Exploring Sustainable Development Goals and Curriculum Adoption: A Scoping Review from 2020–2025

Abstract

This scoping review examines the integration of the Sustainable Development Goals (SDGs)—specifically SDG 4, which concerns quality education—into national curricula at various levels of education between 2020 and 2025. This qualitative study uses the scoping review method to synthesise international research, identifying thematic trends, methodological approaches, and implications for curriculum development. The analysis reveals a strong focus on higher education, with articles from Asia and Europe dominating the discourse, while perspectives from early childhood education and the Global South are under-represented. Most articles favour qualitative designs, engaging with the SDGs as curricular content, institutional transformation frameworks, or community-based education tools. Despite these promising approaches, significant gaps remain in addressing behavioural change and equity across educational systems. Therefore, the study calls for more inclusive, context-sensitive, and interdisciplinary strategies to support the transformative ambitions of the 2030 Agenda.

1. Introduction—The SDGs and Curricula Design

The United Nations’ 2030 Agenda for Sustainable Development sets out 17 Sustainable Development Goals (SDGs)—a global framework to address pressing economic, social, and environmental issues by 2030 [1,2]. Building on the Millennium Development Goals (MDGs), the SDGs aim to end poverty, promote equitable growth, and ensure sustainability by addressing five key areas: people, planet, prosperity, peace, and partnership. The interconnectedness of these areas forms a robust and intuitive framework [3,4]. Technologies, including artificial intelligence, are increasingly being used to advance these goals [5]. SDG 4 on quality education is particularly noteworthy, requiring the commitment of all social actors to achieve its transformative goals. SDG 4 aims to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all. The goal is to provide accessible, quality education at all stages of life, from early childhood to adulthood [6]. SDG 4 focuses on issues such as access to early childhood development and care and pre-primary education; equality of access for men and women to affordable, quality technical, vocational, and tertiary education; the elimination of gender disparities in education and equality of access for persons with disabilities, vulnerable and indigenous groups; and the achievement of literacy and numeracy for all youth and a large proportion of adults (ibid.). With 10 specific targets, SDG 4 focuses also on educational structures and resources in terms of qualified teachers and adequate infrastructure (ibid.). As a ‘meta-goal’, SDG 4 underpins the achievement of all other SDGs by empowering individuals with the knowledge and skills to address global challenges [7].

Therefore, the relationship between education and sustainability is bidirectional: sustainability must be integrated as essential content in education, while education serves as a privileged space to cultivate attitudes and practices for sustainable living [6,8]. The implementation of SDG 4 is characterised by a fundamental tension between an instrumentalist approach that emphasises measurable educational outcomes and economic goals, and a values-based approach that emphasises social justice and sustainability [2,9]. This tension gives rise to debates about how educational quality should be defined, which can impact curriculum development. An instrumentalist focus can marginalise interdisciplinary topics that are difficult to quantify, such as education for sustainable development (ESD). This hinders the integration of topics relevant to the SDGs, such as climate change, gender equality, and democratic participation. Such topics require a holistic, values-based perspective [9]. This is reflected in the preference for globally comparable, results-oriented assessment models that penalise less measurable issues [9]. Conversely, a values-based approach enables the design of curricula that prepare students for complex global challenges, even if this means moving away from standardised assessment frameworks. The different mandates and ideological approaches of stakeholders may exacerbate these challenges, leading to efforts to reframe the SDG 4 agenda and neglect certain goals, such as learning environments and teacher support, in favour of measurable outcomes [9]. The 2030 Agenda reflects the power dynamics of the 2015 agreement and therefore can reproduce existing imbalances while also challenging structural failures and opening pathways for social, environmental, and economic justice. This ambivalence highlights the importance of systematically examining patterns of SDG integration in curricula in order to identify ways of embedding sustainability in educational practice.

Incorporating the SDGs into educational curricula is critical to equipping individuals with the knowledge, skills, and values needed to address global challenges such as sustainable resource use, gender equity, and democratic participation [10,11]. Educational institutions, as key agents of change, play a critical role in embedding SDG principles in curricula to promote lifelong learning, foster inclusivity and equity, and enable students to address sustainability issues by developing perspectives and solutions for a sustainable society [6,12,13]. This integration not only enhances human capital but also inspires action towards sustainable living, in line with UNESCO’s guidelines for the 2030 Agenda. Therefore, before teachers can offer sustainability-sensitive lessons in line with the SDGs, the curriculum also needs to be adapted to reflect the many changes in social systems and teaching content. This must address issues such as sustainability, climate change, and human health [14,15]. Governments and educational institutions are therefore challenged to prioritise curriculum design that integrates these principles to drive systemic change. Despite the recognised importance of the SDGs in promoting the 2030 Agenda and the key role of educational institutions in driving systemic change, there is still a significant knowledge gap regarding an overview of current trends and syntheses of the implementation of the SDGs in school and university curricula. In particular, there is a lack of comprehensive analyses that systematically examine the extent to which SDG 4 and the other SDGs have been incorporated into education systems worldwide. Furthermore, there is a general lack of data and indices on development processes and achievements in the context of the SDGs and modern education [16].

The purpose of this scoping review is to examine the integration of the SDGs into national school and tertiary-level curricula, with a focus on SDG 4. It emphasises the importance of the SDGs in promoting the 2030 Agenda and seeks to identify trends and gaps in their implementation within education systems, as well as shifts in teaching and learning at all levels in relation to sustainability and equity issues. The research is guided by three questions:

• RQ1: What patterns can be observed in the integration of the SDGs in the design of educational curricula from 2020 to 2025?
• RQ2: What are the demographic characteristics (geographical distribution, level of education, year of publication) and methodological approaches of the articles included in this scoping review?
• RQ3: Are the articles directly related to curriculum development or do they have implications for future curriculum development?

We identified eight distinct categories of relationships between SDGs and questions of curriculum design in our sample using the scoping approach. We also found a broad participation of Asian and European researchers in terms of geographical distribution, as well as a strong focus on higher education and only a minor emphasis on primary and secondary education. By analysing literature from academic databases such as Scopus, this study assesses the implications of promoting sustainable development in educational practice. The paper concludes with implications for future research.

