This study constructs and validates an instrument for evaluating sustainability competencies in higher education, particularly within the context of education for sustainable development. The instrument assesses knowledge, attitudes, and values critical for tackling sustainability challenges. The creation involved expert evaluations and a comprehensive survey of 644 pre-service biology teachers in Indonesia. The analysis employed exploratory factor analysis and confirmatory factor analysis, leading to the identification of seven essential competency dimensions: systems thinking competency, anticipatory competency, normative competency, strategic competency, collaboration competency, self-awareness competency, and problem-solving competency. The analysis categorized these into two primary factors: social competence and collaboration, and critical thinking and sustainable action. The instrument demonstrated reliability and construct validity, evidenced by a Cronbach’s alpha value of 0.88, indicating its robustness. This instrument is a valuable resource for incorporating sustainability competencies into higher education programs and curricula. Future research should implement this in diverse educational settings and integrate qualitative methods to enhance the understanding of sustainability competency development.

This systematic review analyzed 68 studies indexed in the Web of Science and Scopus databases to investigate how education for sustainable development is integrated into mathematics education across different contexts and levels. The analysis focused on study characteristics, methodologies, alignment with sustainable development goals (SDGs), and research gaps. Results show a growing interest in the field, especially in the past five years, though further development is needed. Most studies were conducted in European countries which have relatively high environmental performance index scores. Many adopted qualitative methods and included in-service and pre-service teachers as participants, while studies involving students were comparatively limited. Over half of the studies did not explicitly reference specific SDGs. Findings highlight the transformative potential of mathematics education for sustainability: participants showed greater understanding of real-world issues and stronger engagement. This review offers valuable insights for educators and policymakers to strengthen mathematics education’s role in achieving the SDGs globally.

Strengthening instructional competence through School-Based Management for sustainable educational development

Purpose Education for Sustainable Development (ESD) is critical in providing individuals with the information and abilities required to promote and achieve the United Nations’ Sustainable Development Goals. This study aims to present a thorough overview of ESD master’s programmes programmes across Europe, the subjects and issues that these programmes address and most importantly, how these themes are connected. Design/methodology/approach This study uses content and network analysis to investigate 16 English-medium ESD master programmes across Europe, looking for important elements, thematic focuses and interdisciplinary approaches in their curricular. Findings The findings show a high level of interdisciplinarity, with 11 of 16 programmes incorporating various sustainability themes. Overall, the curricula’s main focus is the sociocultural dimension, which encompasses cultural values, ethics and citizenship. Themes of environmental sustainability and place-based education have the strongest connections throughout the courses, while social and economic sustainability are often studied together. Research limitations/implications The authors call for future research that examines the extent to which holistic ESD curricula address the moral and ethical aspects of sustainability, and the integration of sustainability governance and sustainability in a digital age into higher education curricula. Originality/value This study adds to the body of literature on ESD in higher education by highlighting the main focus (sociocultural topics), the most connected subjects (place-based learning and environmental sustainability) and the less common interactions (governance and sustainability in digital era with the three sustainability pillars) in English-medium ESD programmes offered in European institutions.

Indigenous knowledge portrays rich science-related knowledge that incorporates cultural practices. Additionally, Indigenous knowledge provides constructive cultural contexts that augment a rich understanding of sociocultural practices for sustainable development. It also attempts to promote connections with modern science concerning the promotion of sustainable development. The qualitative methodology was employed to let students analyse Indigenous science for sustainable development in local community spaces. Subsequently, an analysis of students’ perceptions regarding recognition of the relevancy of Indigenous science for valuable sustainability promotion was captured through semi-structured interviews. Students’ realization revealed that local communities embrace Indigenous science to address challenges in modern science topics such as Medicine, Agriculture, Renewable energy, and Household cleaning products production. Interestingly, students find relevancy in igniting the contextualization of science teaching and learning from Indigenous knowledge. Connecting Indigenous science and modern science education can orchestrate the promotion of relevant education for sustainable development.

