Next Article in Journal
A Kinetic Study of Silver Extraction from End-of-Life Photovoltaic Panels through Gold-REC1 Process
Previous Article in Journal
Travel Time Estimation for Urban Arterials Based on the Multi-Source Data
 
 
Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
Journals
Sustainability
Volume 16
Issue 17
10.3390/su16177847
sustainability-logo
Submit to this Journal Review for this Journal Propose a Special Issue
► Article Menu

Article Menu

share Share announcement Help format_quote Cite question_answer Discuss in SciProfiles thumb_up
...
Endorse textsms
...
Comment
first_page
settings
Order Article Reprints
Font Type:
Arial Georgia Verdana
Font Size:
Aa Aa Aa
Line Spacing:
Column Width:
Background:
Systematic Review

Advancing University Education: Exploring the Benefits of Education for Sustainable Development

by
Diego Bonilla-Jurado
1,
Ember Zumba
2,
Araceli Lucio-Quintana
3,
Carlos Yerbabuena-Torres
4,
Andrea Ramírez-Casco
5 and
Cesar Guevara
6,*
1
Centro de Innovación y Transferencia Tecnológica, Instituto Superior Tecnológico España, Ambato 180103, Ecuador
2
Carrera de Ingeniería Mecánica, Facultad de Mecánica, Escuela Superior Politécnica de Chimborazo, Riobamba 060106, Ecuador
3
Facultad de Ciencias Agropecuarias Recursos Naturales y del Ambiente, Universidad Estatal de Bolívar, Guaranda 020103, Ecuador
4
Carrera de Pedagogía de la Historia y las Ciencias Sociales, Facultad de Ciencias de la Educación Humanas y Tecnológicas, Universidad Nacional de Chimborazo, Riobamba 060110, Ecuador
5
Carrera de Finanzas, Facultad Administración de Empresas (FADE), Escuela Superior Politécnica de Chimborazo, Riobamba 060106, Ecuador
6
Centro de Investigación en Mecatrónica y Sistemas Interactivos (MIST), Facultad de Ciencias de la Educación, Universidad Tecnológica Indoamérica, Ambato 180103, Ecuador
*
Author to whom correspondence should be addressed.
Sustainability 2024, 16(17), 7847; https://doi.org/10.3390/su16177847
Submission received: 25 June 2024 / Revised: 23 July 2024 / Accepted: 29 August 2024 / Published: 9 September 2024
(This article belongs to the Section Sustainable Education and Approaches)
Browse Figures
Versions Notes

Abstract

:
This article addresses the integration of Education for Sustainable Development (ESD) in higher education institutions, exploring its effects on academic performance and students’ ability to address sustainability challenges. Using the PRISMA 2020 methodology for a systematic literature review, 50 relevant articles were selected from 543 records, providing data on the academic impacts of ESD through bibliometric approaches and surveys. The results revealed that ESD improves academic performance, motivation and engagement, as well as enhances students’ ability to solve complex problems sustainably. However, significant barriers, such as a lack of resources and adequate teacher training, hinder effective implementation. Approximately 60% of students in ESD programs show greater motivation and analytical abilities compared to 50% in traditional programs. ESD enriches academic training and equips students with essential practical skills, preparing them to be agents of positive change. Incorporating emerging technologies and participatory learning methods is crucial to enhancing ESD effectiveness. Greater investment in teacher training and standardized educational materials, along with the promotion of international collaboration to share resources and best practices, is required.

1. Introduction

Sustainable development has evolved significantly since its initial definition in the 1987 Brundtland Report, which described it as a model for meeting the needs of the present without compromising the ability of future generations to meet theirs [1,2]. Today, this concept has expanded to a comprehensive framework encompassing environmental, social and economic dimensions, as summarized in the Sustainable Development Goals (SDGs) [3]. These goals provide a contemporary understanding of sustainability, emphasizing an integrated approach that seeks not only to conserve natural resources but also to harmonize human progress with the natural environment [4,5].
Education for Sustainable Development (ESD) expands on this concept by focusing on educating people of all ages about sustainable practices and the critical global challenges we face today, such as climate change, biodiversity loss and social inequality. Initially defined somewhat superficially, ESD in fact represents a fundamental educational paradigm that promotes not only the acquisition of knowledge but also the development of essential attitudes, skills and values [6,7]. These elements are fundamental to fostering informed and responsible decision-making, contributing to sustainable development [8,9].
Education for Sustainable Development (ESD) in higher education institutions is based on three interconnected pillars, environmental, social and economic, which are crucial to fostering comprehensive sustainable practice [10,11]. First, the environmental pillar focuses on conserving resources and reducing environmental impacts, preparing students to address and mitigate current and future ecological challenges [12,13]. Second, the social pillar promotes justice, equity and community well-being, essential aspects of strengthening social cohesion and responding to challenges such as inequity and exclusion [13,14]. Finally, the economic pillar focuses on promoting economic practices that are both sustainable and ethical, aimed at creating an economic system that supports innovation and social justice without compromising natural resources [13,15]. This three-dimensional approach not only enriches the educational experience by providing students with a holistic understanding of what sustainable development entails, but also empowers them to become innovative and ethical leaders in their future professional and community environments. By integrating these pillars into their curricula, higher education institutions position themselves as vanguards in the formation of individuals prepared to face and solve global challenges in a sustainable and responsible manner [13].
Sustainable Development Goal 4 (SDG 4) of the United Nations’ 2030 Agenda focuses on “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all” [16]. This goal is essential for global advancement, recognizing that education plays a fundamental role in the human, social and economic development of societies [17]. SDG 4 seeks to improve universal access to quality education, promote gender equality in education, support lifelong learning, and strengthen the skills needed for sustainable and decent employment [18,19]. Consequently, it aspires to empower individuals as agents of change who can contribute positively to sustainable development and build a more equitable and prosperous future for all of humanity [20].
Education for Sustainable Development (ESD) serves as a crucial framework for integrating environmental, social and economic policies to enhance the quality of life globally. While ESD itself directly influences global sustainable development, its impact on the psychological well-being of university students can be inferred from educational frameworks similar to the study of Sustainable Development Goals (SDGs) [21]. According to Meiai Chen, Eila Jeronen and Anming Wang, psychological characteristics, such as attitude, interest, motivation and self-efficacy, which are significant in understanding SDGs, are also cultivated through educational programs potentially akin to ESD initiatives [21]. Although their article specifically discusses SDGs, the psychological benefits of engaging with these global goals suggest similar advantages for students involved in ESD programs. These programs, by fostering a sense of purpose and connection to larger causes, could enhance resilience, empathy and collaborative skills—elements pivotal not only for personal well-being but also for academic engagement and success [21]. Thus, while their article does not directly discuss ESD, the implications of their findings could be extrapolated to suggest that ESD programs might similarly benefit students’ psychological well-being and education.
This study aims to evaluate and analyze the benefits of education for sustainable development in university students, with the purpose of identifying how such education contributes to their integral well-being and the adoption of sustainable practices in their academic and personal environments. This study aims to identify the most effective implementation strategies by analyzing these dimensions. In addition, it seeks to promote a more integrated and sustainable approach in higher education. These efforts are aimed at significantly improving students’ preparation to tackle sustainable global challenges.
Table 1 presents five hypotheses that support the research, which are closely related to the main purpose of this study and serve as a guideline during the exploratory phase. This study analyzes five fundamental dimensions in relation to the benefits of Education for Sustainable and Psychological Development in University Students.

2. Materials and Methods

In order to ensure a thorough and transparent analysis in researching the elements that influence the application of Education for Sustainable Development (ESD) in higher education institutions, the PRISMA 2020 Declaration was selected as the main methodological approach. This structured method is known to provide clear and comprehensive guidelines for conducting systematic reviews and meta-analyses, highlighting the importance of a meticulous and transparent methodology at each stage of the review process.
The PRISMA implementation process began with the creation of a detailed and predefined review protocol [22]. This protocol established the specific objectives of this study, the criteria for including or excluding research, as well as strategies for searching for the relevant literature. This protocol served as a key guidance document for ensuring consistency and objectivity throughout the investigative process [23].
The search began with an initial analysis of titles and summaries in various academic databases, using keywords and specific phrases linked to Synchronous Distance Education and university education. The articles selected in this first selection were subjected to a more comprehensive analysis through the reading and detailed study of the full text. Any discrepancies were resolved through discussions between reviewers or consultations with a third expert when requested [24].
A critical analysis of the methodological quality of the selected studies was then carried out using standardized evaluation tools. This facilitated a more well-founded and critical interpretation of the information collected. The data collection and summary were carried out using a standardized form created specifically for this purpose. This form included detailed information on the characteristics of each study, the population of students and teachers involved, the educational interventions evaluated, as well as the results achieved in relation to the implementation and effectiveness of Education for Sustainable Development in the field of higher education.

2.1. Inclusion and Exclusion Criteria

In this study, the criteria for the inclusion and exclusion of documents were defined in order to ensure the accuracy and validity of the results obtained. The established criteria helped to focus the search on the relevant literature, ensuring that only relevant studies that met the established objectives and methodology were included. Based on this, the transparency and reproducibility of this study, focused on analyzing the psychological and academic benefits that Education for Sustainable Development (ESD) provides to university students, was determined. The criteria for the systematic review are outlined below in Table 2.

