Bridging Science Education and SDGs: Systematic Review and Bibliometric Mapping of Sustainable Awareness Trends
Keywords:
SDGs, ESD, Sustainable Awareness, Systematic Literature Review, PRISMAAbstract
Background: The objective of this study is to map research developments, conceptual characteristics, and existing research gaps by systematically synthesizing scientific literature on sustainable awareness within the context of education.
Methods: A Systematic Literature Review (SLR) guided by the PRISMA framework was employed as the primary methodological approach. Relevant articles were retrieved from the Scopus database across selected publication years and subsequently analyzed using bibliometric and thematic analysis to identify publication trends and the distribution of research in this field.
Results: The findings indicate that sustainable awareness is a multifaceted construct encompassing cognitive, affective, behavioral, and transformational dimensions. However, measurement indicators remain inconsistent across studies, and cross-contextual research collaboration is still limited.
Conclusion: The study of sustainable awareness is still dispersed and requires more robust theoretical integration as well as standardized assessment instruments. The knowledge-attitude-behavior paradigm provides a basis for a more cohesive framework. Limited international cooperation is also highlighted in the study. To raise awareness of sustainability and encourage significant behavioral change, education, technology, and community involvement must be strengthened.
References
Ahovi, E. (2025). Assessing the Integration of Sustainable Development Goal 13 (Climate Action) in Ghana’s Standards-Based Curriculum. 16(3), 24–34. Journal of Education and Practice. DOI: 10.7176/JEP/16-3-03
Al-Barakat, A., et al. (2025). Critical thinking and environmental solutions: The impact of daily behavior awareness. Journal of Environmental Psychology, 85, 101920. https://doi.org/10.1016/j.jenvp.2024.101920
Akçay, K., Altinay, F., Altınay, Z., Daglı, G., Shadiev, R., & Altinay, M. (2024). Global Citizenship for the Students of Higher Education in the Realization of Sustainable Development Goals. 1–13. sustainability Article. https://doi.org/ 10.3390/su16041604
Arantes, L., et al. (2025). Bridging the gap: Knowledge, attitude, and behavioral changes in recycling and energy conservation. Sustainability, 17(2), 1234. https://doi.org/10.3390/su17021234
Baraka, M. A. (2023). A project-based learning approach for engaging undergraduate students in UN SDGs using GIS. 295–302. http://dx.doi.org/10.4995/HEAd23.2023.16329
Bespalyy, A., et al. (2024). Challenges in implementing SDGs in science curricula: A cross-country analysis. International Journal of Science Education, 46(2), 150–168. https://doi.org/10.1080/09500693.2023.2289101
Biasutti, M., & Frate, S. (2017). A validity and reliability study of the Attitudes toward Sustainable Development scale. Environmental Education Research, 23(2), 214–230. https://doi.org/10.1080/13504622.2016.1146660
Brundiers, K., Barth, M., Cebrián, G., Cohen, M., Diaz, L., Doucette-Remington, S., ... & Zint, M. (2021). Key competencies in sustainability in higher education—toward an agreed-upon reference framework. Sustainability Science, 16(1), 13–29. https://doi.org/10.1007/s11625-020-00838-2
Cavalcanta, M. d. S., et al. (2025). Sustainable practices in extractive farming: Integrating environmental awareness in daily life. Journal of Cleaner Production, 410, 137200. https://doi.org/10.1016/j.jclepro.2024.137200
Cruz, M. (2021). Promoting sustainable awareness in primary education through CLIL: Developing creative-practical skills for a global future. Education Sciences, 11(9), 450. https://doi.org/10.3390/educsci11090450
Del Cerro Velázquez, F., & Lozano-Rivas, F. (2020). Education for Sustainable Development in STEM: A critical eco-citizenship approach. Sustainability, 12(12), 4950. https://doi.org/10.3390/su12124950
Didham, R. J., & Torkar, G. (2024). Exploring Interdisciplinary Approaches to Education for Sustainable Development. 8(2). Nordic Journal of Comparative and Internasional Education. https://doi.org/10.7577/njcie.5877
Education for Sustainable Development Goals_ learning objectives (2017) - UNESCO Digital Library.pdf. (n.d.). https://doi.org/10.54675/CGBA9153
Fitriana, R., et al. (2025). Sustainability awareness in production processes: A comprehensive assessment of drivers and barriers. International Journal of Production Economics, 265, 108990. https://doi.org/10.1016/j.ijpe.2024.108990
Filho, W. L., Shiel, C., Paço, A., Mifsud, M., Ávila, L. V., Brandli, L. L., ... & Caeiro, S. (2019). Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack? International Journal of Sustainability in Higher Education, 20(6), 993–1008. https://doi.org/10.1108/IJSHE-05-2018-0088
Ghazian, P., & Lortie, C. (2024). Science education and climate action: Bridging the gap through SDG 13 integration. Sustainability, 16(3), 1234. https://doi.org/10.3390/su16031234