2. Methodology

Through a scoping review, this article employs a systematic literature synthesis based on Arksey and O’Malley’s [17] methodological framework to ensure transparency and replicability. The decision to conduct a scoping review is based on methodological reasoning: This form of systematic literature search and analysis provides a transparent and reliable way of identifying trends, examining the current state of research, and determining key characteristics. It also serves as a preliminary stage for further systematic reviews [18]. With our search string, we found 60 papers in the period 2020–2025 that deal with SDGs and issues of curriculum design in education.

2.1. Methods and Materials

The main purpose of this scoping review is to evaluate the current scope and range of research literature on developments in curriculum development with regard to the integration of the SDGs. As our scoping review is not guided by a meta-analysis approach that would seek to calculate effect sizes, we still followed a systematic and transparent procedure that can be reconstructed using the PRISMA guidelines [19]. The review process is structured into five key stages: (1) defining initial research questions to guide the search, (2) conducting comprehensive searches of academic databases, in this case Scopus, (3) applying pre-established criteria to select relevant articles in line with the PRISMA guidelines, (4) organising and visualising the extracted data, here through graphical representations, and (5) synthesising and presenting the findings in a clear, evidence-based manner. In particular, the content-related synthesis was carried out by reading the papers’ abstracts, introductions, and discussions. In order to be included in the review, it was important that the articles dealt specifically with curriculum development in an educational context, which led us to a deductive analysis in line with a qualitative content analytical approach [20,21]. Table 2 presents the specific coding rules for the extracted categories. The analysis process was supported by Excel, so that the graphical representation of the results is also based on Excel tables and figures. The review was not registered.

2.1.1. Selection of Articles

Following the guidance of Arksey and O’Malley [17] a broad set of search terms was developed to capture a comprehensive range of relevant literature. The SCOPUS database was chosen to explore and identify articles of high academic standard, for example, those that have undergone peer review and adhere to high open access standards. Comparative analyses on databases also conclude that Scopus enables access to a 20% broader range of journals than Web of Science, for example [22], as well as a more specific coverage of social science [23,24]. In addition, Scopus excels in terms of technical connectivity and standardised metadata. The export and analysis functions provided by Scopus also make this database particularly well-suited to interdisciplinary scoping reviews, such as the one we conducted. The search strategy included the terms Sustainable Development Goals, education, curricula, curriculum, syllabus, and SDG 4 to identify articles that addressed the SDG-related development in education systems. The full search string was: TITLE-ABS-KEY (Sustainable and Development AND Goals and Education AND Curricula OR Curriculum OR syllabus AND SDG 4) AND PUBYEAR > 2019 AND PUBYEAR < 2026 AND (LIMIT-TO (SUBJAREA, “SOCI”) OR LIMIT-TO (SUBJAREA, “PSYC”)) AND (LIMIT-TO (DOCTYPE, “ar”). The keywords in the search were used in a comprehensive string, i.e., not in pairs, triplets, or quadruplets separately, but as a continual search string. The time period was limited to the years 2020 to 2025.

The initial search in Scopus yielded 132 articles. To refine the results, Arksey and O’Malley’s [17] recommendation to establish inclusion and exclusion criteria was applied. Therefore, the publication timeframe was restricted to 2020–2025 (last time of search = 7 July 2025), which reduced the number of articles to 127. The subject area was prioritised to include only ‘social sciences’ and ‘psychology’, retaining the same 85 articles. Finally, the document type was restricted to articles, resulting in a final set of 60 articles (a full list of included articles is provided in

Table A1. Table with all papers analysed (the review was not registered).