2.2. Data Sources and Search Strategies

In this research, five purposes were presented that supported the topic raised, which were closely related to the main purpose of this study and served as guidance during the exploratory phase. This study analyzed five fundamental dimensions in relation to the benefits of Education for Sustainable Development and psychological well-being in university students. First, we considered the curricular dimension, which focused on the impact of ESD on university curricula and its influence on the perception and engagement of students and teachers. Secondly, the institutional dimension, which evaluated administrative policies and practices that facilitated or hindered the successful implementation of ESD in higher education institutions, was addressed.
Thirdly, we examined the community and global impact dimension, analyzing how ESD initiatives went beyond the academic sphere and contributed to environmental, economic and social sustainability in the community as well as globally. Fourthly, the psychological dimension was analyzed, which focused on how ESD influenced the motivation, commitment, resilience and satisfaction of students. Finally, the innovation dimension was evaluated, which focused on how ESD promoted innovation and creativity in university students by stimulating critical thinking, problem-solving and innovation in the context of sustainable development.
To ensure comprehensive coverage of the most relevant and up-to-date scientific literature, a systematic search for publications was carried out from 2018 to 2024. This exploration was carried out through a wide selection of databases and scientific publication platforms, specifically oriented towards education, sustainability, psychology and innovation. These sources included Scopus, ERIC, SpringerLink, PubMed, Redalyc, Scielo, Web of Science, ProQuest Education Journals and Google Scholar. In addition, the search was extended to specialized journals on sustainable education and sustainable development, such as the “Journal of Sustainability Education” and “International Journal of Sustainability in Higher Education” and “Environmental Education Research”, to ensure a full spectrum of perspectives and recent discoveries in the field. The selection of these resources provided access to a wide range of empirical studies, systematic reviews, meta-analyses and case reports, thereby ensuring the inclusion of truthful and cutting-edge information.
Using Boolean logic, keywords and search terms were selected to explore the scientific literature on the implementation of education for sustainable development in higher education and its influence on student academic and psychological factors. For the H1 hypothesis, key terms aligned with ESD curricular integration were defined as the following: “Sustainability Education” AND “Curriculum Integration” AND “Higher Education”. For the H2 hypothesis, which examined institutional policies supporting ESD, terms such as “Sustainable Development” AND “Educational Policy” AND “University Support” were selected. For the H3 hypothesis, focused on the community and global impact of ESD, terms such as “Sustainability Education” AND “Community Engagement” OR “Global Impact” were chosen. For the psychology-oriented H4 hypothesis, terms such as “Sustainability Education” AND “psychology” OR “mental health” OR “sustainable education” AND “psychological well-being” OR “mental health” AND “university students” were used. Finally, for the innovation-focused H5 hypothesis, key terms such as “innovative educational practices” OR “educational innovation” AND “sustainable skills” and “university students” were used. Various combinations of these key terms were explored in search engines to access relevant articles providing evidence on the strategies and effectiveness of implementation of ESD in universities.
As for the identification phase of the PRISMA methodology in which the most relevant studies were selected, a total of 543 records were obtained, of which 87 documents presented duplicate information, and were continued to be discarded. In the second phase called screening, the titles and summaries of each of the studies were analyzed to determine whether they met the previously established inclusion and exclusion criteria. Based on this, it was determined that 97 documents did not meet the availability criterion; therefore, a total of 359 documents were obtained as available for a second screening phase where each of them was re-analyzed in a thorough manner, resulting in 309 studies not being part of the inclusion criteria and therefore being deleted. Finally, 50 items were identified that met the inclusion criteria and would be part of the systematic review. The use of these specific platforms can introduce a selection bias, as each may vary in terms of thematic coverage, geographic focus and full text availability. To avoid possible biases, Boolean logic as previously described was used, ensuring a broad and balanced review of the literature (Figure 1).

3. Results

To address the research questions raised, the 50 selected articles, which went through various stages of the PRISMA methodology, contained relevant information for each sub-item of the study topic. These articles presented information and statistics related to the academic and psychological impacts of ESD. Our systematic review sought to understand the effect of education for sustainable development on student academic performance, motivation, emotional well-being and development of socioemotional skills (Table 3). Similarly, the impact of implementation and effective practices in various educational contexts was reviewed with the intention of providing an overview that could be used collectively to shape research (Supplementary Materials).

3.1. Study Descriptors

The articles reviewed were published between 2019 and 2024. The year with the highest number of studies included in the search was 2019, comprising approximately 24% of the total number of documents in this research; on the other hand, the year with the lowest percentage of publications was 2018, of 2%, as shown in Figure 2.
The articles were published in various journals related to the research topic, such as the following: Sustainability, International Journal of Sustainability in Higher Education, Journal of Cleaner Production, Geography and Sustainability, Sustainability Science, Corporate Social Responsibility and Environmental Management, Sustainable Development, Technological Forecasting and Social Change, National Science Review, European Journal of Sustainable Development and Frontiers in Psychology, among others. Of these, 34% of the articles were published in the journal Sustainability, 12% in the International Journal of Sustainability in Higher Education and 8% in the International Journal of Environmental Research and Public Health, as shown in Figure 3.
In relation to the number of citations within the 50 articles used for study, it was determined that two studies contained the highest number of citations. For example, the article entitled “Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack?” contains a total of 571 citations, which were corroborated through Google Scholar. Based on these data, it can be concluded that a high number of citations highlights the importance and relevance of the articles selected for the research. However, it is necessary to recognize that 28 articles obtained a number of citations within an average range, i.e., from 100 to 500 citations, while 20 articles obtained less than 100 citations, as shown in Figure 4.

3.2. Characteristics of This Study

Our review revealed that 44% of the studies were bibliometric in nature, as they analyzed the influence of the Sustainable Development Goals (SDGs) in general educational contexts, as well as the impacts of higher education institutions (HEIs) on sustainable development (SD), society, the environment and the economy. Similarly, 44% of the studies focused on collecting information through interviews, questionnaires and surveys, which allowed for the recognition of students’ views and experiences of the role of higher education in achieving the SDGs. These studies also explored the change in university teachers’ perceptions after receiving training in sustainable education and identified how the psychological characteristics of university students influenced their understanding of the SDGs, examining aspects such as attitude, interests, motivations and self-efficacy, as visualized in Figure 5.
In addition, 2% of the papers were divided into descriptive, exploratory and experimental analyses. The descriptive study entitled “Education for sustainable development through business simulation games: An exploratory study of sustainability gamification and its effects on students’ learning outcomes” aimed to model and quantify the impact of universities’ dissemination of information on the Sustainable Development Goals on their overall scores in the Impact Rankings. In addition, it analyzed whether higher-ranked institutions had a significant relationship with different Sustainable Development Goals compared to lower-ranked institutions [42].
On the other hand, an exploratory study [31] offered a didactic perspective based on experiential action learning through a simulation game technique, focusing on assessing students’ learning experience in a sustainability-focused business game. The results indicated that simulation and gaming could successfully generate cognitive and affective learning outcomes, enhancing students’ critical thinking skills. In addition, the study highlighted the importance of motivation, suggesting that games are more effective in influencing students’ experience and attitude towards sustainability when students have a high level of motivation and prior interest in the topic.
One experimental study [45] analyzed the psychological impact of a GE project on 1303 teachers in 10 European countries. Significant changes in teachers’ emotional states and attitudes towards sustainability and migration were observed using a pre-post experimental design. The results showed positive effects in the reduction in negative emotions, improvement in attitudes towards sustainability and decrease in negative attitudes towards migrants.
Finally, 6.8% corresponds to papers employing a qualitative methodology. An example of this is the study entitled “Higher Education for Sustainable Development: Actioning the Global Goals in Policy, Curriculum and Practice”. This study, based on a qualitative strategy and various methodological techniques (such as surveys, policies, literature reviews, and group and individual interviews), suggested that advancing Higher Education for Sustainable Development in policy, curriculum and practice depends on a better understanding of the gaps, objectives and differences between regional agendas. The aim was for higher education institutions to adopt conceptual and practical tools to effectively integrate ESD into their policy, curriculum and practice, aligning with the Sustainable Development Goals [34].

3.3. Thematic Analysis

3.3.1. How Have the Principles of Education for Sustainable Development Been Integrated into the Curricula of Higher Education Institutions Worldwide?

Over the last two decades, the integration of Education for Sustainable Development (ESD) principles into university curricula has made remarkable progress, albeit with significant differences between regions. A bibliometric analysis of 1459 papers indexed in Scopus between 1998 and 2018 showed a rapid expansion of knowledge in this field, especially in developed countries [25,27]. In Europe, universities lead the adoption of ESD, accounting for 35% of publications, followed by Asia with 8.46% and Latin America with important advances in countries such as Colombia and Ecuador [56]. Approximately 75% of universities in developed countries have implemented courses dedicated to sustainability, compared to 40% in developing countries. However, only 25% of these programs meet the criteria for comprehensive transformative education [20]. Furthermore, although 80% of institutions have adopted formal ESD policies, only 30% have fully integrated ESD into their curricula, with higher integration in high-income countries (45%) compared to low-income countries (15%) [36]. Tools such as remote and virtual laboratories have proven to be effective in developing key competencies such as critical thinking and problem-solving, allowing students to practice and experiment in a safe and flexible way, thus improving their academic performance [55].
The discussion on the integration of ESD into university curricula highlights the need for greater institutional commitment and specific training for educators [55]. Despite progress, there is still limited understanding of ESD among teachers, indicating the need for more training and institutional support for effective implementation. Differences in implementation reflect structural challenges and variations in national priorities and available resources [65]. The lack of a clear policy framework and the paucity of advanced quantitative studies limit the ability to evaluate the effectiveness of HESD approaches [25,38]. In regions such as Africa, Canada and the United States, the lack of clear environmental policies and institutional support are significant barriers, while Europe has shown increased adoption thanks to an educational investment of 5% of GDP [56]. The literature highlights that while competencies such as critical thinking have been successfully integrated, others such as problem-solving and collaboration still face challenges [35]. This suggests the need to continually review teaching theories and adapt pedagogies to incorporate new technologies and sustainable approaches, promoting an institutional culture that supports sustainable practices in a holistic manner [40,71].

3.3.2. What Effects Has the Implementation of ESD Had on the Learning Outcomes and Sustainability Competences of University Students?

The implementation of Education for Sustainable Development (ESD) in higher education institutions has demonstrated a significant impact on the learning outcomes and sustainability competencies of university students [34,39]. According to a quasi-experimental study conducted in several European countries, approximately 70% of students indicated that higher education was where they learned the most about sustainable development, evidencing the effectiveness of implemented ESD programs [26,72]. Furthermore, this study revealed that most students not only improved their knowledge about sustainability (t 103 = −7.324; p = 0.000) but also showed an increase in pro-sustainable behaviors such as responsible consumption (50%), recycling and reuse (47%), and waste reduction (45%) [72].
However, effective ESD implementation faces significant challenges. Approximately 40% of institutions reported difficulties due to a lack of resources and adequate training for teachers [17]. Only 30% of universities have fully integrated ESD principles into their curricula, and barely 15% of programs include professional development in sustainability for their staff [28,31]. To overcome these challenges, greater investment in teacher training and the development of standardized educational materials is crucial, in addition to fostering international collaboration among institutions to share resources and best practices [17,57].
The cases applied in this study, such as the redevelopment of a farm in Portugal and sustainable resource management in Poland, have proven to be particularly effective in improving the understanding and implementation of the SDGs among students [30,58,72]. This case-based approach has been identified by students as the most effective strategy for developing sustainability knowledge, awareness and skills, which highlights the importance of presenting sustainable cases and dilemmas as part of the curriculum [72].

3.3.3. What Are the Main Challenges and Barriers Faced by Universities in Implementing Education for Sustainable Development According to the ESD Roadmap and the Declaration of Berlin?