Education plays an important role in building self-confidence among women it also enables to change she/her status in the society. Education enables and builds confidence to take decisions in a better way. A quality education is the foundation of sustainable development. Education for sustainable development ensuring equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university; and eliminating gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations. The present paper mainly aims to study on the regional inequalities in the enrolment on education at macro level; to have a descriptive analysis on the State wise and Level wise enrolment Patterns, Disparity in Education Enrolment; to analyse the extent of inequalities in education in India; and to offer possible strategies for strengthening the education and bridging the interstate variations in India. The study is a descriptive study based on secondary data mainly gathered from Various Issues of Educational Statistics – At a Glance, published by Government of India, Ministry of Human Resource Development, New Delhi and The Unified District Information System for Education Plus (UDISE Plus) published by the Department of School Education & Literacy, Ministry of Education, Govt of India. Based on the UDISE Plus report it is observed that the GPI for primary education in India stands at 1.03, indicating a slight favorability towards girls. Several states and union territories show encouraging numbers, such as Andaman and Nicobar Islands (1.05), Arunachal Pradesh (1.01), Bihar (1.03), and Delhi (1.07). These regions demonstrate a relatively higher enrollment ratio for girls at the primary level, contributing to gender parity in early education. At the Upper Primary level, the Gender Parity Index for India is 1, indicating equal participation of girls and boys. Achieving universal school education by 2030 demands a multi-faceted approach, to achieve the goal; India must address systemic challenges through targeted policy interventions to bridge gaps in access, quality, and equity, ensuring every child receives a meaningful education. India’s policy ecosystem for strengthening the education sector as a whole with the introduction of the NEP, updated guidelines, regulations for academic collaboration and mutual recognition of qualifications, building more world class infrastructures, providing welfare facilities and permissions for foreign branch campuses. Further, India's education sectors require unwavering focus to unlock the nation's true potential through integrated, accountable, and adaptive policy frameworks to build a future ready workforce.

Introduction to special issue: education for sustainable development and global citizenship in the Gulf Corporation Council

Purpose Co-creation is proposed as a method to bridge gaps between policy and practice, such as implementing education for sustainable development (ESD) across educational areas. While generally applied in higher education, its systematic use to implement ESD in higher education, and particularly in physical education teacher education (PETE), remains underexplored. This case study aims to examines co-created PETE courses as well as enablers and challenges to co-creative integration of ESD in PETE at a German university. Design/methodology/approach Project documents outlined the types, learning objectives and contents of co-created measures for PETE. Semi-structured interviews with members of the collaboration team (three students, six teacher educators, head of institute) and three teacher educators not involved in co-creation provided insights into enabling and challenging factors of co-creation. Qualitative content analysis identified key factors during co-ideation, co-design and co-implementation. Findings Five measures with a focus on ESD-specific content knowledge, pedagogical content knowledge and key sustainability competences were co-designed, with three co-implemented. Enablers included individual motivation linked to ESD’s societal relevance, alignment of ESD and PETE, a diverse collaboration team, equal participation, high ownership of specific measures, supportive leadership and clear yet flexible processes. Challenges included perceived low ESD relevance in PETE, limited ownership of overall project, low student and staff involvement and acceptance, curriculum and time constraints. Practical implications Drawing on the results, this study suggests the following recommendations for implementing co-creation in the higher education context, with particular attention to PETE: frame ESD topics in ways that connect directly to PETE students’ professional identities; integrate ESD instead of treating it as “add-on”; balance openness with goal clarity; foster inclusive, supported collaboration teams; provide structural and leadership support for sustainability. Originality/value This case study focuses on co-creation as an approach to integrate ESD in PETE. It contributes to the literature by systematically addressing enablers and challenges across various stages of co-creation. It provides valuable procedural insights for researchers and practitioners working in higher education.