Gutiérrez-García, L., et al. (2024). Interconnectedness in education: A framework for promoting sustainable development awareness. Environmental Education Research, 30(4), 512–528. https://doi.org/10.1080/13504622.2023.2256789
Hernández-Barco, M. A., Sánchez-Martín, J., & Corrales-Serrano, M. (2022). Emotional performance of pre-service teachers towards sustainability: Connecting environmental knowledge with emotional awareness. International Journal of Science Education, 44(8), 1234–1255. https://doi.org/10.1080/09500693.2022.2067890
Kennedy, E., & Cherry, T. (2023). Education as a catalyst for the SDGs: The role of science curricula in fostering global citizenship. Journal of Cleaner Production, 380, 135002. https://doi.org/10.1016/j.jclepro.2022.135002
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260. https://doi.org/10.1080/13504620220145401
Lozano, R., Barreiro-gen, M., Lozano, F. J., & Sammalisto, K. (2019). Teaching Sustainability in European Higher Education Institutions : Assessing the Connections between Competences and Pedagogical Approaches. Sustainability, 1–17. https://doi.org/10.3390/su11061602
Martín-Sánchez, M. A., et al. (2022). Project-based learning as a strategy for addressing SDGs in science education. Education Sciences, 12(8), 543. https://doi.org/10.3390/educsci1208054
Nguyen-Dinh, N., et al. (2025). Safeguarding the planet: The role of student awareness, emotions, and actions in sustainable development. Journal of Sustainability Education, 35(1), 45–60. https://doi.org/ 10.3390/su17073161
Novo, C., Zanchetta, C., Goldmann, E., & de Carvalho, C. V. (2024). The Use of Gamification and Web-Based Apps for Sustainability Education. Sustainability (Switzerland) , 16(8). https://doi.org/10.3390/su16083197
Nursofah, Sari, E., & Supadi. (2025). Environmentally conscious schools through the implementation of Adiwiyata program at junior high schools in Jakarta. Edelweiss Applied Science and Technology, 9(4), 2893–2904. https://doi.org/10.55214/25768484.v9i4.6697
Pada, A.,Chanunan, Rahmat,I.(2025). Fostering Environmental Awareness through Sustainable Development goal-oriented Ethno-STEM Approach in Elementary Education. Jurnal Pendidikan IPA Indonesia. DOI: 10.15294/jpii.v14i3.24420
Ploum, L., Blok, V., Lans, T., & Omta, O. (2018). Toward a Validated Competence Framework for Sustainable Entrepreneurship. Organization & Environment, 31(2), 113-132. https://doi.org/10.1177/1086026617697039 (Original work published 2018)
Rahmat, H. K., et al. (2025). Harmonizing environmental literacy and community readiness for ecological sustainability. International Journal of Sustainability in Higher Education, 26(1), 88–102. https://doi.org/10.1108/IJSHE-05-2024-0123
Reverte, C. (2022). The importance of institutional differences among countries in SDGs achievement: A cross-country empirical study. Sustainable Development, 30(6), 1882–1899. https://doi.org/10.1002/sd.2354
Rosyidah, A. N., et al. (2025). Contextualizing science education: The impact of local wisdom integration on student sustainability engagement. Journal of Baltic Science Education, 24(1), 88–102.
Semida, A. S. S. (2024). The Shakespearean Roadmap for the Implementation of Sustainable Development Goals. Jordan Journal of Modern Languages & Literatures, 16(2), 487–504. https://doi.org/10.47012/jjmll.16.2.12
Sucilestari, R., Ramdani, A., Susilawati, Sukarso, A., Rokhmat, J., & Arizona, K. (2025). Exploring the global trends of creative problem solving (CPS): A systematic literature review and bibliometric analysis. Multidisciplinary Reviews, 9(5). https://doi.org/10.31893/multirev.2026228
Sihombing, R. A., Anwar, S., Liu, S., & Winarno, N. (2025). Integrating Local Wisdom into Environmental Education : A Systematic Review of Ethnoscience Research in Indonesia. Journal of Natural Science and Integration, 8(1), 57–74. https://doi.org/10.24014/jnsi.v8i1.35762
Tadesse, A. (2024). The implementation gap in sustainability education: Translating awareness into practice. International Journal of Educational Development, 98, 102750. https://doi.org/10.1016/j.ijedudev.2023.102750
Tribble, M., et al. (2022). Interdisciplinary approaches to sustainability education: Connecting science with real-world challenges. Journal of Sustainability Education, 27.
UNESCO. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing.
UNESCO. (2021). Education for sustainable development: A roadmap. UNESCO Publishing. UNESCO
Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218. https://doi.org/10.1007/s11625-011-0132-6
Zamora-polo, F., & Corrales-serrano, M. (2019). What Do University Students Know about Sustainable Development Goals ? A Realistic Approach to the Reception of this UN Program Amongst the Youth Population. 1, 1–1. https://doi.org/10.3390/su11133533
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Yuliani Yuliani, Indarini Dwi Pursitasari, Ina Ana Khoririyah
This work is licensed under a Creative Commons Attribution 4.0 International License.