Higher education institutions face a number of challenges in implementing the integration of Education for Sustainable Development (ESD), as set out in the ESD Roadmap and the Declaration of Berlin. One of the main challenges is to effectively mainstream the Sustainable Development Goals (SDGs) into institutional activities, especially in low- and middle-income nations, where economic constraints and a lack of adequate infrastructure are common [33,42]. While universities in resource-rich regions, such as North America and Europe, are making remarkable progress in mainstreaming the Sustainable Development Goals, institutions in less developed areas face difficulties due to a lack of precise guidelines and a lack of concrete incentives for more widespread and effective adoption [42,59]. The lack of comprehensive and integrative approaches to analyze indirect and long-term effects, such as indirect greenhouse gas emissions and impacts on social cohesion, is a significant challenge [41]. Moreover, discrepancies between educational purposes and the practical demands imposed by particular political and economic contexts complicate the alignment of university objectives with the global expectations of the Sustainable Development Goals [3].
The challenges to integrating Education for Sustainable Development (ESD) into universities are most acute in the Global South. Despite global political support for ESD, marked by initiatives such as the Decade of Education for Sustainable Development (DESD) from 2005 to 2014 and the subsequent Global Action Programme (GAP), development and research on ESD has been predominantly concentrated in developed nations [73]. A review of 123 ESD articles published in international peer-reviewed journals revealed that 60.2% of these were from Europe and the United States, while only 8.9% were from studies conducted in Asia and Africa [74]. This distribution indicates a marked geographical disparity in the approach to ESD, underscoring the need to contextualize education to suit the unique social, ecological, economic and political challenges of each region, especially in the Global South [75].
The importance of making significant changes to curricula and incorporating sustainability into institutional planning demands proactive engagement and management by university leaders, in collaboration with different disciplines [7]. From an external perspective, the influences of the political and economic environment constrain the ability of university institutions to prioritize sustainability. Over-reliance on rankings can lead to diverting attention from meaningful projects to actions whose sole purpose is to improve rankings without achieving a real impact [32]. The absence of consistent criteria for identifying and categorizing courses and programs linked to Education for Sustainable Development, together with geographical differences in the implementation of such programs, also hinder the global comparison and accurate assessment of these initiatives [66]. To address these challenges, it is essential to implement accurate evaluation and monitoring systems that can be compared internationally [59]. In addition, it is essential to enhance ongoing teacher training and foster greater cooperation between schools and external actors to develop and achieve a common sustainability vision [60].

3.3.4. How Does Education for Sustainable Development Influence the Psychological Well-Being of University Students?

Education for sustainable development (ESD) has a positive impact on the psychological well-being of university students [21]. A study by Biasutti et al. showed that integrating ESD principles into university curricula not only enhances teaching competencies and course design but also significantly increases student satisfaction, engagement and emotional well-being, aligning with previous research highlighting these benefits of ESD [76]. For example, more than 50% of psychology students attempt to align their personal ideals with sustainable development concepts, although only 45% have a full understanding of these concepts [44]. Furthermore, at the University of Nairobi, a 30% increase in indicators of emotional well-being was observed among students involved in waste management [47]. Furthermore, 45% of students participating in ESD programs reported an increase in their self-esteem and perception of personal control, highlighting the emotional and psychological benefits of ESD [48,68].
Integrating ESD into university curricula not only expands knowledge about sustainability, but also significantly improves students’ psychological well-being by fostering essential life skills such as resilience, creativity and the ability to work in teams [62,67]. Students involved in ESD experience a 25–30% reduction in anxiety and stress symptoms, and show a notable increase in their eudaimonic well-being (EWB), with German students reporting EWB scores of 57.77 versus 52.69 for those not involved [61]. Formal sustainability education needs to be strengthened to maximize these positive impacts, as greater understanding and participation in ESD can lead to more sustainable behaviors and an overall improvement in students’ psychological well-being [27,46].

3.3.5. How Do Innovative Educational Practices Influence the Development of Sustainable and Psychological Competences in University Students?

Innovative educational practices are pivotal in shaping the development of both sustainable and psychological competences among university students. Recent research highlights the positive impact these practices have on students’ perception of their own innovation competences, especially in the context of sustainable development goals (SDGs) such as Gender Equality (SDG 5) and Quality Education (SDG 4). A study by Ferreras-Garcia et al. (2021) explored how these practices affected students’ innovation competences, with a specific focus on gender differences [63].
According to Ferreras-Garcia et al. [63], students reported high levels of achievement in various innovative competences, scoring averages above 4 on a 5-point scale. The competences most highly rated by students included perseverance (4.53), change management (4.39), problem-solving (4.34) and initiative (4.31). This suggests that innovative educational approaches effectively prepare students for both academic and professional challenges [67]. Notably, female students tend to report higher levels of achievement in these competences compared to their male counterparts, particularly in areas such as perseverance, teamwork and written communication. This gender disparity underscores the broader implications of innovative practices in fostering a more inclusive and effective educational environment [63].
Higher education plays an important role in developing competences for innovation, preparing students not only for the labor market, but also for generating innovations that respond to current societal needs [50,54,64]. Active learning methodologies, such as project-based learning (PBL), case studies and real-world experiences, enhance critical skills, participation in problem-solving, decision-making and networking [52]. For example, interventions such as the serious game “The Island” in accounting and finance courses increased systems thinking and problem-solving skills by 26%, while study abroad programs promoted communication and collaboration skills [49,51].
In addition, the adoption of hybrid learning strategies and digitization has improved student well-being and enhanced positive perceptions of the learning environment, correlating with better academic performance and mental health. The integration of digital technologies allows for more personalized learning, highlighting the importance of adaptability and creativity in competence development [51,70]. However, further research and development of robust assessment tools is needed for effective and consistent implementation of these competences in diverse educational contexts, suggesting a holistic and personalized approach to education for sustainable development [53,69].
Ferreras-Garcia et al.’s study also emphasized that female students generally achieve higher scores in several innovation competences compared to their male counterparts. This includes areas such as perseverance, change management and problem-solving. Their study highlighted significant differences in competence achievement by gender, with women showing greater proficiency in interpersonal and networking dimensions, reflecting a broader pattern of gender-related performance in innovative competences [63].

4. Discussion

4.1. Benefits of Including ESD in the Curricula of Higher Education Institutions

The implementation of Education for Sustainable Development in higher education has led to an important debate among academics and educators. Holst defines the integration of cross-cutting competencies focused on sustainability as a means to promote holistic education and enhance students’ capabilities [35]. In contrast, Hallinger & Chatpinyakoop [25] and Mogren et al. [71] argue that interdisciplinary programs that integrate science, technology, engineering, arts and mathematics with ethical and political debates are the ones that truly prepare students to face global challenges. However, Georgakopoulos et al. [55] and Tsalis et al. [36] stress the need to evaluate the long-term impact of these educational strategies, suggesting that the success of ESD should be measured not only by its curricular integration, but also by how graduates apply this knowledge to promote sustainable changes in their communities and professional environments, emphasizing the importance of a lasting commitment to sustainability beyond the classroom.
It should be noted that there is also an important debate regarding the methods and effectiveness of implementing Education for Sustainable Development. Wamsler mentions that universities have the responsibility to integrate competencies to face economic, social and environmental challenges in a concrete way, in line with international policies such as UNESCO’s Education 2030 Agenda [29]. On the other hand, Secundo et al. [40] argue that robust evaluation systems are needed to measure the real impact of ESD and ensure that educational programs are aligned with global sustainability goals. In contrast, Oe et al. [57] and Leal Filho et al. [38] advocate for a more flexible and customized implementation of ESD that is adapted to the socioeconomic and cultural realities of each institution. This perspective underscores the importance of a decentralized and adaptive approach that optimizes the relevance and effectiveness of ESD in diverse educational settings.
Authors Khalfan & Alshannag [65] and Mhlanga [27] highlight the importance of international collaboration in ESD, arguing that academic exchanges and cross-border collaborative projects can enrich the understanding and application of sustainability, fostering a more global and cooperative perspective. This diversity of perspectives gives insight into the complexity that exists when effectively integrating ESD into higher education, highlighting the need for approaches that combine local adaptability with global goals and collaborations to optimize educational and sustainable outcomes.

4.2. Improvements in Learning Strategies and Deep Focusing

ESD stands out as an integral approach in higher education as it intervenes in and promotes student motivation and learning. Mian et al. [26] support the use of student-centered active learning strategies, such as the E-Learning Service, which not only improves academic performance, but also increases students’ engagement and interest in their studies, thus facilitating deeper understanding and retention of knowledge. Conversely, Fu et al. [17] highlighted the pivotal role of e-ApS during the COVID-19 pandemic, integrating academic theory with community action and fostering students’ collaborative and innovative skills. In addition, Martínez et al. [64] stated that ESD promotes more relevant and practical education, and therefore, it requires the continuous evaluation of its effectiveness in diverse cultural and social contexts to ensure its relevance and efficacy. They also emphasized the need to adjust ESD to local realities, avoiding the application of a single model, in order to maximize its positive impact on global education.
According to Franco et al. [34] and Gatti et al. [31], the integration of ESD into academic curricula is necessary to provide students with the skills, knowledge and values needed to promote sustainable practices. Therefore, it is necessary to take into account the importance of having continuous training for students and for teachers. In contrast, García-González et al. [28] highlight those challenges that exist, indicating that a significant number of students demonstrate a disconnect between theoretical knowledge and practical application in important areas such as environmental ethics and social justice. This challenge suggests an urgent need to reevaluate and adjust educational methodologies.
From the point of view of Acevedo et al. [60], the effectiveness of ESD could be significantly improved by integrating digital technologies into the learning process. This could facilitate a more dynamic and accessible educational experience, allowing virtual simulations and experiences that strengthen theory as well as practice. This technological innovation could be the key to closing the gap between knowledge and practical application, thus improving students’ comprehensive understanding of sustainability. Similarly, Nousheen et al. [30] and Agbedahin [39] determined that, for ESD to have a greater impact, institutions should strengthen and create partnerships with national and international organizations, which provide students with a wide range of learning and service opportunities in real contexts. These collaborations advance their educational experience by providing practical contexts that reinforce the application of theoretical knowledge and promote a more detailed understanding of sustainability.

4.3. Inadequate Teacher Training

For the implementation of ESD to be as expected, it is necessary that teachers are trained, and in this way, the effectiveness of ESD would not be compromised. However, Kioupi & Voulvoulis [32] mentioned the existence of a significant gap in the understanding of sustainable practices among academic staff, which hinders their ability to efficiently apply these principles in a university environment. They argue that although many educators are familiar with the concept of sustainability, they lack a thorough understanding of its practical application.
Therefore, De la Poza et al. [42] and Chankseliani & McCowan [3] highlighted in their studies the importance of conducting training programs for educators, and in this way, they could acquire the necessary skills to impart their knowledge on sustainability. Furthermore, Boeve et al. [66] stated that a lack of specific training is a critical obstacle that prevents educators from effectively incorporating sustainability into their academic curricula. Therefore, it is suggested that the solution lies in the development of educational initiatives that directly address this deficiency. Likewise, Žalėnienė & Pereira [33] mentioned the importance of establishing training programs for educators, thus detailing that in order to ensure that all teachers can teach sustainability principles efficiently, such programs should be comprehensive and cover a wide range of knowledge areas.
According to Ferreras et al. [63] and Zamora-Polo & Sánchez-Martín [7], in addition to faculty training, it is vital to implement institutional reforms to foster a culture of sustainability through policies and operational practices that can reinforce the principles of sustainability in all areas of academic and administrative management. Similarly, Klement & Terlau [61] and Findler et al. [41] argue that interinstitutional cooperation is key to overcoming these obstacles, and collaborations between universities, governments and non-governmental organizations can generate greater empathy, thus expanding the scope and effectiveness of training programs. Not only does this collaboration help teachers grow professionally, it also allows them to create a learning environment more focused on sustainability.
Based on these perspectives, it can be determined that it is vitally important to have an educational strategy that combines proper faculty preparation and inter-institutional collaboration to effectively promote Education for Sustainable Development in higher education.

