UBCBG) contributes to the United Nations Sustainable Development Goals (UN-SDGs) and to identify opportunities for future action. To address this, we worked across departments to assess our programs and activities against the UN-SDG 17 goals and 169 targets. The UN-SDG indicators were only used to identify potential metrics that could be consider for future tracking. The main activities of UBCBG include ex situ plant conservation, sustainability education and community engagement. Our results found that UBCBG contributes to 12 of the 17 goals and 24 of the 169 targets. The two UN-SDGs with more targets aligned to UBCBG’s activities were Goal 15—Life on Land and Goal 12—Responsible Consumption and Production. Through its partnerships with other botanical gardens, research institutions and the regional government, the Garden amplifies its work at a global, national and regional level. We are re-imagining the role of botanical gardens in an age of equity, decolonization, the biodiversity crisis and the climate emergency. Since the UN-SDGs address both nature and people, they are an appropriate framework to guide our work.

The United Nations Sustainable Development Goals (SDGs) provide a framework for global development priorities focused on improving human well-being while protecting the environment. Though a modern initiative, the conceptual roots of sustainability and many SDG themes can be traced back over a century. This paper examines the 19th-century Transcendentalist movement and the writings of Ralph Waldo Emerson, which established a philosophical and ethical foundation closely aligned with sustainable development values. The study begins with an introduction and a brief background on the UN SDGs, followed by an overview of Transcendentalism and Emerson’s contributions. Emerson’s core principles and values—emphasis on nature, simplicity, self-reliance, and moral obligation—are explored in detail, demonstrating their parallels with the 17 SDGs. The paper then argues that Emersonian philosophy provides a foundational framework for sustainability, offering a unique perspective on integrating these transcendentalist insights into sustainability education. This study shows how American intellectual traditions anticipated today’s environmental requirements, emphasizing transcendentalism’s long-term influence and impact on achieving the Sustainable Development Goals. The study offers a unique viewpoint on sustainability by considering transcendentalism’s lasting effect and potential contribution to attaining the SDGs.

Objective: This study aims to identify barriers in Arabic language learning at MI Muhammadiyah Tambaksari, Blora and to propose practical solutions to improve learning effectiveness in a rural madrasah context. Theoretical framework: The study is grounded in SDG 4 (Quality Education) within the United Nations Sustainable Development Goals, emphasising inclusive, equitable, and sustainable primary education as an analytical lens. Literature review: Previous studies report challenges in Arabic learning related to media, motivation, methods, and teacher competence, but rarely connect these issues to sustainability and global education frameworks. Methods: This research uses a qualitative descriptive case study approach, with data collected through observations, interviews, and document analysis, and analysed using descriptive qualitative techniques. Results: The findings reveal several key barriers to Arabic language learning at MI Muhammadiyah Tambaksari Blora, including limited learning media, low student motivation, insufficient lesson hours, mismatched teacher educational backgrounds, and the lack of a supportive Arabic language environment. These factors are interrelated and collectively reduce the effectiveness of Arabic language instruction, particularly in developing balanced language skills. Implications: The study recommends SDGs-oriented strategies such as interactive media development, varied teaching methods, teacher competency improvement, time optimisation, and supportive language environments to enhance learning quality. Novelty: This study is novel in applying SDG 4 to link local Arabic learning problems with sustainable and inclusive education, offering a context-sensitive model for rural Islamic primary schools.

The provision of a culturally responsive pedagogy is considered to be an important part of delivering a quality education that is ongoing and able to be sustained over time in Pacific developing nations. A quality sustainable education is considered to encourage cultural inclusivity, policy and curriculum practices in schools. By ensuring an inclusive and quality education, education can serve as a powerful vehicle for wider sustainable economic development in the Pacific region. To meet this end, United Nations Pacific signatories pledged support for the educational goal, endorsing an inclusive and equitable quality education for all that promotes relevant learning. 
 The implementation of culturally relevant teaching and learning environments have long remained a challenge for Pacific nations. In order to realise a sustainable quality education, the question that needs to be asked is: what does sustainable education look like in Pacific regions? This paper explores how the tivaevae as a culturally responsive pedagogy model creates opportunities for a sustainable education and curriculum in the Pacific region and, in turn, contributes to an inclusive and quality education.

The paper addresses the question of how digital access is related to the preference for financial services. The purpose of the research was to reveal the main types of interrelationships between digital and financial access by dividing and comparing countries with different corresponding characteristics. The research hypothesis suggested a negative correlation would exist between digital access and penetration of traditional financial services. To test this hypothesis, data from countries with advanced and developing markets were analyzed. The share of the population with Internet access was used as an indicator of digital access. To evaluate the availability of financial services, the IMF financial access index was considered. The countries were ranked by the level of digital and financial access, which allowed them to be divided into four groups according four sub-hypotheses: low financial and high digital penetration, high digital and financial penetration, low digital and high financial penetration, and low digital and financial penetration. The correlation analysis of the obtained data revealed a weak negative relationship between digital and financial access for each of the groups, and confirmed the tested hypotheses. It was concluded that digital access by itself is not a driver for expanding the availability of financial services, but it can contribute to innovative financial development through the formation of alternative financial services. This research contributes to the understanding of the ambiguous relationship between digital and financial access and, ultimately, to the criticism of the optimistic perception of digital finance, which has practical significance for financial regulation.