NR	Author(s)	Year	Title	Method	Geographical Area	Institutional Level	Key Details
i1	Rushami Zien N.H., Abu Bakar N.A., Saad R.	2025	Learning beyond borders: lifelong learning and learning culture in Islamic institutions in the pursuit of quality education	Mixed Method	Asia	Primary Education	Assesses lifelong learning and learning culture in Malaysian primary school curricula, aligning with SDG 4 integration.
i2	Qablan A., Nowfal N., Al-Faiadh T., Pearson E., Alkaabi A., Alhashmi H., Alderei F., Shamsi A.Y.A.	2025	Mapping the representation of four SDGs in international elementary science curriculum and textbooks	Qualitative Approach	Asia	Primary Education	Analyses UAE science curriculum for SDG integration (SDGs 4, 6, 8, 15), focusing on curriculum content.
i3	Sánchez-Carracedo F., Segalas J., Bueno G., Busquets P., Climent J., Galofré V.G., Lazzarini B., Lopez D., Martín C., Miñano R., de Cámara E.S., Sureda B., Tejedor G., Vidal E.	2021	Tools for embedding and assessing sustainable development goals in engineering education	Quantitative Approach	Europe	Higher Education	Proposes tools for embedding ESD into engineering curricula, emphasising learning outcomes.
i4	Branca E., Vanderstraeten J., Slabbinck H., Maes I.M.R.	2025	The impact of entrepreneurial education on key entrepreneurial competencies: A systematic review of learning strategies and tools	Systematic Review	Not specified	Higher Education	Examines entrepreneurial education through innovative learning strategies (experiential, active learning) for SDG 4 and 8.
i5	Abdelmagid A.S., Jabli N.M., Al-Mohaya A.Y., Teleb A.A.	2025	Integrating Interactive Metaverse Environments and Generative Artificial Intelligence to Promote the Green Digital Economy and e-Entrepreneurship in Higher Education	Quantitative approach	Asia	Higher Education	Examines the impact of metaverse and AI education on green digital economy and e-entrepreneurship skills.
i6	McKay V.I.	2020	Learning for development: Learners’ perceptions of the impact of the Kha Ri Gude Literacy Campaign	Mixed method	Africa	Not Specified	Assesses the societal impact of a literacy campaign on self-confidence, health, and income generation.
i7	Rajagopal T., Chandrashekaran V.	2025	“Leaving no one behind”: digital empathy and inclusive media literacy education for young adults on the autism spectrum	Mixed method	Asia	Special Education	Focuses on fostering digital empathy and media literacy among students with ASD, linked to SDG 4.
i8	Renta-Davids A.-I., Camarero-Figuerola M., Tierno-García J.-M.	2020	Assessment of the quality education awareness competence of pre-service educators using vignettes	Mixed method	Europe	Higher Education	Examines pre-service educators’ awareness through curriculum analysis, focusing on SDG 4 integration.
i9	Asmayawati, Yufiarti, Yetti E.	2024	Pedagogical innovation and curricular adaptation in enhancing digital literacy: A local wisdom approach for sustainable development in the Indonesian context	Quantitative approach	Asia	Primary Education	Investigates pedagogical innovation and local wisdom approaches in early childhood education for SDG 4.
i10	González J., Martínez L., Aguas R., De La Hoz J., Sánchez H.	2023	Redesign and Implementation of the Electromagnetism Course for Engineering Students Using the Backward Design Methodology	Quantitative approach	Not specified	Higher Education	Uses backward design methodology to innovate teaching in an electromagnetism course, aligned with SDG 4.
i11	Opazo H., Castillo J., Carreño Á.	2020	Challenges of Goal 4.7 of the UN 2030 Agenda for Latin America and the Caribbean: An analysis of evidence from UNESDOC	Systematic review	Global perspective	All levels	Identifies challenges in implementing SDG 4.7 (policy, curriculum, teacher training gaps) via a scoping review.
i12	Vaniev A., Malt-Cullen M.	2025	Mapping pedagogies of education for sustainable development in Scottish higher education institutions	Qualitative approach	Europe	Higher Education	The study proposes an ANT-based tool to map gaps in ESD pedagogy implementation in Scottish HEIs, noting university reports focus on content taught rather than how ESD supports SDG 4.7.
i13	Chandir H., Gorur R.	2021	Unsustainable Measures? Assessing Global Competence in PISA 2018	Mixed method	Global perspective	Secondary education	Critiques the PISA global competence assessment’s limitations for informing SDG 4.7 policy and practice, focusing on implementation challenges.
i14	Boned-Gómez S., Ferriz-Valero A., Baena-Morales S.	2025	Education for sustainability: analysing the Spanish curriculum in primary education and physical education	Qualitative approach	Europe	Primary Education	Analyses the Spanish primary education curriculum for SDG alignment, emphasising competencies.
i15	Gallardo Y., Romero A.G.T.	2021	Collaboration in a professional ethics programme between a professional association and a university: an experience in Mexico	Qualitative approach	South america	Higher Education	Describes a dilemma-based pedagogy for teaching professional ethics, linked to SDGs 4, 5, 16, 17.
i16	Sanosi A.B., Nur H.S., Arafat Y., Muhammad D.	2025	Developing an ESP Syllabus to Promote Sustainable Development Goals: A Delphi Study	Qualitative approach	Global perspective	Higher Education	Uses the Delphi technique to align ESP syllabi with SDGs, focusing on curriculum design.
i17	Eidtson W.H., Konopasky A., Fong J., Schmitt K.E., Foster-Johnson L., Lyons V.T.	2024	Are Pre-clerkship Remediation, Grading, and Reporting Practices Equitable in the U.S.? A National Survey	Mixed method	North america	Higher Education	Examines equity issues in medical school grading practices, linked to SDG 4.
i18	Kabysheva M.	2025	Fostering critical thinking in learning outcomes of Kazakhstan initial teacher education	Quantitative approach	Asia	Higher Education	Analyses critical thinking integration in Kazakhstani teacher education curricula, linked to SDG 4.
i19	Uğraş H., Uğraş M., Papadakis S., Kalogiannakis M.	2024	ChatGPT-Supported Education in Primary Schools: The Potential of ChatGPT for Sustainable Practices	Qualitative approach	Asia	Primary Education	Evaluates ChatGPT’s role in primary education for SDG 4, focusing on technology’s contribution.
i20	Breen K.C., Dotson M.E., Madonna M.C., Asturias G., Peña D.M., Springate H., Alvarez V., Ramanujam N.	2023	Community-Centered Design Thinking as a Scalable Stem Learning Intervention	Mixed method	Global perspective	Secondary education	Evaluates the Ignite programme’s human-centred design pedagogy for STEM and SDGs 4, 6.
i21	Durrani N., Qanay G., Mir G., Helmer J., Polat F., Karimova N., Temirbekova A.	2023	Achieving SDG 4, Equitable Quality Education after COVID-19: Global Evidence and a Case Study of Kazakhstan	Qualitative approach	Asia	Primary and Secondary education	Highlights inequalities in distance schooling, particularly for disadvantaged groups, linked to SDG 4.