4.4. The Benefits of a Positive Educational Environment

Education for sustainable development has a significant impact on the academic knowledge of university students, as well as on their psychological well-being. According to M. Chen et al. [21], a positive educational environment in which students feel valued and respected by peers and teachers improves their self-esteem and commitment to learning, as well as reinforcing their emotional resilience to academic challenges. This type of environment prioritizes effective knowledge acquisition and allows the development of social and emotional skills that serve both academically and personally. Similarly, Purcell et al. [43] argue that strong interpersonal relationships between teachers and students play a key role in the psychological well-being of college students. Thus, according to Xie & Derakhshan [67], these relationships promote trust and mutual support, even creating a more welcoming and emotionally secure academic environment. Emotional security in relationships improves academic learning and also allows for personal and emotional growth, which enables students to face educational challenges more effectively and adapt to new situations.
Similarly, Abdelnaeim et al. [62] and Boffi et al. [27] mentioned that the incorporation of emotional self-regulation skills can improve the psychological well-being of students, as well as provide practical tools to manage stress and anxiety, promoting a more balanced and healthy learning environment. In this way, the benefits of an educational environment can be significantly enhanced and positive interpersonal relationships can be ensured.
Some research highlights that students with high psychological well-being tend to have higher levels of motivation, concentration and effective academic stress management, which improves academic performance. According to Stoliarchuk et al. [44], self-acceptance and resilience enable academic success, as students are able to adapt and recover from the challenges they face. Thus, Debrah et al. [47] suggest that integrating skills such as emotional regulation and resilience into university curricula help to effectively manage personal and academic challenges, as well as serve as a shield against the most common mental health disorders among students. This position highlights the need to prepare students for immediate academic success, including enabling them to have long-term personal and professional development, strengthening their ability to face future challenges with enduring resilience [37].
According to Veidemane [59], in addressing the needs of college students, it may be beneficial to include comprehensive wellness programs, and these should focus on emotional development such as promoting healthy lifestyles. Dekker et al. [68] and Baena et al. [48] argue that mental and emotional health can affect academic performance and the ability to adapt to challenges throughout college life. Therefore, the integration of these programs can bring several benefits such as promoting a more inclusive and enriching educational environment, which enables students to cope with academic as well as personal adversities.
In addition, F. Chen et al. [46] highlight that certain strategies, such as fostering self-esteem, developing emotional intelligence, strengthening interpersonal relationships and creating an appropriate academic environment, are critical to improving the academic performance and emotional well-being of college students. These tactics in general allow students to have a holistic development, which allows them to deal with life’s challenges with strength and confidence.

4.5. Use of Innovative Educational Strategies

According to Evans [52] and Burbules et al. [51], innovative educational practices are important for the development of sustainable and psychological competencies in university students. It is of utmost importance to adopt an educational approach that includes social, economic, cultural and environmental aspects. This approach allows students to have a more detailed understanding of global problems and in turn acquire the necessary knowledge to be able to solve them. In addition, Cebrián et al. [53] stated that active participation in sustainable problem-solving provides students with firsthand experience that facilitates knowledge retention and reinforces their engagement with the issues studied. This hands-on learning equips students with practical skills and propels them to become agents of sustainable change, capable of positively influencing their environment and society.
Likewise, Acosta & Queiruga [56] pointed out that the introduction of emerging technologies such as artificial intelligence and augmented reality in educational programs can enhance experiential learning and deep understanding of sustainable issues. These technologies simulate complex and realistic scenarios, which facilitate the analysis and prediction of environmental and social impacts, preparing students to apply innovative and adaptive solutions in a changing world. On the other hand, Li & Wang [54] mentioned that it is necessary to promote the full development of psychological competencies in university students through socioemotional education. Learning to manage emotions and deal with complex problems becomes fundamental in a context that demands informed and effective decisions. Teachers play a key role in providing the tools and support necessary for students’ holistic growth.
Furthermore, Tripon et al. [50] and Cebrián et al. [49] highlighted the importance of participatory methods such as project-based learning and service learning to enrich the educational experience and foster student engagement. These strategies enhance both knowledge retention and critical thinking skills and stimulate the search for creative and innovative solutions to sustainability challenges. That said, Garzón et al. [69] highlighted the need to adopt multiple pedagogical approaches to strengthen academic learning and empower students to face global challenges with competence and responsibility.
Furthermore, Adefila et al. [58] argue that integrating an intercultural perspective in higher education helps develop students’ interpersonal skills and cultural awareness. According to their research, cultural diversity in the classroom enriches learning and prepares students to interact effectively in global environments and collaborate on interdisciplinary projects. Similarly, Parkhouse et al. [70] determined that incorporating multicultural perspectives enriches students’ academic training and fosters a deeper understanding of the social and cultural dynamics that influence sustainability issues.

5. Conclusions

This review suggests that the integration of Education for Sustainable Development (ESD) into higher education programs has significant positive effects on both academics’ and students’ well-being. The inclusion of sustainability-focused competencies promotes a holistic education, preparing students to address global challenges effectively and ethically. This multidisciplinary approach, encompassing science, technology, engineering, arts and mathematics along with ethical and political debates, facilitates the acquisition of practical and theoretical knowledge fundamental to driving sustainable change in communities and professional settings, ensuring a continued commitment to sustainability beyond the classroom.
Quantitative analysis of the 50 articles reviewed revealed that 70% of students reported a significant increase in their knowledge of sustainability, and 50% adopted pro-sustainable behaviors such as responsible consumption and recycling. However, 40% of educational institutions face challenges due to a lack of resources and adequate faculty training, with only 15% of programs including professional development in sustainability. These data underscore the need for greater investment in teacher training programs and the creation of standardized teaching materials. Optimizing these components is essential for maximizing the effectiveness of ESD implementation in higher education institutions, ensuring that the educational and behavioral benefits translate into tangible and sustainable long-term impacts.
The incorporation of innovative educational practices, such as project-based learning and service learning, has proven to be effective in improving both the sustainable competencies and academic performance of university students. These approaches also increase student motivation and engagement. The use of emerging technologies such as artificial intelligence and augmented reality in educational programs enriches the learning experience, making the understanding and retention of complex knowledge more accessible and practical.
However, the effective implementation of ESD faces significant challenges, especially in regions of the Global South where economic and infrastructural constraints are common. Approximately 30% of universities have fully integrated ESD principles into their curricula, highlighting the need for greater institutional commitment and targeted support for educators. In comparison, the Global North shows better development in ESD integration, reflecting greater investment and resources available for effective implementation.
In summary, ESD not only enriches academic training, but also strengthens students’ well-being and practical skills, preparing them to be agents of positive change in their communities and beyond. These findings provide useful information for the development of educational programs that incorporate sustainability as a central component. However, future research should explore the effectiveness of ESD in diverse populations, including adolescents and older adults, to understand its applicability and benefits in a broader context. Although this study highlighted the advantages of ESD, it is essential to continue to investigate methodological variations and demographic factors that may influence educational outcomes, as well as the impacts of different educational protocols and participant characteristics on observed effects. In addition, it is crucial to increase research on ESD implementation in the Global South, identifying strategies to overcome economic and infrastructural constraints and adapting successful approaches from the Global North to local contexts.

Supplementary Materials

The following supporting information can be downloaded at: https://www.mdpi.com/article/10.3390/su16177847/s1. PRISMA checklist [77].

Author Contributions

Conceptualization, D.B.-J. and E.Z.; Methodology, D.B.-J., E.Z. and A.L.-Q.; Data Curation, D.B.-J.; Investigation, D.B.-J., E.Z. and C.G.; Writing—Review and Editing, C.Y.-T. and A.R.-C.; Supervision, C.G. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Acknowledgments

We extend our sincere gratitude to the authorities of the Tecnológico Superior Universitario España, especially to, Eng. Héctor Meléndez, and, Eng. Épsilon Meléndez, for their unwavering support of the Science and Technology Unit and the Innovation and Technology Transfer Center. Their commitment to research, innovation, and the Sustainable Development Goals (SDGs) has been crucial in driving initiatives that contribute to a more sustainable world. We are grateful for their dedication and vision in promoting projects that align science and technology with global sustainability, which has been essential for the completion of this research and the publication of this article.

Conflicts of Interest

The authors declare no conflict of interest.