Purpose Preparing teachers who are both aware of the United Nations’ 17 Sustainable Development Goals (SDGs) and confident in delivering Education for Sustainable Development (ESD) becomes an increasingly important goal in higher education teacher training programs. This study aims to explore teacher trainees’ awareness of the SDGs and their self-efficacy in integrating these goals into teaching practices in Macau SAR. Design/methodology/approach An explanatory sequential mixed-methods research methodology was used to collect data in two stages. The first stage involved a survey data collection from 42 teacher trainees enrolled in a higher education teacher training program, and the second stage involved one-on-one semi-structured interviews with five volunteers from the sample of 42 teacher trainees who completed the survey. Findings Quantitative findings indicate that while teacher trainees reported moderate to high awareness of the SDGs, they reported significantly lower levels of self-efficacy in incorporating these goals into subject teaching. No significant differences in awareness or self-efficacy were found across gender, postgraduate teacher training program enrolled, or pre- versus in-service status. Qualitative findings reveal that teacher trainees generally view the SDGs as an essential value system, but they face challenges in translating these values into effective teaching practices. Originality/value This study highlights the critical role of teacher education and training in advancing ESD and the United Nations 2030 Agenda in Macau, a region with strong emphasis on education equity but little evidence on ESD in the higher education sector.

<p>It is becoming increasingly clear that education is a strategic tool of promoting democratic participation and sustainable development within the Asia-Pacific region. The Education for Sustainable Development (ESD) Framework is anchored on the Social Learning Theory (SLT), Civic Engagement Theory (CET), and established the connection between the practices of college teachers and their influence on the civic engagement and orientations of students towards sustainable social development (SSD). Based on the data of 300 undergraduates, who were studied using descriptive statistics, multiple regression and structural-equation modelling, the research hypotheses were as follows: (H1) teacher democratic practices-civic participation; (H2) civic participation-sustainable social development; and (H3) civic participation mediates the teacher-practice/SSD relationship. Results showed that democratic and reflective teaching practices were a strong predictors of civic participation (β = 0.63, p < 0.001) and that civic participation was a very strong predictor of SSD (β = 0.52, p < 0.001). The partial mediation (indirect β = 0.33, p < 0.001) was established using bootstrapped mediation analysis, which shows that civic experiences of students are some of the major channels through which pedagogical practices foster sustainability orientations. The integrated SLT-CET-ESD model has a high fit (CFI = 0.95, RMSEA = 0.056) and explained 47% and 40% of the variance in civic participation and SSD respectively. The findings make teacher practices central micro-level processes that bring macro-level sociocultural change. This research builds upon the existing theory by empirically connecting educational behavior modelling, participatory efficacy, and sustainability competency in the same structural framework, which addresses the research gap of civic education in Asia-Pacific higher education. The policy implications are focused on the professional development of democratic pedagogy, the curriculum that includes civic-service learning, and institutional measures that relate the instructional practice to the UN SDG 4.7 goals.</p>

This study explores the crucial nexus between environmental education (EE) and sustainable development (SD) by investigating students' eco-consciousness in collaboration with the Worldwide Fund for Nature (WWF) Philippines. In an era characterized by escalating environmental concerns and the imperative for sustainable practices, understanding the role of education in fostering environmental sustainability is paramount. The research employed a quantitative method approach, using a survey to comprehensively examine students' attitudes, knowledge, and behaviors toward environmental issues and sustainable living practices. Drawing on a diverse sample of students across educational levels, the study found that at Saint Mary’s University, students have a high level of environmental awareness, eco-consciousness, and environmental stewardship. It was further affirmed that those three environmental concepts are intricately influencing one another. The profile variables of gender, age, type of high school they graduated from, and religion are not influential or predictive of their environmental awareness, eco-consciousness, and environmental stewardship. However, school, year level, and ethnicity are influential or predictive. Finally, Saint Mary’s University is fertile ground for environmental sustainability practices, as students have a high level of environmental awareness, eco-consciousness, and environmental stewardship, which are important dimensions of environmental sustainability. It was then recommended that its programs, projects, and activities be sustained and intensified to protect and conserve the environment.

Abstract Key competencies for sustainability (KCS) have been identified as essential for individuals to develop in order to address the complex and interconnected challenges of modern society, many of which involve technology in various ways. Education at all levels—from early childhood to higher education—should provide opportunities for students to cultivate these competencies. This study explores how education prior to university (from preschool to secondary school) can create opportunities for young people to develop KCS, with a particular focus on the subject of technology. The research questions guiding this study are: (1) which KCS are included and taught in technology education at the preschool, primary, and secondary levels? (2) what does the progression of KCS in technology look like from preschool through primary and secondary school? To address these questions, we conducted a systematic literature review and analysed Swedish curriculum documents. The findings reveal that all eight KCS outlined by UNESCO (2017) are relevant and can be developed within technology education at the preschool, primary, and secondary school levels. However, three of the KCS are particularly prominent in the Swedish technology curriculum, while international research studies highlight the relevance of four competencies to technology education. We also identified a progression in KCS development described in the literature, which begins with a focus on “soft” transversal competencies during the early years and advances toward more disciplinary competencies in later years. Finally, we highlight significant gaps in existing research that warrant further investigation.