i22	Grover P., Phutela N., Yadav M.	2025	Role of faculty in collaborative online international learning (COIL)—a pedagogical tool for Internationalisation at Home (IaH)	Qualitative approach	Asia	Higher Education	Explores COIL for inclusive global learning opportunities, linked to SDGs 4 and 10.
i23	Adhikari D.R., Shah B.B.	2021	The state of the art in the incorporation of sustainable development goals in Nepalese Universities	Qualitative approach	Asia	Higher Education	Assesses SDG integration in Nepalese HEI curricula, focusing on policy and curriculum gaps.
i24	Blignaut S., Pheiffer G., Grange L.L., Maistry S., Ramrathan L., Simmonds S., Visser A.	2021	Engendering a sense of belonging to support student well-being during COVID-19: A focus on sustainable development goals 3 and 4	Quantitative approach	Africa	Higher Education	Investigates COVID-19’s impact on student well-being and degree completion, linked to SDGs 3 and 4.
i25	artínez-Acosta M., Vázquez-Villegas P., Mejía-Manzano L.A., Soto-Inzunza G.V., Ruiz-Aguilar K.M., Kuhn Cuellar L., Caratozzolo P., Membrillo-Hernández J.	2023	The implementation of SDG12 in and from higher education institutions: universities as laboratories for generating sustainable cities	Mixed method	North america	Higher Education	The study analyses the implementation of SDG 12 (Responsible Consumption and Production) in higher education through a multilevel approach, identifying key themes like sustainable food and curricula at Tecnologico de Monterrey, with faculty emphasising universities as living labs to promote sustainable cities.
i26	Ahmed M.	2020	Understanding and promoting ethics and values education: The methodological challenge	Not specified	Asia	All levels	The article compares UNESCO’s MGIEP study on SDG 4.7 in Asian curricula with Bangladesh’s Education Watch study on ethics in pretertiary education, highlighting methodological issues and SDG 4.7 policy implications.
i27	Wajid H.A.	2025	The Role of Saudi Arabian Higher Education Institutions in Sustainable Development: Participation, Framework Alignment, and Strategic Insights	Quantitative approach	Asia	Higher Education	The study assesses Saudi Arabian HEIs’ growing SDG engagement (2019–2024), noting gaps and advocating for structured curriculum alignment to enhance sustainability-focused education.
i28	de Miranda S.S.-F., Córdoba-Roldán A., Aguayo-González F., Ávila-Gutiérrez M.J.	2021	Neuro-competence approach for sustainable engineering	Systematic review	Global perspective	Higher Education	The study proposes a neuro-competence engineering model for higher education, integrating connectivism, activity theory, and neuroscience to develop SDG-aligned competencies for sustainable manufacturing.
i29	Mosito C.P., Mosia P.A., Buthelezi J.	2025	How informed are teacher educators in Lesotho and South Africa about the care and support for teaching and learning framework?	Qualitative approach	Africa	Higher Education	Examines teacher education curricula in Lesotho and South Africa for CSTL principles, linked to SDG 4.
i30	Asad M.M., Malik A.	2024	Educational quality and inclusion through collaborative hybridised cybergogy: transformative learning horizons in Pakistani universities	Qualitative approach	Asia	Higher Education	The study explores how hybridised cybergogy paradigms boost collaborative learning, diversity, equity, and inclusion in higher education, enhancing resource access, critical thinking, and SDG 4 alignment in Sindh, Pakistan.
i31	Walker S., Tikly L., Strong K., Wallace D., Soudien C.	2023	The case for educational reparations: addressing racial injustices in sustainable development goal 4	Theoretical paper	Global perspective	All levels	The study advocates for revising SDG 4 policies to address colonial histories, redistribute resources, challenge Western epistemes, and prioritise racial equity in education.
i32	Yingi E., Hlungwani P.M., Nyagadza B.	2022	The Fourth Industrial Revolution (4IR) in the Heart of the SDG Agenda: The Role of Education in Zimbabwe	Not specified	Africa	All levels	Discusses 4IR technologies (AI, IoT) in Zimbabwe’s curriculum for learner-centred learning, linked to SDG 4.
i33	Abdelgalil R., Rissouni K., Alnaief M.	2024	Sustainability in Education from the Perspectives of Islamic Shari’ah and the United Nations’ SDG4	Theoretical paper	Global perspective	All levels	The study examines SDG 4 alignment with Shari’ah principles, promoting sustainable, equitable education for all across educational levels.
i34	Kim J., Park E.	2024	Analysis of Perceptions and Requirements for Creative Experiential Activity Curriculum for the Revision of Special Education in South Korea	Qualitative approach	Not specified	Special Education	The study examines stakeholder views on the 2022 Revised Curriculum in special education, noting needs for sustainability, climate education, and ICT to align with SDGs 4, 10, and 3.
i35	Sousa G., Alcindor M.	2024	Gender perspective in architecture and urban planning curricula in Portugal	Qualitative approach	Europe	Higher Education	The study identifies the absence of gender perspective in Portuguese architecture curricula, advocating for changes to promote inclusive urban planning and align with SDGs for gender equality, reduced inequalities, and quality education.
i36	Fiel’ardh K., Torkar G., Rožman H., Fujii H.	2023	Sustainable development goals in teacher education: comparing syllabi in a Japanese and a Slovenian university	Qualitative approach	Asia and europe	Higher Education	Analyses syllabi in Japanese and Slovenian universities for SDG integration.
i37	Chowdhury M.A., Bari E., Hossain M.I., Rahman M.M.	2025	Accessibility of primary education facilities to students with disabilities: a study in the context of disasters in Jashore, Bangladesh	Mixed method	Asia	Primary Education	The study examines how 20 Bangladeshi primary schools accommodate disabled students during disasters, noting strengths like accessible infrastructure and weaknesses like parental ignorance to enhance SDG 4-aligned inclusive education.
i38	Piazza R., Castiglione G., Guevara J.R.	2025	Universities in global transformation: Re-thinking curriculum integration and collaboration to co-create our future	Theoretical paper	Europe and australia	Higher Education	Reflects on integrating SDGs into university curricula, emphasising transformative learning.
i39	Aljaaidi K.S., Abdulmajeed I.A.I., Bafaqeer S.M., Habeeb S.	2025	Green project management competencies and sustainable development goals (SDGs): Empirical evidence	Quantitative approach	Asia	Higher Education	Assesses green project management competencies among students, linked to SDGs 4, 8, 9, 11, 13.