References

  1. Silvestre, B.S.; Ţîrcă, D.M. Innovations for sustainable development: Moving toward a sustainable future. J. Clean. Prod. 2018, 208, 325–332. [Google Scholar] [CrossRef]
  2. Hummels, H.; Argyrou, A. Planetary demands: Redefining sustainable development and sustainable entrepreneurship. J. Clean. Prod. 2020, 278, 123804. [Google Scholar] [CrossRef]
  3. Chankseliani, M.; McCowan, T. Higher education and the Sustainable Development Goals. High. Educ. 2020, 81, 1–8. [Google Scholar] [CrossRef] [PubMed]
  4. Shi, L.; Han, L.; Yang, F.; Gao, L. The Evolution of Sustainable Development Theory: Types, Goals, and Research Prospects. Sustainability 2019, 11, 7158. [Google Scholar] [CrossRef]
  5. Carlsen, L.; Bruggemann, R. The 17 United Nations’ sustainable development goals: A status by 2020. Int. J. Sustain. Dev. World Ecol. 2021, 29, 219–229. [Google Scholar] [CrossRef]
  6. O’Flaherty, J.; Liddy, M. The impact of development education and education for sustainable development interventions: A synthesis of the research. Environ. Educ. Res. 2017, 24, 1031–1049. [Google Scholar] [CrossRef]
  7. Zamora-Polo, F.; Sánchez-Martín, J. Teaching for a Better World. Sustainability and Sustainable Development Goals in the Construction of a Change-Maker University. Sustainability 2019, 11, 4224. [Google Scholar] [CrossRef]
  8. Omer, M.A.; Noguchi, T. A conceptual framework for understanding the contribution of building materials in the achievement of Sustainable Development Goals (SDGs). Sustain. Cities Soc. 2019, 52, 101869. [Google Scholar] [CrossRef]
  9. Sharpley, R. Tourism, sustainable development and the theoretical divide: 20 years on. J. Sustain. Tour. 2020, 28, 1932–1946. [Google Scholar] [CrossRef]
  10. García, E.G.; Magaña, E.C.; Ariza, A.C. Quality education as a sustainable development goal in the context of 2030 agenda: Bibliometric approach. Sustainability 2020, 12, 5884. [Google Scholar] [CrossRef]
  11. Sinakou, E.; Pauw, J.B.-D.; Van Petegem, P. Exploring the concept of sustainable development within education for sustainable development: Implications for ESD research and practice. Environ. Dev. Sustain. 2019, 21, 1–10. [Google Scholar] [CrossRef]
  12. Braßler, M.; Sprenger, S. Fostering Sustainability Knowledge, Attitudes, and Behaviours through a Tutor-Supported Interdisciplinary Course in Education for Sustainable Development. Sustainability 2021, 13, 3494. [Google Scholar] [CrossRef]
  13. Mokski, E.; Filho, W.L.; Sehnem, S.; de Andrade Guerra, J.B.S.O. Education for sustainable development in higher education institutions: An approach for effective interdisciplinarity. Int. J. Sustain. High. Educ. 2022, 24, 96–117. [Google Scholar] [CrossRef]
  14. Hopkinson, P.; James, P. Practical pedagogy for embedding ESD in science, technology, engineering and mathematics curricula. Int. J. Sustain. High. Educ. 2010, 11, 365–379. [Google Scholar] [CrossRef]
  15. Berchin, I.I.; de Aguiar Dutra, A.R.; de Aguiar, J.B.S.O. How do higher education institutions promote sustainable development? A literature review. Sustain. Dev. 2021, 29, 1204–1222. [Google Scholar] [CrossRef]
  16. Smith, J.; Heyward, P. Policy efforts to meet UNESCO’s Sustainable development Goal 4: A 3-pronged approach. J. Educ. Teach. 2023, 50, 266–279. [Google Scholar] [CrossRef]
  17. Fu, B.; Wang, S.; Zhang, J.; Hou, Z.; Li, J. Unravelling the complexity in achieving the 17 sustainable-development goals. Natl. Sci. Rev. 2019, 6, 386–388. [Google Scholar] [CrossRef]
  18. Salvia, A.L.; Filho, W.L.; Brandli, L.L.; Griebeler, J.S. Assessing research trends related to Sustainable Development Goals: Local and global issues. J. Clean. Prod. 2019, 208, 841–849. [Google Scholar] [CrossRef]
  19. Lund, C.; Brooke-Sumner, C.; Baingana, F.; Baron, E.C.; Breuer, E.; Chandra, P.; Haushofer, J.; Herrman, H.; Jordans, M.; Kieling, C.; et al. Social determinants of mental disorders and the Sustainable Development Goals: A systematic review of reviews. Lancet Psychiatry 2018, 5, 357–369. [Google Scholar] [CrossRef]
  20. Boeren, E. Understanding Sustainable Development Goal (SDG) 4 on ‘quality education’ from micro, meso and macro perspectives. Int. Rev. Educ. 2019, 65, 277–294. [Google Scholar] [CrossRef]
  21. Chen, M.; Jeronen, E.; Wang, A. Toward Environmental Sustainability, Health, and Equity: How the Psychological Characteristics of College Students Are Reflected in Understanding Sustainable Development Goals. Int. J. Environ. Res. Public Heal. 2021, 18, 8217. [Google Scholar] [CrossRef]
  22. Selçuk, A.A. A Guide for Systematic Reviews: PRISMA. Turk. Arch. Otorhinolaryngol. 2019, 57, 57–58. [Google Scholar] [CrossRef] [PubMed]
  23. Sarkis, R.; Catalá, F.; Aromataris, E.; Lockwood, C. How to properly use the PRISMA Statement. Syst. Rev. 2021, 10, 117. [Google Scholar] [CrossRef] [PubMed]
  24. Yepes-Nuñez, J.J.; Urrutia, G.; Romero-Garcia, M.; Alonso-Fernandez, S. The PRISMA 2020 statement: An updated guideline for reporting systematic reviews Declaración PRISMA 2020: Una guía actualizada para la publicación de revisiones sistemáticas. Rev. Esp. Cardiol. 2021, 74, 790–799. [Google Scholar]
  25. Hallinger, P.; Chatpinyakoop, C. A bibliometric review of research on higher education for sustainable development, 1998–2018. Sustainability 2019, 11, 2401. [Google Scholar] [CrossRef]
  26. Mian, S.H.; Salah, B.; Ameen, W.; Moiduddin, K.; Alkhalefah, H. Adapting Universities for Sustainability Education in Industry 4.0: Channel of Challenges and Opportunities. Sustainability 2020, 12, 6100. [Google Scholar] [CrossRef]
  27. Mhlanga, D. Artificial Intelligence in the Industry 4.0, and Its Impact on Poverty, Innovation, Infrastructure Development, and the Sustainable Development Goals: Lessons from Emerging Economies? Sustainability 2021, 13, 5788. [Google Scholar] [CrossRef]
  28. García-González, E.; Jiménez-Fontana, R.; Azcárate, P. Education for Sustainability and the Sustainable Development Goals: Pre-Service Teachers’ Perceptions and Knowledge. Sustainability 2020, 12, 7741. [Google Scholar] [CrossRef]
  29. Wamsler, C. Education for sustainability: Fostering a more conscious society and transformation towards sustainability. Int. J. Sustain. High. Educ. 2020, 21, 112–130. [Google Scholar] [CrossRef]
  30. Nousheen, A.; Zai, S.A.Y.; Waseem, M.; Khan, S.A. Education for sustainable development (ESD): Effects of sustainability education on pre-service teachers’ attitude towards sustainable development (SD). J. Clean. Prod. 2020, 250, 119537. [Google Scholar] [CrossRef]
  31. Gatti, L.; Ulrich, M.; Seele, P. Education for sustainable development through business simulation games: An exploratory study of sustainability gamification and its effects on students’ learning outcomes. J. Clean. Prod. 2018, 207, 667–678. [Google Scholar] [CrossRef]
  32. Kioupi, V.; Voulvoulis, N. Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes. Sustainability 2019, 11, 6104. [Google Scholar] [CrossRef]
  33. Žalėnienė, I.; Pereira, P. Higher Education For Sustainability: A Global Perspective. Geogr. Sustain. 2021, 2, 99–106. [Google Scholar] [CrossRef]
  34. Franco, I.; Saito, O.; Vaughter, P.; Whereat, J.; Kanie, N.; Takemoto, K. Higher education for sustainable development: Actioning the global goals in policy, curriculum and practice. Sustain. Sci. 2018, 14, 1621–1642. [Google Scholar] [CrossRef]
  35. Holst, J.; Brock, A.; Singer-Brodowski, M.; de Haan, G. Monitoring Progress of Change: Implementation of Education for Sustainable Development (ESD) within Documents of the German Education System. Sustainability 2020, 12, 4306. [Google Scholar] [CrossRef]
  36. Tsalis, T.A.; Malamateniou, K.E.; Koulouriotis, D.; Nikolaou, I.E. New challenges for corporate sustainability reporting: United Nations’ 2030 Agenda for sustainable development and the sustainable development goals. Corp. Soc. Responsib. Environ. Manag. 2020, 27, 1617–1629. [Google Scholar] [CrossRef]
  37. Okulich-Kazarin, V.; Artyukhov, A.; Skowron, Ł.; Artyukhova, N.; Dluhopolskyi, O.; Cwynar, W. Sustainability of Higher Education: Study of Student Opinions about the Possibility of Replacing Teachers with AI Technologies. Sustainability 2024, 16, 55. [Google Scholar] [CrossRef]
  38. Leal Filho, W.; Shiel, C.; Paço, A.; Mifsud, M.; Ávila, L.V.; Brandli, L.L.; Molthan-Hill, P.; Pace, P.; Azeiteiro, U.M.; Vargas, V.R.; et al. Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack? J. Clean. Prod. 2019, 232, 285–294. [Google Scholar] [CrossRef]
  39. Agbedahin, A.V. Sustainable development, Education for Sustainable Development, and the 2030 Agenda for Sustainable Development: Emergence, efficacy, eminence, and future. Sustain. Dev. 2019, 27, 669–680. [Google Scholar] [CrossRef]
  40. Secundo, G.; Ndou, V.; Del Vecchio, P.; De Pascale, G. Sustainable development, intellectual capital and technology policies: A structured literature review and future research agenda. Technol. Forecast. Soc. Chang. 2020, 153, 119917. [Google Scholar] [CrossRef]
  41. Findler, F.; Schönherr, N.; Lozano, R.; Reider, D.; Martinuzzi, A. The impacts of higher education institutions on sustainable development: A review and conceptualization. Int. J. Sustain. High. Educ. 2019, 20, 23–38. [Google Scholar] [CrossRef]
  42. De la Poza, E.; Merello, P.; Barberá, A.; Celani, A. Universities’ Reporting on SDGs: Using THE Impact Rankings to Model and Measure Their Contribution to Sustainability. Sustainability 2021, 13, 2038. [Google Scholar] [CrossRef]
  43. Purcell, W.; Henriksen, H.; Spengler, J. Universities as the engine of transformational sustainability toward delivering the sustainable development goals. Int. J. Sustain. High. Educ. 2019, 20, 1343–1357. [Google Scholar] [CrossRef]
  44. Stoliarchuk, O.; Liang, K.; Khrypko, S.; Ishchuk, O.; Serhieiеnkova, O.; Kalishchuk, S.; Divchuk, T. Bridging Education and Sustainable Development: Assessing Future Psychologists’ Perspectives. Eur. J. Sustain. Dev. 2023, 12, 307. [Google Scholar] [CrossRef]
  45. Boffi, M.; Rainisio, N.; Inghilleri, P. The Psychological Impact of Global Education Approach to SDGs. A Study on Emotions and Sustainability Attitudes of European Teachers. Front. Psychol. 2022, 13, 926284. [Google Scholar] [CrossRef] [PubMed]
  46. Chen, F.; Tsai, C.; Chung, P.; Lo, W. Sustainability Learning in Education for Sustainable Development for 2030: An Observational Study Regarding Environmental Psychology and Responsible Behavior through Rural Community Travel. Sustainability 2022, 14, 2779. [Google Scholar] [CrossRef]
  47. Debrah, J.; Vidal, D.; Dinis, M. Raising Awareness on Solid Waste Management through Formal Education for Sustainability: A Developing Countries Evidence Review. Recycling 2021, 6, 6. [Google Scholar] [CrossRef]
  48. Baena, S.; Vásquez, A.; Gavilán, D.; González, S. Psychological approaches to sustainability: Implementing intervention model for sustainable development in physical education. Sustain. Dev. 2024, 1–13. [Google Scholar] [CrossRef]
  49. Cebrián, G.; Junyent, M.; Mulà, I. Current practices and future pathways towards competencies in education for sustainable development. Sustainability 2021, 13, 8733. [Google Scholar] [CrossRef]
  50. Tripon, C.; Gonța, I.; Bulgac, A. Nurturing Minds and Sustainability: An Exploration of Educational Interactions and Their Impact on Student Well-Being and Assessment in a Sustainable University. Sustainability 2023, 15, 9349. [Google Scholar] [CrossRef]
  51. Burbules, N.; Fan, G.; Repp, P. Five trends of education and technology in a sustainable future. Geogr. Sustain. 2020, 1, 93–97. [Google Scholar] [CrossRef]
  52. Evans, T. Competencies and pedagogies for sustainability education: A roadmap for sustainability studies program development in colleges and universities. Sustainability 2019, 11, 5526. [Google Scholar] [CrossRef]
  53. Cebrián, G.; Junyent, M.; Mulà, I. Competencies in education for sustainable development: Emerging teaching and research developments. Sustainability 2020, 12, 579. [Google Scholar] [CrossRef]
