Journal of Education for Sustainable Development

This study investigates the scholarship of sustainability teaching and learning (SoSTL) in higher education (HE), focusing on the disciplinary integration of Education for Sustainable Development (EfSD) at the module level. Employing a narrative review of 33 case studies published between 2017 and 2023, the research explores disciplinary patterns using Biglan’s classification of academic fields. Results reveal a dominant presence of SoSTL in applied disciplines (n = 32), particularly in business, education and engineering, with minimal representation in pure disciplines (n = 1). The case studies exhibit an even distribution between sustainability-focused (n = 17) and sustainability-inclusive (n = 16) modules, highlighting diverse pedagogical approaches. General education interventions were fewer (n = 6) than discipline-specific ones (n = 27), underscoring the structural challenges of interdisciplinarity in HE. These findings illuminate gaps in disciplinary SoSTL engagement and emphasize the need for expanded scholarship across pure disciplines to foster comprehensive EfSD integration and equip students to address global sustainability challenges effectively.

This article presents a practice-based case study of embedding sustainability within a Bachelor of Arts course through a hybrid ‘One-to-many/Many-to-one’ pedagogy. Sustainability was positioned both as a cross-cutting theme within majors and as a shared problem space for interdisciplinary dialogue. Drawing on a compulsory sustainability unit at a regional Australian university, we analysed student forums and reflective essays to examine two dimensions: how majors aligned their disciplinary practices with selected SDGs and how sustainability competencies emerged through reflective and experiential pedagogies. Distinctive disciplinary strengths were evident: some majors emphasized systems and anticipatory reasoning, others normative critique and cultural analysis, and still others strategic, creative or collaborative practices. Collectively, these complementary profiles enriched sustainability literacy. The study contributes by showing how arts courses advance sustainability education, by operationalizing competency-based proximity coding to map disciplinary strengths and by aligning SDG engagement with competency development as a transferable scaffold for curriculum design.

Whole-institution approaches (WIA) have become a promising instrument promoting holistic implementation of sustainability in the global discourse on Education for Sustainable Development (ESD). Yet, the literature often presents idealized models of the ‘sustainable institution’ that may be difficult for institutions to translate into practice. This article reviews the literature on whole-school and WIA to sustainability learnings and practices across all levels of education in order to identify recurring elements that support institutional transformation. The literature review was conducted in 2024–2025 to inform the development of a UNESCO guidance tool on the WIA. The review identifies 14 components that frequently appear as areas of action within WIAs, including leadership, curriculum, pedagogy, governance, institutional culture and community engagement. The article conceptualizes these elements as flexible ‘building blocks’ that institutions can pick and choose to design their version of the WIA, according to the institutional and local context. This component-based perspective moves away from the understanding of the WIA as an ideal state of an institution and aims to support new forms of engagement with the WIA, inform policy dialogues and contribute to further research and institutional practice on sustainability transformation in education systems.

The practical and skills-focused learning emphasized across STEM education tends to overlook the importance of connectivity and engagement with community stakeholders—this is problematic given these relationships are at the core of sustainable development. STEM education is crucial for advancing sustainability mindsets, yet its focus is often exclusively on only two of the three pillars: economic and environmental. There is a pressing need to raise awareness and expand STEM education to comprehensively address the third pillar, social sustainability. This inquiry-based case study responds to this sustainability deficit, paying particular attention to how education for sustainable development (ESD) can be bolstered within existing coursework and programmes. A primary aim of this research is to identify student knowledge gaps in social, community-focused sustainability knowledge. Qualitative, multidisciplinary analysis of student experiences offers insight into identifying best practices in the development of comprehensive and replicable ESD curricula that emphasizes social consciousness and accountability, ultimately preparing students to be effective practitioners in their STEM fields. Rather than a comprehensive report of data, this article serves as a call to action for other STEM programmes to integrate ESD-centred learning, promoting a holistic educational experience that fosters sustainable development and community well-being.

As the agriculture sector in many countries ages, sustainable agricultural systems that engage youth are necessary for food security and economic stability, both global priorities. However, this requires that young people are committed to their communities and (re)engaged in farming activities despite ongoing global patterns of urbanization. While education is key to achieving these sustainable development goals, young people are engaging in agriculture, a field often perceived as outdated, at diminishing rates. This study examines rural high school learners in Cambodia and their aspirations for agricultural careers after participating in sustainable agricultural education activities that focused on innovations in farming. Situated in social cognitive career theory, this study finds that as youth are exposed to modern agricultural education, including innovation and sustainable mechanization, they become more interested in a future career in agriculture and increasingly see education as integral to the agriculture sector.

Heatwaves are increasing in duration and frequency as a result of anthropogenic climate change. Extreme heat has an impact on health and education, even in cooler climates, but little is known about how UK schools are adapting. The study draws on a survey of publicly available policies from 85 schools and survey responses from staff in 179 schools to understand the psychological and situational barriers and enablers to extreme heat adaptation. We find that adaptation is hindered by perceptions of threat, knowledge of actions that can be taken, agency of school staff linked to leadership and policy, and the quality of the school estate and infrastructure. We argue that climate adaptation education for school leaders is needed to raise an awareness of extreme heat risks and protective actions, to develop policies with and for communities, and to advocate for political actions to reduce vulnerability to climate change and bring about a more sustainable school sector.

Environmental stewardship necessitates collective action from all stakeholders, yet children are often alienated. This study investigated the contribution of an environmental education programme, based on the participatory integrated planning approach, to developing stewardship competence attributes of pupils in rural Ugandan schools. Pupils (34) participated through surveys, semi-structured interviews, observations and focus group discussions. Findings indicated that pupils developed competence attributes in interrelated dimensions of environmental knowledge, connection with nature and ecological behaviour. The development of attributes was influenced by the learning environment, learning content, facilitation approach, learning activities, participatory integrated planning visioning and action-planning tools, learning activities, learning materials and facilitator capacity. Competence attributes are necessary for children’s participation in stewardship. These attributes should be developed simultaneously by exposing children to context-specific/relevant learning content, nature-based/outdoor activities and methods that stimulate reflection, participation and collaboration. Education policies should integrate environmental with formal curricula to enhance pupils’ environmental awareness and participation in stewardship.