i40	Buerkle A., O’Dell A., Matharu H., Buerkle L., Ferreira P.	2023	Recommendations to align higher education teaching with the UN sustainability goals—A scoping survey	Systematic review	Global perspective	Higher Education	The study surveys how higher education teaching methods align with seven SDGs, identifying positive impacts and goal conflicts to improve sustainable development education.
i41	Sok S., Chhinh N., Cheb H., Bo C., Nguonphan P.	2023	Developmental psychology within Cambodian higher education institutions: how gender influences the achievement of the SDG targets related to quality education	Quantitative approach	Asia	Higher Education	Analyses mismatches in Cambodian HEI curricula for SDG alignment.
i42	Lai C.-H., Ho L.-C., Liao Z.-Y.	2025	ustainability of Programming Education Through CDIO-Oriented Practice: An Empirical Study on Syntax-Level Structural Visualisation for Functional Programming Languages	Quantitative approach	Not specified	Higher Education	Proposes a project-based programming teaching model with visualisation tools, aligned with SDG 4.
i43	Mbah M.F., Clifton N., Kushnir I.	2024	Internationalising higher education curricula for sustainable development: considerations for indigeneity and (inter)culturality	Systematic review	Global perspective	Higher Education	The study explores how indigenizing higher education curricula with non-Western epistemologies supports SDG 4.7, using bibliometric analysis and case studies to emphasise interculturality’s role in sustainable development.
i44	Pedraja-Rejas L., Rodríguez-Ponce E., Muñoz-Fritis C., Laroze D.	2023	Sustainable Development Goals and Education: A Bibliometric Review—The Case of Latin America	Mixed method	South america	Not Specified	Reviews Latin American scientific production on SDG integration in education curricula.
i45	Torres D.I.R.	2021	Contribution of higher education to the Sustainable Development Goals from teaching	Systematic review	Global perspective	Higher Education	Analyses global reports on SDG integration into HEI curricula, focusing on teaching functions.
i46	Baser-Kanbak C., Sahin E.	2025	‘Human-nature relations like a boomerang’: a case study on children’s visions of nature	Qualitative approach	Not specified	Primary Education	Examines children’s values and awareness of nature using the Visions of Nature framework, linked to SDGs.
i47	Morales-Casetti M., Ramírez-Valdivia M.	2025	Incorporation of the SDGs in the industrial engineering curriculum and its contribution to the institutional educational model	Qualitative approach	South america	Higher Education	Proposes a framework for embedding SDGs into Industrial Engineering curricula.
i48	Walidayni C.T., Dellyana D., Chaldun E.R.	2023	Towards SDGs 4 and 8: How Value Co-Creation Affecting Entrepreneurship Education’s Quality and Students’ Entrepreneurial Intention	Quantitative approach	Asia	Vocational Education	Explores how entrepreneurship education impacts entrepreneurial intention, supporting SDGs 4 and 8
i49	Wilhelm E.M.S., Pilatti L.A.	2024	Global sustainability challenges and the role of Higher Education Institutions	Mixed method	Global perspective	Higher Education	Analyses HEI’s commitment to SDGs and its impact on country-level sustainability performance.
i50	Huseyin M.Y., Dershewi A., Marais D., Albuhtori M.	2025	Evaluating the effectiveness of a health and environmental education training programme for Syrian teachers in Northern Syria	Mixed method	Asia	Not Specified	Evaluates a training curriculum to enhance teachers’ environmental and health education awareness.
i51	Chang Y.-C., Lien H.-L.	2020	Mapping course sustainability by embedding the SDGS inventory into the university curriculum: A case study from national university of Kaohsiung in Taiwan	Quantitative approach	Asia	Higher Education	Maps SDG integration in NUK’s curriculum using a course inventory module.
i52	Oketch M.	2024	SDG 4 targets: Neglected questions on conditions and circumstances for education reforms in Africa	Theoretical paper	Africa	All levels	Discusses insufficient SDG 4 target implementation in Africa, focusing on low learning levels and inequalities.
i53	Alsurakji I.H., El-Qanni A., Malhis T., Ahmed M., Zayed M., Hmoudah M., Ahmed W.H., Najjar M., Abuabiah M., Shaqour B.	2024	Bridging theory and practice: CFD simulation and interactive VR for conduction heat transfer learning	Quantitative approach	Not specified	Higher Education	Uses CFD simulation and VR to teach heat transfer, supporting SDGs 4 and 9.
i54	Holst J., Singer-Brodowski M., Brock A., de Haan G.	2024	Monitoring SDG 4.7: Assessing Education for Sustainable Development in policies, curricula, training of educators and student assessment (input-indicator)	Mixed method	Europe	All levels	The study proposes a framework to assess SDG 4.7.1 in German education, highlighting partial ESD integration, educator training deficiencies, and the need for better monitoring to inform policy.
i55	Du M., Li X., Wang X., Wang Y., Xu C.	2025	Exploring adolescents’ acceptance of AI in environmental education: integrating the unified theory of acceptance and use of technology with the 21st century skills framework	Mixed method	Not specified	Secondary education	Evaluates an AI-assisted curriculum’s impact on environmental protection behaviours, linked to SDGs 4 and 13.
i56	Boned-Gómez S., Ferriz-Valero A., Fröberg A., Baena-Morales S.	2024	Unveiling Connections: A Thorough Analysis of Sustainable Development Goals Integration within the Spanish Physical Education Curriculum	Qualitative approach	Europe	Secondary education	Analyses the Spanish PE curriculum for SDG alignment, focusing on curricular elements.
i57	Hoang A.-D., Pham H.-H., Nguyen Y.-C., Nguyen L.-K.-N., Vuong Q.-H., Dam M.Q., Tran T., Nguyen T.-T.	2020	Introducing a tool to gauge curriculum quality under Sustainable Development Goal 4: The case of primary schools in Vietnam	Not specified	Asia	Primary and Secondary education	Evaluates curriculum quality in Vietnamese private schools for SDG 4 alignment.
i58	Lei C.-U., Tang S.	2023	An analysis of Hong Kong high school curriculum with implications for United Nations sustainable development goals	Mixed method	Asia	Secondary education	Identifies SDG topics in Hong Kong’s secondary education curriculum.
i59	López-Santiago J., de Francisco Alonso M., Zubelzu-Minguez S., Ruiz-Garcia L., Gómez-Villarino M.T.	2024	Fostering sustainable development values among engineering students using Service-Learning	Quantitative approach	Not specified	Higher Education	Assesses service-learning projects to foster environmental values in engineering students, linked to SDG 4.
i60	Pálsdóttir A., Jóhannsdóttir L.	2021	Signs of the united nations sdgs in university curriculum. The case of the university of iceland	Qualitative approach	Europe	Higher Education	Maps SDG integration in University of Iceland’s curricula across schools.