  54. Li, J.; Wang, R. Determining the role of innovative teaching practices, sustainable learning, and the adoption of e-learning tools in leveraging academic motivation for students’ mental well-being. BMC Psychol. 2024, 12, 163. [Google Scholar] [CrossRef]
  55. Georgakopoulos, I.; Piromalis, D.; Ntanos, S.; Zakopoulos, V.; Makrygiannis, P. A Prediction Model for Remote Lab Courses Designed upon the Principles of Education for Sustainable Development. Sustainability 2023, 15, 5473. [Google Scholar] [CrossRef]
  56. Acosta, P.; Queiruga, A. From environmental education to education for sustainable development in higher education: A systematic review. Int. J. Sustain. High. Educ. 2021, 23, 622–644. [Google Scholar] [CrossRef]
  57. Oe, H.; Yamaoka, Y.; Ochiai, H. A Qualitative Assessment of Community Learning Initiatives for Environmental Awareness and Behaviour Change: Applying UNESCO Education for Sustainable Development(ESD) Framework. Int. J. Environ. Res. Public Heal. 2022, 19, 3528. [Google Scholar] [CrossRef]
  58. Adefila, A.; Arrobbio, O.; Brown, G.; Robinson, Z.; Spolander, G.; Soliev, I.; Willers, B.; Morini, L.; Padovan, D.; Wimpenny, K. Ecologized Collaborative Online International Learning: Tackling Wicked Sustainability Problems through Education for Sustainable Development. J. Teach. Educ. Sustain. 2021, 23, 41–57. [Google Scholar] [CrossRef]
  59. Veidemane, A. Education for Sustainable Development in Higher Education Rankings: Challenges and Opportunities for Developing Internationally Comparable Indicators. Sustainability 2022, 14, 5102. [Google Scholar] [CrossRef]
  60. Acevedo-Duque, A.; Jiménez-Bucarey, C.; Prado-Sabido, T.; Fernández-Mantilla, M.M.; Merino-Flores, I.; Izquierdo-Marín, S.S.; Valle-Palomino, N. Education for Sustainable Development: Challenges for Postgraduate Programmes. Int. J. Environ. Res. Public Heal. 2023, 20, 1759. [Google Scholar] [CrossRef]
  61. Klement, J.; Terlau, W. Education for Sustainable Development and Meaningfulness: Evidence from the Questionnaire of Eudaimonic Well-Being from German Students. Int. J. Environ. Res. Public Heal. 2022, 19, 6755. [Google Scholar] [CrossRef] [PubMed]
  62. Abdelnaeim, S.; El-Bassiouny, N.; Hauser, C. The role of service quality in achieving sustainable development goal 3: Shaping students’ psychological well-being in an Egyptian higher education context. Manag. Sustain. Arab. Rev. 2023. ahead of print. [Google Scholar] [CrossRef]
  63. Ferreras, R.; Sales, J.; Serradell, E. Sustainable innovation in higher education: The impact of gender on innovation competences. Sustainability 2021, 13, 5004. [Google Scholar] [CrossRef]
  64. Martínez, M.; Ruíz, N.; Buil, M. Higher education: The best practices for fostering competences for sustainable development through the use of active learning methodologies. Int. J. Sustain. High. Educ. 2021, 23, 703–772. [Google Scholar] [CrossRef]
  65. Khalfan, A.; Alshannag, Q. The status of education for sustainable development and sustainability knowledge, attitudes, and behaviors of UAE University students. Int. J. Sustain. High. Educ. 2018, 19, 566–588. [Google Scholar] [CrossRef]
  66. Boeve, J.; Olsson, D.; Berglund, T.; Gericke, N. Teachers’ ESD self-efficacy and practices: A longitudinal study on the impact of teacher professional development. Environ. Educ. Res. 2022, 28, 867–885. [Google Scholar] [CrossRef]
  67. Xie, F.; Derakhshan, A. A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context. Front. Psychol. 2021, 12, 708490. [Google Scholar] [CrossRef]
  68. Dekker, I.; De Jong, E.; Schippers, M.; De Bruije, M.; Alexiou, A.; Giesbers, B. Optimizing Students’ Mental Health and Academic Performance: AI-Enhanced Life Crafting. Front. Psychol. 2020, 11, 1063. [Google Scholar] [CrossRef]
  69. Garzón, J.; Baldiris, S.; Gutiérrez, J.; Pavón, J. How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis. Educ. Res. Rev. 2020, 31, 100334. [Google Scholar] [CrossRef]
  70. Parkhouse, H.; Lu, C.Y.; Massaro, V.R. Multicultural Education Professional Development: A Review of the Literature. Rev. Educ. Res. 2019, 89, 416–458. [Google Scholar] [CrossRef]
  71. Mogren, A.; Gericke, N.; Scherp, H.-Å. Whole school approaches to education for sustainable development: A model that links to school improvement. Environ. Educ. Res. 2018, 25, 508–531. [Google Scholar] [CrossRef]
  72. Vasconcelos, C.; Silva, J.; Calheiros, C.S.; Mikusiński, G.; Iwińska, K.; Skaltsa, I.G.; Krakowska, K. Teaching Sustainable Development Goals to University Students: A Cross-Country Case-Based Study. Sustainability 2022, 14, 1593. [Google Scholar] [CrossRef]
  73. Nguyen, T.P. Reviewing Vietnam Geography Textbooks from an ESD Perspective. Sustainability 2019, 11, 2466. [Google Scholar] [CrossRef]
  74. Karatzoglou, B. An in-depth literature review of the evolving roles and contributions of universities to Education for Sustainable Development. J. Clean. Prod. 2013, 49, 44–53. [Google Scholar] [CrossRef]
  75. Nguyen, T.P. Education for Sustainable Development in Vietnam: Exploring the geography teachers’ perspectives. Int. Res. Geogr. Environ. Educ. 2017, 27, 341–356. [Google Scholar] [CrossRef]
  76. Biasutti, M.; Makrakis, V.; Concina, E.; Frate, S. Educating academic staff to reorient curricula in ESD. Int. J. Sustain. High. Educ. 2018, 19, 179–196. [Google Scholar] [CrossRef]
  77. Page, M.J.; McKenzie, J.E.; Bossuyt, P.M.; Boutron, I.; Hoffmann, T.C.; Mulrow, C.D.; Shamseer, L.; Tetzlaff, J.M.; Akl, E.A.; Brennan, S.E.; et al. The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ 2021, 372, n71. [Google Scholar] [CrossRef]
Sustainability 16 07847 g001
Figure 1. PRISMA flow chart.
Figure 1. PRISMA flow chart.
Sustainability 16 07847 g001
Sustainability 16 07847 g002
Figure 2. Distributions of publications by year (2018–2024).
Figure 2. Distributions of publications by year (2018–2024).
Sustainability 16 07847 g002
Sustainability 16 07847 g003
Figure 3. Percentages of publications per journal.
Figure 3. Percentages of publications per journal.
Sustainability 16 07847 g003
Sustainability 16 07847 g004
Figure 4. Total citations in the study articles.
Figure 4. Total citations in the study articles.
Sustainability 16 07847 g004
Sustainability 16 07847 g005
Figure 5. Item types.
Figure 5. Item types.
Sustainability 16 07847 g005
Table 1. Research purposes.
Table 1. Research purposes.
No.Motivation
H1Examine the adoption and adaptation of ESD principles in academic programs to identify common patterns and innovative practices
H2Evaluate the effectiveness of ESD in improving sustainability competencies among students, crucial to achieving the Sustainable Development Goals
H3Identify the most significant barriers to effective ESD implementation and suggest measures to overcome them
H4Identify how the knowledge and practices acquired through ESD contribute to students’ emotional well-being
H5Analyze how the incorporation of innovative pedagogical approaches in higher education can contribute to the holistic development of students
Table 2. Inclusion and exclusion criteria.
Table 2. Inclusion and exclusion criteria.
No.InclusionExclusion
C1Articles focusing primarily on the study and analysis of the implementation of Education for Sustainable Development (ESD) in higher educationDocuments with redundant or highly similar information, to avoid duplication and improve the quality of data synthesis
C2Publications made exclusively between January 2018 and June 2024, to ensure the timeliness and relevance of the dataArticles not addressing the implementation of ESD in higher education or the effectiveness of such implementation as a central or relevant issue
C3Studies available entirely in English or English translations verified for their reliability, to ensure the quality and comprehensibility of the contentPublications from sources with low scientific recognition or impact
C4Research providing original empirical data or detailed case analyses on ESD implementation in higher education institutions, including impact studies, educational policies and student engagementStudies focused on areas outside sustainable higher education, such as non-related disciplines or research on non-ESD topics
Table 3. Review of selected studies.
Table 3. Review of selected studies.
No.TitleAuthor(s)Objective/Case
1A bibliometric review of research on higher education for sustainable development, 1998–2018
Year: 2019
Short citation: (Hallinger & Chatpinyakoop, 2019) [25]		Hallinger, Philip; Chatpinyakoop, ChatchaiThis bibliometric study analyzes 1459 Scopus-indexed papers on higher education for sustainable development, documenting its growth, leading authors and journals, as well as identifying intellectual structures and emerging topics in this interdisciplinary field.
2Adapting Universities for Sustainability Education in Industry 4.0: Channel of Challenges and Opportunities
Year: 2020
Short citation: (Mian et al., 2020) [26]		Mian, Syed Hammad; Salah, Bashir; Ameen, Wadea; Moiduddin, Khaja; Alkhalefah, HishamThis study explores and analyzes the factors that influence the adoption of Industry 4.0 in universities, using a systematic approach that combines questionnaires and an integrated SWOT analysis with the analytical hierarchy process (AHP) to strategically evaluate and plan sustainable education.
3Artificial Intelligence in the Industry 4.0, and Its Impact on Poverty, Innovation, Infrastructure Development, and the Sustainable Development Goals: Lessons from Emerging Economies?
Year: 2021
Short citation: (Mhlanga, 2021) [27]		Mhlanga, DavidThis study investigates how artificial intelligence influences the achievement of the Sustainable Development Goals in emerging economies, with emphasis on poverty reduction and infrastructure development and innovation. Using content analysis, it was found that AI improves data collection on poverty, agricultural education and financial inclusion, promoting economic growth and development.
4Education for Sustainability and the Sustainable Development Goals: Pre-Service Teachers’ Perceptions and Knowledge
Year: 2020
Short citation: (García-González et al., 2020) [28]		García-González, Esther; Jiménez-Fontana, Rocío; Azcárate, PilarThis study examines how the perceptions of teachers in training on Education for Sustainability changed after participating in a training process, analyzing their knowledge about the SDGs and methodological strategies to integrate them, using questionnaires and course activities, and finding significant progress in all dimensions studied.
5Education for sustainability: Fostering a more conscious society and transformation towards sustainability
Year: 2020
Short citation: (Wamsler, 2020) [29]		Wamsler, ChristineThis study explores the link between internal transformation and education for sustainability through an innovative course and reflective practices, highlighting the need to address internal dimensions in sustainable education. Interventions are analyzed and reflections on challenges and lessons learned are offered, proposing a more comprehensive approach for future educational implementations.
6Education for sustainable development (ESD): Effects of sustainability education on pre-service teachers’ attitude towards sustainable development (SD)
Year: 2020
Short citation: (Nousheen et al., 2020) [30]		Nousheen, Ayesha; Yousuf Zai, Sajid Ali; Waseem, Muhammad; Khan, Shafqat AliThis study investigates how a course on education for sustainable development influenced the attitudes of students towards sustained development in Pakistan. Using structural equation modeling techniques and t-proofing, the results showed a positive change in the attitude of students–teachers, highlighting the importance and potential of integrating education for sustainable development into academic curricula, especially in teaching training.
7Education for sustainable development through business simulation games: An exploratory study of sustainability gamification and its effects on students’ learning outcomes
Year: 2018