ABSTRACT This paper critically examines how transformational, servant, and distributed leadership contribute to advancing Education for Sustainable Development (ESD). Drawing on selected empirical and conceptual studies, it evaluates the conceptual foundations and institutional relevance of these approaches. The analysis indicates that no single leadership model sufficiently addresses the complexity of ESD, highlighting the value of an integrated approach combining vision, ethics, and collaboration. The paper proposes an Integrated Leadership Framework aligned with UNESCO’s Whole Institution Approach, mapping leadership practices across six domains of institutional transformation to support whole-institution ESD implementation across diverse educational contexts and governance settings worldwide.

Achieving global prosperity and environmental stewardship is contingent upon sustainable development, which seeks to strike a balance between environmental preservation and socio-economic advancement. Within this broad area, Education for Sustainable Development (ESD) serves as a critical intermediary, preparing people to address complex environmental, social, and economic issues. A thorough bibliometric analysis of 1700 articles from the Scopus database was carried out for this study. With a focus on Asian publications in the field of education for sustainable development between 2019 and 2023, the study made use of bibliometric tools such as Biblioshiny, VOSviewer, Word, Excel, and PowerPoint. This thorough investigation sought to shed light on the academic conversation surrounding ESD by exposing trends, identifying significant writers, and emphasising thematic strands, ultimately clarifying the dynamic character of research in this vital area.

This article examines the importance of energy education in schools, in a context of global environmental challenges and the need to shape citizens with environmental awareness and capacity for action. Education for sustainable development is not limited to the transmission of information about energy, but aims at transformative learning, which enhances critical thinking, collaboration and participatory decision-making. The article analyzes the theoretical foundations of environmental and energy education and presents in detail innovative teaching approaches that can be applied in the school environment. Project methods, problem solving, experimental teaching, concept mapping, field study, storytelling, storyline and educational drama are utilized to connect knowledge with students’ everyday experience and encourage them to develop skills of investigation and responsible action. Finally, the need to integrate the above approaches into an overall sustainable school framework is underlined, where energy education becomes an element of the school culture and the local community.

Introduction Education for Sustainable Development (ESD) is a legal and strategic priority in Norwegian higher education, yet its integration in police education remains unclear. This study explores how Norwegian police students perceive sustainability in their training and what expectations they have for future learning. We posed the following research questions: (1) What have police students learned, directly or indirectly, that may promote sustainable development? and (2) To what extent do Police students wish to learn more about sustainability, and in which areas? Methods We employed a qualitative, explorative and descriptive study design, and conducted semistructured interviews with 11 police students from the Norwegian Police University College, representing all years of the bachelor program. Interviews focused on students’ experiences with sustainability-related learning and their aspirations for future education. Results Findings reveal that sustainability is not explicitly addressed in the curriculum. Social and economic sustainability is covered indirectly through content on human rights, diversity, procedural justice, corruption and cybercrime, while environmental perspectives receive minimal attention. Students expressed strong interest in more explicit and practice-oriented ESD, particularly on environmental crime, and emphasized the need to embed sustainability early and systematically across courses, linking it to operational policing tasks. Discussion These insights highlight a discrepancy between policy ambitions and educational practice, offering improvement opportunities for professional preparedness and institutional legitimacy. Strengthening sustainability education in policing could enhance competence, support trust, and equip officers to address complex societal challenges. The study contributes to emerging research on ESD in professional education and offers recommendations for curriculum development at the Norwegian Police University College (NPUC).