). The selection process for the included articles is detailed in

Table 1. Selection process of this scoping review.

Step	Number of Documents Left After Steps
1. Initial search: Sustainable; Development; goals; Education; Curricula; Curriculum; syllabus; SDG4	N = 132
2. Timeframe set to: 2020–2025	N = 127
3. Inclusion subject areas: ‘Social Sciences’; ‘Psychology’	N = 85
4. Document-type set to ‘Article’	N = 60

below.

2.1.2. Validity and Reliability

This scoping review adheres to the five-step methodological framework proposed by Arksey and O’Malley [17], which provides a systematic and transparent approach to synthesising literature. These structured processes ensure the review’s validity and reliability. The validity of the review was further enhanced by applying rigorous inclusion and exclusion criteria, conducting iterative team consultations to refine the research questions and the data charting process, and ongoing cross-verification of the extracted data within the author team. This minimised bias and ensured accuracy. Reliability was strengthened by maintaining a detailed audit trail of methodological decisions and by consistently applying the five-stage framework of identifying the research question, identifying relevant studies, selecting studies, charting data, and collating results. Search strategies and data synthesis processes were transparently reported to enhance reproducibility, scrutiny, and the credibility and robustness of the findings [25].

3. Results

In this section the analysis of the geographic spread, methodological approach as well as general findings are presented.

3.1. Analysis of the Geographical Spread of the Articles

In terms of geographical area of production, our sample shows a diverse global participation, with Asia having a prominent presence with 22 articles. Europe also has a significant presence with 10 articles, followed by 11 papers with a global perspective. North America contributes two papers and Africa five papers, while South America contributes three. Australia has a smaller presence, with one article, and there are eight articles where the geographical origin is not specified. The geographic context of production of the sample is illustrated in Figure 1.

3.2. Analysis of the Methodological Approach

In terms of the methodological approaches of our sample, a wide range of research methods was identified. The following overall perspective of the diverse methodological landscape shows the complexity of research approaches and contributions to the discourse on SDGs and education, as well as curriculum developments. Qualitative research occupies a prominent position with 18 articles. This emphasis on qualitative approaches indicates an effort to provide in-depth insights, contextual knowledge, and nuanced interpretations on the topic of SDGs and curriculum development. Quantitative research methods are also represented with 14 papers. The mixed methods approach was used in 15 papers. Four papers were categorised as theoretical. Six systematic reviews were identified. In addition, the methodological approach of the three papers was not specified. The methodological approach of the sample is illustrated in Figure 2.

3.3. Analysis of the Institutional Level

The analysis shows that higher education is the most frequently represented level, with 33 articles out of 60. Primary education is covered by seven articles, followed by articles covering both primary and secondary education (three articles) and secondary education only (five articles). Approaches covering all levels of education or the whole education system are also present, with seven articles. Vocational education is covered in one article, and special education is covered by two articles. The institutional levels of the sample are illustrated in Figure 3.

3.4. Analysis of the Used Language in the Paper

We also analysed the languages used in 60 articles related to SDG education and curriculum development. English is the predominant language, represented in 56 of the articles, while Spanish appears in 3 and Portuguese in 1 of the articles.

3.5. Analysis of the Year of Publication

The distribution shows that 2025 is already the year with the most articles published, with 20 articles, followed by 2024 with 14 articles. The year 2023 is represented by 11 articles, 2022 by 1 article, and 2021 by 8 articles. The year 2022 is represented by six articles. This distribution is illustrated in Figure 4.

3.6. Synthesising and Presenting the Findings—Categorization of the Articles Analysed

In the following section, we present the synthesis we made after the content analysis of the 60 papers, where we found eight different categories. Table 2 shows the categories in a systematic form, including the coding rules for each category.

Table 2. Overview of the categories and their coding rules.

NR	Title of the Category	Coding Rule for the Content Analyses	Articles Number
1	Embedding SDGs in Educational Curricula	Assign articles that focus on integrating SDGs into curricula via analysis, redesign, or tools for sustainability learning outcomes, primarily aligned with SDG 4. Prioritize curriculum content over pedagogy.	i1, i2, i3, i8, i12, i14, i16, i18, i23, i25, i28, i29, i33, i36, i38, i44, i45, i47, i51, i54, i56, i57, i58, i60 [22 Articles]
2	Innovative Teaching Approaches for SDG Learning	Include articles exploring novel pedagogical approaches (e.g., service learning, project-based learning) that foster SDG-aligned competencies such as critical thinking (aligned with SDG 4). Exclude studies focused on the curriculum.	i4, i9, i10, i15, i20, i40, i42, i59 [8 Articles]
3	Fostering SDG Awareness and Skills	Assign articles targeting SDG-related awareness, values, or competencies (e.g., environmental awareness) among students or educators, focusing on shifts in attitude for SDG 4. Exclude inclusion-focused studies.	i39, i46, i50 [3 Articles]
4	Obstacles to SDG Integration in Education	Include articles that identify barriers to SDG integration (e.g., policy gaps, lack of training), often proposing solutions and focusing on the challenges of SDG 4.7.	i11, i13, i52, i54 [4 Articles]
5	Educational Contributions to SDG Outcomes	Assign articles that examine the impact of education on broader SDG outcomes (e.g., health and economic growth) beyond the classroom and that are linked to SDGs such as 3, 4 and 8.	i5, i6, i24, i48, i49, i55 [6 Articles].
6	Global and Regional Insights on SDG Education	Include articles that provide comparative or macro-level analyses of SDG integration across countries/regions, focusing on policy trends for SDG 4.	i26, i27, i43 [3 Articles]
7	Technology-Enhanced Learning for SDGs	Use of specific technology (e.g., AI, VR) to assign articles and enhance SDG education, improving access or outcomes and aligning with SDGs 4 and 9.	i19, i32, i53 [3 Articles]
8	Promoting Inclusion and Equity in Education (SDG 4)	Include articles addressing equitable access or inclusion for marginalised groups (e.g., disabled people, women) that are aligned with SDGs 4 and 10.	i7, i17, i21, i22, i24, i30, i31, i34, i35, i37, i41 [11 Articles]

Table 2. Overview of the categories and their coding rules.