PurposeGiven the increased emphasis on embedding the 17 United Nations Sustainable Development Goals (UN SDGs) in the curriculum, research, engagement activities and operations of higher education institutions, this comparative study aims to replicate an earlier international study of Turnaround Leadership for Sustainability in Higher Education (TLSHE) in the unique context of Malaysia and Japan. This paper also presents a case for closer focus on developing Education for Sustainability (EfS) leaders in institutions of higher learning.Design/methodology/approachThis study is a quantitative comparative research. The authors collected data for EfS-related variables from lecturers affiliated with Malaysian and Japanese public and private universities. Building on the data and results from the TLSHE study, this study made a series of within- and between-sample descriptive comparisons from different angles and levels. To generalize the findings, this study used gender and experience outside higher education as control variables and compared the academics from the Malaysian and the Japanese institutions through the path modeling framework.FindingsThe comparisons showed that except for two domains, namely, contextual factors influencing EfS leadership and the EfS leadership development approaches, the means of all other domains based on the data collected from the Malaysian sample were the highest, followed by means from the international TLSHE sample, and finally the means from the Japanese sample. This study also observed that transparency, engagement with EfS initiatives at different levels, passion for teaching and learning, and creative and lateral thinking were among the top indicators. The inferential tests revealed significant differences between the academics from Japan and Malaysia as well.Practical implicationsThe findings of the analyses can be used to ensure that the selection and development of EfS leaders (in this case, lecturers who may be formal or informal EfS leaders), not just at the central but at the local level in the distinctive context of Japan and Malaysia, focus on what counts and the good ideas embodied in the 17 UN SDGs are actually put into practice. This study has also highlighted the policy implications with respect to the gender and the previous work experience of lecturers outside higher education sector in more detail.Originality/valueThis study compares the perceptions of two samples of academics from Asian countries with the perceptions of the international TLSHE sampled EfS leaders in terms of EfS leadership-related issues and therefore, increases the awareness of academic community in this regard. It also highlights the role of lecturers (e.g. professors) as intellectual academic leaders in achieving SDGs. Moreover, this study shows that lecturers’ gender and previous work experience outside higher education should be considered when developing and implementing policies on EfS leadership.

Digital health disparities continue to affect marginalized populations, especially older adults, individuals with low-income, and racial/ethnic minorities, intensifying the challenges these populations face in accessing healthcare. Bridging this digital divide is essential, as digital access and literacy are social determinants of health that can impact digital health use and access to care. This article discusses the potential of leveraging community Wi-Fi and spaces to improve digital access and digital health use, as well as the challenges and opportunities associated with this strategy. The existing limited evidence has shown the possibility of using community Wi-Fi and spaces, such as public libraries, to facilitate telehealth services. However, privacy and security issues from using public Wi-Fi and spaces remain a concern for librarians and healthcare professionals. To advance digital equity, efforts from multilevel stakeholders to improve users' digital access and literacy and offer tailored technology support in the community are required. Ultimately, leveraging community Wi-Fi and spaces offers a promising avenue to expand digital health accessibility and use, highlighting the critical role of collaborative efforts in overcoming digital health disparities.

Global education is an important aspect in preparing a generation ready to face the challenges of the future. In an effort to develop sustainable education, the use of artificial intelligence is one of the interesting potentials to consider. The research aims to explain the design of global education development aimed at developing AI-based sustainable education through library studies. The study uses a library study method by collecting, analysing, and synthesizing research, scientific articles, reports, and other relevant literary sources. The research focuses on three important aspects in the design of AI-based global sustainable education development, namely, learning personalization, adaptive curriculum development, and student progress assessment and monitoring. The library study results show that the use of AI in education can enable more effective learning personalization. With AI, learning materials can be tailored to individual student needs and preferences, enhancing their engagement and understanding. Furthermore, AI-supported adaptative curricular development allows learning experiences that are adapted to student development and capabilities. Student progress evaluation and surveillance can also be enhanced through the application of AI. This technology can provide more objective and comprehensive assessment of student progress, helping teachers to provide more timely feedback and support better decision-making in learning planning. While the potential for the use of AI in sustainable global education is promising, there are challenges and consequences to bear in mind. Ethical aspects, student data privacy, and fairness in access and use of AI technology should be key concerns in designing sustainable global education development. The study provides insight into the design of AI-based sustainable global education development through library studies. These findings could provide a basis for further research and provide practical guidance to stakeholders in adopting and implementing AI technologies responsibly to develop sustainable education at a global level.