Education for Sustainable Development (ESD) has become a global priority for promoting environmental, social, and economic sustainability through formal education. However, the pattern of global research output on ESD integration into the school curriculum has remained uneven, with concerns about limited research from developing countries and Africa. This study presents a bibliometric analysis of global research trends on ESD integration from 2015 to 2025. The study adopts a qualitative bibliometric analysis approach, collecting data from the Web of Science (WoS) database due to its high quality and extensive coverage. Articles published between 2015 and 2025 were considered for the study. The analysis reveals an upward trend in ESD publications globally, with a sharp rise from 2019. Research output on ESD is dominated by developing countries, especially the USA, with 315 articles; China, with 229 articles; the UK, with 210 articles; and Australia, with 176 articles. Institutional productivity is also concentrated in the global north, led by Manchester Metropolitan University, the University of California system, and major Australian universities. The most productive journal is Sustainability, which accounts for over 50 percent of the total output. Findings indicate a significant regional disparity in ESD research, with African countries showing lower production output, weak international collaboration, and limited citation impact. Strengthening research capacity, expanding cross-continental collaborations, and improving access to high-impact publication platforms are essential for advancing equitable global engagement in ESD scholarship.

Education for Sustainable Development (ESD) through Game-Based Learning (GBL) is a highly effective pedagogical approach, creating a simulation space that helps primary school students experience and solve practical problems. However, through a review of international literature, the article points out a paradox: although teachers support GBL, the lack of games literacy and design skills makes them passively reuse available games on gaming platforms. In order to thoroughly address this gap, the study proposes a strategic shift in training towards Learning by Design and Mentoring. The core contribution of this article is a practical 4-stage professional development process framework: Activating and enhancing game awareness, Game design and creation, Honing pedagogical and reflective skills, and Practical implementation and mentoring. This is a standardized roadmap that helps educational institutions confidently transform their teaching staff from users into designers of sustainable educational environments.

Job burnout among university teachers poses a growing challenge to faculty well-being and sustainable development in higher education. Drawing on Conservation of Resources theory, this study examines how mindful leadership influences teacher burnout through the mediating roles of self-efficacy and emotional regulation ability. Survey data were collected from 658 full-time teachers across multiple universities in China and analyzed using structural equation modeling. In addition, artificial intelligence–assisted methods, including K-means clustering and sentiment analysis of open-ended responses, were employed to explore group heterogeneity and provide complementary evidence. The results show that mindful leadership is significantly and negatively associated with teacher burnout. Both self-efficacy and emotional regulation ability partially mediate this relationship, indicating that mindful leadership alleviates burnout by enhancing teachers’ psychological resources. AI-based clustering further identifies distinct teacher subgroups with different burnout risk profiles, underscoring the importance of differentiated intervention strategies. This study extends mindful leadership research to the higher education context and offers practical implications for leadership development and faculty support.

Abstract Purpose This study examines the extent to which artificial intelligence (AI) applications predict psychological flourishing and sustainable development among Fayoum University students. It further explores gender differences in AI usage, flourishing levels, and sustainability orientations, as well as the interrelationships among the three variables. Methods A quantitative correlational design was employed using validated scales measuring AI application use, psychological flourishing, and sustainable development. The sample consisted of 190 university students from Fayoum University (Egypt) there ages were between 20 and 25 years. The mean age was 22.54 years, with a standard deviation of 3.22 years. Data were analyzed using t-tests, Pearson’s correlation coefficients, and simple linear regression to test the study hypotheses. Results Findings revealed no significant gender differences in AI application use, while significant differences were found in psychological flourishing and sustainable development in favor of male students. Significant positive correlations emerged among AI use, flourishing, and sustainability. Regression analyses showed that AI application use moderately predicted psychological flourishing (R 2 = 0.098) but strongly predicted sustainable development (R 2 = 0.604), indicating that AI plays a substantial role in shaping students’ sustainability-related behaviors. Conclusions The study demonstrates that AI applications contribute meaningfully to enhancing students’ well-being and sustainability practices, with a stronger influence on sustainability outcomes. These findings underscore the growing relevance of AI-driven learning environments in promoting sustainable education and student development. Implications The results highlight the need for integrating AI-based tools into higher education policies, fostering responsible AI use, and developing institutional initiatives that enhance students’ well-being and sustainability competencies.