NR	Title of the Category	Coding Rule for the Content Analyses	Articles Number
1	Embedding SDGs in Educational Curricula	Assign articles that focus on integrating SDGs into curricula via analysis, redesign, or tools for sustainability learning outcomes, primarily aligned with SDG 4. Prioritize curriculum content over pedagogy.	i1, i2, i3, i8, i12, i14, i16, i18, i23, i25, i28, i29, i33, i36, i38, i44, i45, i47, i51, i54, i56, i57, i58, i60 [22 Articles]
2	Innovative Teaching Approaches for SDG Learning	Include articles exploring novel pedagogical approaches (e.g., service learning, project-based learning) that foster SDG-aligned competencies such as critical thinking (aligned with SDG 4). Exclude studies focused on the curriculum.	i4, i9, i10, i15, i20, i40, i42, i59 [8 Articles]
3	Fostering SDG Awareness and Skills	Assign articles targeting SDG-related awareness, values, or competencies (e.g., environmental awareness) among students or educators, focusing on shifts in attitude for SDG 4. Exclude inclusion-focused studies.	i39, i46, i50 [3 Articles]
4	Obstacles to SDG Integration in Education	Include articles that identify barriers to SDG integration (e.g., policy gaps, lack of training), often proposing solutions and focusing on the challenges of SDG 4.7.	i11, i13, i52, i54 [4 Articles]
5	Educational Contributions to SDG Outcomes	Assign articles that examine the impact of education on broader SDG outcomes (e.g., health and economic growth) beyond the classroom and that are linked to SDGs such as 3, 4 and 8.	i5, i6, i24, i48, i49, i55 [6 Articles].
6	Global and Regional Insights on SDG Education	Include articles that provide comparative or macro-level analyses of SDG integration across countries/regions, focusing on policy trends for SDG 4.	i26, i27, i43 [3 Articles]
7	Technology-Enhanced Learning for SDGs	Use of specific technology (e.g., AI, VR) to assign articles and enhance SDG education, improving access or outcomes and aligning with SDGs 4 and 9.	i19, i32, i53 [3 Articles]
8	Promoting Inclusion and Equity in Education (SDG 4)	Include articles addressing equitable access or inclusion for marginalised groups (e.g., disabled people, women) that are aligned with SDGs 4 and 10.	i7, i17, i21, i22, i24, i30, i31, i34, i35, i37, i41 [11 Articles]

3.6.1. Embedding SDGs in Educational Curricula

This category encompasses research dedicated to integrating the Sustainable Development Goals into educational curricula at all levels, from primary to higher education. It includes studies analysing existing curricula for SDG alignment, proposing frameworks or tools to embed SDG-related learning outcomes, and redesigning syllabuses to foster sustainability competencies. The articles emphasise the importance of curriculum content and structure, as well as its alignment with SDG 4 (Quality Education) and related goals. The aim is to prepare students to become global citizens who are capable of addressing sustainability challenges. For example, one study examined the UAE elementary science curriculum and found that it was strongly aligned with SDG 4 through skills and applications. However, it found that SDGs 6 and 8 were under-represented, highlighting the need for regular curriculum updates [i21]. Another study proposes tools such as the ‘Engineering Sustainability Map’ to integrate ESD-related learning outcomes into engineering curricula, focusing on competencies such as critical contextualisation and ethical principles [i3]. Research in Nepal highlights gaps in SDG integration in higher education curricula and notes that universities often view SDGs as external policies rather than academic responsibilities. Similarly, a study at the University of Iceland maps SDGs 4 and 3 across school curricula, identifying deficiencies in SDGs 1, 2, 6, and 13. Collectively, these efforts aim to transform curricula into vehicles for sustainable development education, ensuring alignment with global sustainability agendas.

3.6.2. Innovative Teaching Approaches for SDG Learning

This category focuses on articles that explore innovative pedagogical strategies to enhance SDG-related learning and foster skills such as critical thinking, problem-solving, and global citizenship. Approaches include service-learning, project-based learning, and dilemma-based methods. These aim to make education more engaging and relevant to sustainability challenges, thus aligning with SDG 4’s emphasis on quality education. For instance, one study evaluates the Ignite programme, which employs human-centred design to educate secondary school students about water pollution, thereby enhancing their STEM self-efficacy and raising their awareness of SDG 6 [i20]. Another study implemented backward design in an electromagnetism course, improving students’ argumentative and interpretive skills. The reported learning gain (Hake’s statistic of 0.73) may even support SDG 4 in terms of quality education [i10]. Additionally, a Mexican initiative collaborates with legal professionals to teach professional ethics through dilemma-based learning, addressing SDGs 4, 5, 16, and 17 [i15]. Service-learning projects in engineering education also foster environmental values, with 75% of students reporting enhanced social and environmental competencies [i59]. These studies highlight the transformative potential of innovative pedagogical approaches in cultivating SDG-aligned competencies.

3.6.3. Fostering SDG Awareness and Skills

This category includes research aimed at raising awareness of, and fostering the values and competencies related to, the SDGs among students, educators, and stakeholders. The research emphasises the importance of attitudinal shifts and skill-building for sustainable development. The focus of these studies is to equip individuals with the knowledge and values needed to contribute to the SDGs, particularly SDG 4. For example, one study examined green project management competencies among business students and found that strong communication and leadership skills support SDGs 4, 8, 9, 11, and 13 [i39]. Another study examined children’s perceptions of nature using the Visions of Nature framework and revealed a preference for human–nature relationships such as ‘Steward’ and ‘Partner’. This study advocated for curricula that enhance environmental awareness [i46]. A training programme for Syrian teachers doubled knowledge scores in environmental and health education and received high satisfaction ratings, aligning with UNESCO’s directives for SDG 4 [i50]. These efforts highlight the importance of fostering sustainability mindsets through targeted educational interventions.

3.6.4. Obstacles to SDG Integration in Education

This category covers research that identifies the barriers to incorporating the Sustainable Development Goals into educational systems. These obstacles may include policy gaps, inadequate teacher training, or institutional challenges. The research often proposes strategies to overcome these barriers. These studies are essential for understanding the systemic obstacles to achieving SDG 4.7 and other targets. For instance, one scoping review highlights shortcomings in national policies, curricula, and teacher training with regard to SDG 4.7, advocating integrated approaches based on Southern epistemologies [i11]. Another study critiques the limitations of the PISA global competence assessment in informing SDG 4.7 policy, highlighting its inability to guide effective practice [i13]. In Africa, low learning levels and persistent inequalities undermine SDG 4 targets, with many children lagging behind curriculum expectations. A German study notes that ESD is often an ‘add-on’ rather than being fully integrated, particularly with regard to teacher training [i54]. These findings emphasise the need for systemic reforms to ensure robust SDG implementation.