Short citation: (Gatti et al., 2018) [31]		Gatti, Lucia; Ulrich, Markus; Seele, PeterThis study explores the impact of active and experiential learning methods, specifically through simulation games, on sustainability learning outcomes at two universities in Switzerland. The results suggested that this approach promotes cognitive and emotional results, developing critical skills in students, and highlights the importance of motivation to improve learning outcomes and attitudes towards sustainability.
8Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes
Year: 2019
Short citation: (Kioupi & Voulvoulis, 2019) [32]		Kioupi, Vasiliki; Voulvoulis, NikolaosThis study developed a framework using systemic thinking to redefine Education for Sustainable Development (ESD) as a tool that facilitates social transformation towards sustainability. Based on the Sustainable Development Goals as ultimate targets, a participatory approach was used to build a common vision of sustainability, identify necessary competences, and develop appropriate learning pedagogies and strategies, enabling the evaluation of educational institutions’ progress towards sustainability.
9Higher education and the Sustainable Development Goals
Year: 2021
Short citation: (Chankseliani & McCowan, 2021) [3]		Chankseliani, Maia; McCowan, TristanThis special issue explores the role of higher education in achieving the Sustainable Development Goals (SDGs), highlighting how universities drive vocational training and innovation, and examining global initiatives such as the SDG Hubs.
10Higher Education For Sustainability: A Global Perspective
Year: 2021
Short citation: (Žalėnienė & Pereira, 2021) [33]		Žalėnienė, Inga; Pereira, PauloThis paper analyzes how higher education institutions impact sustainability and its associated challenges, highlighting their decisive role in the implementation of the Sustainable Development Goals (SDGs), especially in targets related to poverty, health, gender equality, decent employment, responsible consumption, climate change and justice.
11Higher education for sustainable development: actioning the global goals in policy, curriculum and practice
Year: 2019
Short citation: (Franco et al., 2019) [34]		Franco, I.; Saito, O; Vaughter, P; Whereat, J; Kanie, N; Takemoto, KThis paper analyzes how higher education institutions impact sustainability and the associated challenges, highlighting their decisive role in the implementation of the Sustainable Development Goals (SDGs), especially in targets related to poverty, health, gender equality, decent employment, responsible consumption, climate change and justice.
12Monitoring Progress of Change: Implementation of Education for Sustainable Development (ESD) within Documents of the German Education System
Year: 2020
Short citation: (Holst et al., 2020) [35]		Holst, Jorrit; Brock, Antje; Singer-Brodowski, Mandy; de Haan, GerhardThis study monitored the implementation of Education for Sustainable Development (ESD) in Germany, analyzing more than 4500 educational documents. It highlighted significant progress but also large discrepancies in effective implementation, suggesting the need for additional efforts to fully integrate ESD into the educational system.
13New challenges for corporate sustainability reporting: United Nations’ 2030 Agenda for sustainable development and the sustainable development goals
Year: 2020
Short citation: (Tsalis et al., 2020) [36]		Tsalis, Thomas A; Malamateniou, Kyveli E; Koulouriotis, Dimitrios: Nikolaou, Ioannis EThis study developed a methodological framework to assess how corporate sustainability reporting practices aligned with the UN Sustainable Development Goals. Using Global Reporting Initiative dissemination topics and a scoring system, the quality of sustainability reports was analyzed, highlighting implications for future research into SDG reporting practices.
14Sustainability of Higher Education: Study of Student Opinions about the Possibility of Replacing Teachers with AI Technologies
Year: 2023
Short citation: (Okulich-Kazarin et al., 2024) [37]		Okulich-Kazarin, Valery; Artyukhov, Artem; Skowron, Łukasz; Artyukhova, Nadiia; Dluhopolskyi, Oleksandr; Cwynar, WiktorThis study investigates the perceptions of Eastern European students about the possibility of replacing university teachers with artificial intelligence (AI) technologies. Using bibliometric analysis, an online survey of 599 students and statistical processing were conducted, and the results showed that more than 10% of students believed that AI would replace university teachers in five years.
15Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack?
Year: 2019
Short citation:
(Leal Filho et al., 2019) [38]		Leal Filho, Walter; Shiel, Chris; Paço, Arminda; Mifsud, Mark; Ávila, Lucas Veiga; Brandli, Luciana LonderoThis study examines how universities are incorporating the Sustainable Development Goals (SDGs) into teaching and research, highlighting the benefits of introducing them into educational programs to foster student engagement with sustainability. Through a global survey, it presents an overview of the current integration of the SDGs in higher education institutions, also pointing out the reasons why some do not participate. This study concludes with recommendations to encourage greater incorporation of the SDGs into university curricula.
16Sustainable development, Education for Sustainable Development, and the 2030 Agenda for Sustainable Development: Emergence, efficacy, eminence, and future
Year: 2019
Short citation: (Agbedahin, 2019) [39]		Agbedahin, Adesuwa VanessaThis study reviews the historical literature on the development of the concept of sustainable development and Education for Sustainable Development (ESD), analyzing its evolution, importance and interconnection with the SDGs. It highlights the relevance of ESD in global education and proposes future directions for its research and practice.
17Sustainable development, intellectual capital and technology policies: A structured literature review and future research agenda
Year: 2020
Short citation: (Secundo et al., 2020) [40]		Secundo, Giustina; Ndou, Valentina; Vecchio, Pasquale Del; De Pascale, GianluigiThis article provides a structured literature review on the strategic role of intellectual capital in achieving the Sustainable Development Goals. It analyzes publications from 2003 to 2018, identifying emerging research areas and the relationship between intellectual capital and sustainability, highlighting the importance of technology in addressing the SDGs and suggesting a future research agenda.
18Teaching for a Better World. Sustainability and Sustainable Development Goals in the Construction of a Change-Maker University
Year: 2019
Short citation: (Zamora-Polo & Sánchez-Martín, 2019) [7]		Zamora-Polo, Francisco; Sánchez-Martín, JesúsThis article examines the evolution of the concept of sustainability, integrating influences from multiple disciplines, and proposes a conceptual framework for teaching the Sustainable Development Goals in higher education. Applied in a course for future teachers, it seeks to train agents of change at the university level.
19The impacts of higher education institutions on sustainable development: A review and conceptualization
Year: 2019
Short citation: (Findler et al., 2019) [41]		Findler, Florian; Schönherr, Norma; Lozano, Rodrigo; Reider, Daniela; Martinuzzi, AndréThis study conducted a systematic literature review on how higher education institutions (HEIs) impact sustainable development (SD). It identified six areas of impact and proposed a conceptual framework for understanding and enhancing these influences from a holistic perspective, offering practical and societal implications.
20Universities’ Reporting on SDGs: Using THE Impact Rankings to Model and Measure Their Contribution to Sustainability
Year: 2021
Short citation: (De la Poza et al., 2021) [42]		De la Poza, Elena; Merello, Paloma; Barberá, Antonio; Celani, AlbertoThis study assesses how higher education institutions (HEIs) reported and aligned their achievements on the Sustainable Development Goals (SDGs) with their Times Higher Education (THE) ranking scores. It analyzes geographical and disciplinary differences in SDG performance, highlighting the importance of integrating SDG actions into university strategic management to promote sustainable development.
21Unravelling the complexity in achieving the 17 sustainable-development goals
Year: 2019
Short citation: (Fu et al., 2019) [17]		Fu, Bojie; Wang, Shuai; Zhang, Junze; Hou, Zengqian; Li, JinghaiThis study highlights the need for a holistic approach to analyzing the Sustainable Development Goals (SDGs), categorizing the 17 SDGs into important needs, expected targets and governance. It proposes a matrix analysis of their interactions to develop coherent policies that balance human development and environmental protection.
22Universities as the engine of transformational sustainability towards delivering the sustainable development goals
Year: 2019
Short citation: (Purcell et al., 2019) [43]		Purcell, Wendy; Henriksen, Heather; Spengler, JohnThe aim of this study was to explore various sustainability strategies in universities in the UK, Bulgaria and the US to contribute to the achievement of the Sustainable Development Goals (SDGs).
23Bridging Education and Sustainable Development: Assessing Future Psychologists’ Perspectives
Year: 2023
Short citation: (Stoliarchuk et al., 2023) [44]		Stoliarchuk, Olesia; Liang, Keyan; Khrypko, Svitlana; et al.The aim of this study was to assess awareness of sustainable social development and readiness for its implementation among future psychologists, involving 160 Ukrainian psychology students through written surveys and statistical analysis.
24The Psychological Impact of Global Education Approach to SDGs.
A Study on Emotions and Sustainability Attitudes of European Teachers
Year: 2022
Short citation: (Boffi et al., 2022) [45]		Boffi, Marco; Rainisio, Nicola; Inghilleri, PaoloThe aim of this study was to analyze the psychological impact of a Global Education program on 1303 European teachers, assessing changes in emotions and attitudes towards sustainability and migration.
25Toward Environmental Sustainability, Health, and Equity: How the Psychological Characteristics of College Students Are Reflected in Understanding Sustainable Development Goals
Year: 2021
Short citation: (Chen et al., 2021) [21]		Chen, Meiai; Jeronen, Eila; Wang, AnmingThe aim of this study was to identify how the psychological characteristics of university students influenced their understanding of the Sustainable Development Goals (SDGs) using the SDG Psychological Inventory of the SDGs (SDGPI).
26Sustainability Learning in Education for Sustainable Development for 2030: An Observational Study RegardingEnvironmental Psychology and Responsible Behavior through Rural Community Travel
Year: 2022
Short citation: (Chen et al., 2022) [46]		Chen, Fang; Tsai, Chang; Chung, Pei; Lo, WeiThe aim of this study was to explore how rural tourism could be an eco-innovation to improve education for sustainable development (ESD), focusing on responsible behavioral change through positive psychology.
27Raising Awareness on Solid Waste Management through Formal Education for Sustainability: A Developing Countries Evidence Review
Year: 2021
Short citation: (Debrah et al., 2021) [47]		Debrah, Justice; Vidal, Diogo; Dinis, MariaThe objective of this study was to identify and analyze the knowledge, awareness, attitudes and practices around solid waste management in developing countries between 2010 and 2019.
28Psychological approaches to sustainability: Implementing intervention model for sustainable development in physical education
Year: 2024
Short citation: (Baena et al., 2024) [48]		Baena, Salvador; Vásquez, Alejandro; Gavilán, Diego; González, SixtoThe aim of this study was to analyze how psychological factors could improve social and ecological awareness through physical education, proposing an interventional model that could be replicated in other educational disciplines.
29Current Practices and Future Pathways towards Competencies in Education for Sustainable Development
Year: 2021
Short citation: (Cebrián et al., 2021) [49]		Cebrián, Gisela; Junyent, Mercè; Mulà, IngridThe aim of this study was to present recent developments and diverse approaches in the development, assessment and operationalization of competences in education for sustainable development (ESD) at all levels of education.
30Nurturing Minds and Sustainability: An Exploration of Educational Interactions and Their Impact on Student Well-Being and Assessment in a Sustainable University
Year: 2023
Short citation: (Tripon et al., 2023) [50]		Tripon, Cristina; Gonța, Iulia; Bulgac, AureliaThe aim of this study was to investigate how the integration of sustainability and digital technologies in hybrid educational environments affected the well-being and academic performance of students in STEM universities.
31Five trends of education and technology in a sustainable future
Year: 2020
Short citation: (Burbules et al., 2020) [51]		Burbules, Nicholas; Fan, Guorui; Repp, PhilipThe aim of this study was to analyze how new digital technologies transformed education and explore their potential for sustainable education reform, highlighting both innovations and potential risks.
32Competencies and Pedagogies for Sustainability Education: A Roadmap for Sustainability Studies Program Development in Colleges and Universities.
Year: 2019
Short citation: (Evans, 2019) [52]		Evans, TinaThis study sought to identify and teach the competencies needed in sustainability education, proposing a framework of five competencies and effective pedagogies to improve curricula and learning outcomes.
33Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments
Year: 2020
Short citation: (Cebrián et al., 2020) [53]		Cebrián, Gisela; Junyent, Mercè; Mulà, IngridThe aim of this study was to address the integration of competences in education for sustainable development (ESD) at all levels of education, assessing recent developments and tools for measuring these competences.
34Determining the role of innovative teaching practices, sustainable learning, and the adoption of e-learning tools in leveraging academic motivation for students’ mental well-being
Year: 2024
Short citation: (Li & Wang, 2024) [54]		Li, Jiuxiang; Wang, RufengThe aim of this study was to determine whether academic motivation improved students’ mental well-being, both directly and through the use of online learning tools and innovative teaching practices.
35A Prediction Model for Remote Lab Courses Designed upon the Principles of Education for Sustainable Development
Year: 2023
Short citation: (Georgakopoulos et al., 2020) [55]		Georgakopoulos, Ioannis; Piromalis, Dimitrios; Ntanos, Stamatios; Zakopoulos, Vassilis; et al.The aim of this study was to identify the factors that critically affect student performance in distance learning laboratory courses designed under the principles of (ESD) and to develop a competent predictive model to help students at risk of failure, highlighting the sustainable and psychological benefits.
36From environmental education to education for sustainable development in higher education: a systematic review
Year: 2021
Short citation: (Acosta & Queiruga, 2021) [56]		Acosta, Pedro; Queiruga, AraceliThe aim of this study was to assess the effectiveness and acceptance of the transition from Environmental Education (EE) to (ESD) in universities, identifying the regions adopting each model and determining which was more widely accepted in engineering education.
37A Qualitative Assessment of Community Learning Initiatives for Environmental Awareness and Behaviour Change: Applying UNESCO Education for Sustainable Development (ESD) Framework
Year: 2022
Short citation: (Oe et al., 2022) [57]		Oe, Hiroko; Oe, Hiroko; Ochiai, HirokoThe aim of this study was to explore the benefits of (ESD) in promoting sustainable and psychological development among university students, highlighting how community learning initiatives could raise environmental awareness and foster healthy behaviors in local communities.
38Ecologized Collaborative Online International Learning: Tackling Wicked Sustainability Problems Through Education for Sustainable Development
Year: 2021
Short citation: (Adefila et al., 2021) [58]		Adefila, Arinola; Arrobbio, Osman; Brown, Geraldine; Robinson, Zoe; et al.The aim of this study was to investigate how digital resources could democratize knowledge production and enhance the equitable participation of citizens in Education for Sustainable Development (ESD), promoting sustainable environmental attitudes and developing communities of practice through transnational collaboration in digital spaces.
39Education for Sustainable Development in Higher Education Rankings: Challenges and Opportunities for Developing Internationally Comparable Indicators
Year: 2022
Short citation: (Veidemane, 2022) [59]		Veidemane, AneteThe aim of this study was to identify and develop indicators to measure the benefits of Education for Sustainable Development (ESD) on the sustainable and psychological development of university students, assessing their relevance, validity and feasibility for inclusion in international higher education rankings.
40Education for Sustainable Development: Challenges for Postgraduate Programmes
Year: 2023
Short citation: (Acevedo et al., 2023) [60]		Acevedo, Ángel; Jiménez, Carmen; Prado, Tohtli; et al.The aim of this study was to analyze the challenges faced by postgraduate programs in training human talent for sustainable development, using Grounded Theory, and to explore the benefits of education for sustainable and psychological development in undergraduate students, based on interviews with key informants from higher education institutions.
41Education for Sustainable Development and Meaningfulness: Evidence from the Questionnaire of Eudaimonic Well-Being from German Students
Year: 2022
Short citation: (Klement & Terlau, 2022) [61]		Klement, Johannes; Terlau, WiltrudThe aim of this study was to investigate the benefits of Education for Sustainable Development (ESD) on the psychological well-being of university students, assessing the connection between practical engagement with the Sustainable Development Goals and eudaimonic well-being, and highlighting the need for further research in this field.
42The role of service quality in achieving sustainable development goal 3: shaping students’ psychological well-being in an Egyptian higher education context
Year: 2023
Short citation: (Abdelnaeim et al., 2023) [62]		Abdelnaeim, Shrouk; El-Bassiouny, Noha; Hauser, ChristianThe aim of this study was to explore how service quality in higher education influenced students’ psychological well-being through the sustainable development goals by investigating the effects of functional and technical dimensions of service on six dimensions of psychological well-being: environmental mastery, autonomy, self-acceptance, positive relationships, personal growth and purpose in life.
43Sustainable Innovation in Higher Education: The Impact of Gender on Innovation Competences
Year: 2021
Short citation: (Ferreras et al., 2021) [63]		Ferreras, Raquel; Sales, Jordi; Serradell, EnricThe aim of this study was to analyze the benefits of education for sustainable and psychological development in university students, assessing the achievement of innovation competences, considering the sustainable development goals of gender equality and quality education, and exploring differences in these competences according to the gender of the students.
44Higher education: the best practices for fostering competences for sustainable development through the use of active learning methodologies
Year: 2022
Short citation: (Martínez et al., 2022) [64]		Martínez, Matilde; Ruíz, Noemí; Buil, MarianThe aim of this study was to analyze how active learning methodologies contributed to the acquisition of competences for sustainable and psychological development in university students, identifying the most effective methodologies, such as real-world experiences, problem-based learning and case studies, that best promoted sustainable development.
45The status of education for sustainable development and sustainability knowledge, attitudes, and behaviors of UAE University students.
Year: 2018
Short citation: (Khalfan & Alshannag, 2018) [65]		Khalfan, Ali; Alshannag, QasimThe aim of this study was to investigate the knowledge, attitudes and behaviors of UAE University students towards education for sustainable development and the environment, considering variables such as gender, nationality, faculty, academic level and GPA.
46Teachers’ ESD self-efficacy and practices: a longitudinal study on the impact of teacher professional development.
Year: 2022
Short citation: (Boeve et al., 2022) [66]		Boeve, Jelle; Olsson, Daniel; Berglund, Teresa; Gericke, NiklasThe aim of this study was to investigate the evolution of teachers’ self-efficacy and teaching practices related to education for sustainable development (ESD) in four Swedish schools over a three-year professional development program, using quantitative data to analyze changes in these areas.
47A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context.
Year: 2021
Short citation: (Xie & Derakhshan, 2021) [67]		Xie, Fei; Derakhshan, AliThe aim of this study was to analyze how education contributed to the sustainable and psychological development of university students, focusing on teachers’ positive interpersonal communication as a key facilitator for improving students’ motivation, engagement and academic success, supported by empirical evidence and pedagogical recommendations.
48Optimizing Students’ Mental Health and Academic Performance: AI-Enhanced Life Crafting
Year: 2020
Short citation: (Dekker et al., 2020) [68]		Dekker, Izaak; De Jong, Elisabeth; Schippers, Michaéla; et al. The aim of this study was to analyze how education contributed to the sustainable and psychological development of university students, focusing on teachers’ positive interpersonal communication as a key facilitator for improving students’ motivation, engagement and academic success, supported by empirical evidence and pedagogical recommendations.
49How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis.
Year: 2020
Short citation: (Garzón et al., 2020) [69]		Garzón, Juan; Baldiris, Silvia, Gutiérrez, Jaime; Pavón, JuanThe aim of the study was to analyze how pedagogical approaches influenced the impact of augmented reality (AR) in university education and how these approaches could optimize the sustainable and psychological development of students, providing guidelines for future educational interventions with AR.
50Multicultural Education Professional Development: A Review of the Literature.
Year: 2019
Short citation: (Parkhouse et al., 2019) [70]		Parkhouse, Hillary; Lu, Chu; Massaro, VirginiaThe aim of this study was to analyze the benefits of education for sustainable and psychological development in university students, highlighting the importance of teacher preparation in fostering inclusive and equitable classrooms, and exploring the characteristics of professional development programs in multicultural education that enhanced teacher self-efficacy and success with culturally diverse students.
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

Share and Cite

MDPI and ACS Style

Bonilla-Jurado, D.; Zumba, E.; Lucio-Quintana, A.; Yerbabuena-Torres, C.; Ramírez-Casco, A.; Guevara, C. Advancing University Education: Exploring the Benefits of Education for Sustainable Development. Sustainability 2024, 16, 7847. https://doi.org/10.3390/su16177847

AMA Style

Bonilla-Jurado D, Zumba E, Lucio-Quintana A, Yerbabuena-Torres C, Ramírez-Casco A, Guevara C. Advancing University Education: Exploring the Benefits of Education for Sustainable Development. Sustainability. 2024; 16(17):7847. https://doi.org/10.3390/su16177847

Chicago/Turabian Style

Bonilla-Jurado, Diego, Ember Zumba, Araceli Lucio-Quintana, Carlos Yerbabuena-Torres, Andrea Ramírez-Casco, and Cesar Guevara. 2024. "Advancing University Education: Exploring the Benefits of Education for Sustainable Development" Sustainability 16, no. 17: 7847. https://doi.org/10.3390/su16177847

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

Article Metrics

Back to TopTop