3.6.5. Educational Contributions to SDG Outcomes

This category focuses on studies examining how education can lead to broader societal, economic, or environmental outcomes that are aligned with the SDGs. These outcomes can extend beyond classroom processes and impact areas such as health, poverty reduction, and sustainability. These papers emphasise the role of education as a catalyst for achieving multiple SDGs. For example, the Kha Ri Gude Literacy Campaign in South Africa empowered 4.7 million adult learners by enhancing self-confidence, health awareness, and income generation, thereby supporting SDGs 4 and 8 [i6]. Another study shows that entrepreneurship education in Indonesian vocational schools boosts entrepreneurial intention through value co-creation, supporting SDGs 4 and 8. Additionally, an AI-assisted curriculum can increase adolescents’ environmental protection behaviours, supporting SDGs 4 and 13 [i55]. A South African study conducted during the pandemic links student well-being to degree completion and future job prospects, emphasising SDGs 3 and 4 [i24]. These studies demonstrate the transformative impact of education on sustainable development.

3.6.6. Global and Regional Insights on SDG Education

This category includes comparative or macro-level research on the integration of the Sustainable Development Goals into education systems across countries or regions. The research focuses on policy trends, cross-country comparisons, or regional strategies. These studies provide valuable insights into the global and regional progress towards achieving SDG 4. For instance, one study compares the implementation of SDG 4.7 across 22 Asian countries, using the MGIEP framework developed by UNESCO to evaluate the ethics and values embedded in educational policies and emphasising the importance of methodological considerations [i26]. Another study examines the participation of Saudi Arabian higher education institutions (HEIs) in the Times Higher Education Impact Rankings, noting an increase in engagement from 4% to 49% between 2019 and 2024, although gaps remain in SDGs 1, 2, and 12–15 [i27]. A global analysis of indigenisation in higher education (HE) curricula emphasises interculturality to address epistemic violence, aligning with SDG 4.7 [i43]. These studies provide critical benchmarks for global SDG progress in education.

3.6.7. Technology-Enhanced Learning for SDGs

This category encompasses studies that use technology, such as AI, virtual reality, or the Internet of Things (IoT), to improve SDG-related education by enhancing access, engagement, and learning outcomes. Such initiatives are aligned with SDGs 4 and 9, as they utilise technology to drive educational innovation. For instance, one study uses CFD simulation and VR to teach heat transfer, with virtual models that closely align with experimental data, enhancing understanding and supporting SDGs 4 and 9 [i53]. Another study explores the role of ChatGPT in Turkish primary education. Teachers note its user-friendliness and potential to enrich teaching; however, concerns about the impact of misinformation on SDG 4.7 have been raised [19]. Zimbabwe’s updated curriculum incorporates 4IR technologies such as AI and the IoT to promote learner-centred learning and foster critical thinking in support of SDG 4 [i32]. These studies emphasise the role of technology in advancing sustainable education.

3.6.8. Promoting Inclusion and Equity in Education (SDG 4)

This category includes research focused on ensuring equitable access to education and inclusive practices, particularly for marginalised groups such as disabled students, women, and racial minorities. This aligns with SDGs 4 and 10. These studies address systemic inequalities and propose inclusive strategies. For example, a workshop for young adults with ASD in Chennai, India, improves digital empathy and media literacy to support inclusive education [i7]. Another study highlights inequalities in Kazakhstan’s distance schooling, noting disparities in digital infrastructure and support that undermine SDG 4 [i21]. In Bangladesh, research on disaster-prone schools found that only 43.7% of teachers had received disaster management training, which limited inclusion for disabled students [i37]. A Portuguese study identifies the absence of gender perspectives in architecture curricula and advocates for inclusive urban planning education [i35]. These efforts emphasise the role of education in reducing inequalities and fostering inclusivity.

3.7. Relationship of Papers to Direct Curriculum Development or Implications for Further Development

The distribution for the third research question is shown in

Table 3. Distribution of articles on research question three.

In total, there were 39 articles directly linked to curriculum development or proposing concrete changes to existing curricula.	Articles: i2, i3, i4, i8, i9, i10, i11, i12, i14, i15, i16, i17, i18, i20, i22, i25, i26, i28, i29, i32, i33, i34, i35, i36, i37, i38, i42, i43, i45, i47, i48, i50, i51, i54, i55, i56, i57, i58, i60.
There were 17 publications that were related to implications for future curriculum development and that made recommendations or identified gaps that could be influenced by future curriculum development.	Articles: i1, i5, i7, i13, i19, i21, i23, i27, i30, i31, i39, i40, i41, i46, i49, i53, i59.
Four articles were not specified	Articles: i6, i24, i44, i52.

below.

4. Discussion

This study examined how the SDGs (with a focus on SDG 4, quality education) were integrated into national school and tertiary-level curricula and their role in advancing the 2030 agenda. The study aimed to identify trends and gaps in the implementation of the SDGs within education systems, along with associated changes in teaching and learning at all levels in relation to sustainability and equity issues. The following discussion synthesises findings from 60 articles published between 2020 and April 2025, which were guided by three research questions (RQ1–RQ3). The research questions acted as a compass, guiding our exploration of the extensive international literature. Our review of 60 relevant articles from the Scopus academic database revealed a wide range of international experiences within the discourse on education and the SDGs. Using a structured and evidence-based approach, our analysis highlights patterns, demographic and methodological characteristics, the relevance for curriculum development, and research gaps to inform the discourse on SDG-aligned education.

RQ1: What patterns can be observed in the integration of the Sustainable Development Goals in the design of educational curricula from 2020 to 2025? Analysis of 60 articles in this scoping review reveals distinct patterns of SDG integration, emphasising curriculum alignment, innovative pedagogical approaches, and inclusivity. These patterns are linked to UNESCO’s five priority action areas: advancing policy, transforming learning environments, building educator capacities, empowering youth, and accelerating local actions [26]. Therefore, the direct integration of the SDGs into curricula involves incorporating the SDGs into learning objectives at primary, secondary, and tertiary levels [4]. Frameworks for embedding sustainability in subjects such as engineering and teacher training emphasise systematic approaches to curriculum design. Innovative SDG-related pedagogical approaches include service-learning and project-based learning, which foster critical thinking and global citizenship and are becoming more and more part of didactical approaches in educational settings [27,28]. Especially, SDG-related competency-building is a strong focus and part of the discussion [29]. But systemic challenges and barriers, such as inadequate teacher training and policy gaps, highlight the need for institutional support at administrative and educational policy levels [30,31]. Curricula linked to societal outcomes such as poverty reduction could also be relevant in terms of SDG integration but would be very difficult to operationalise in terms of their effects [32]. Beyond these patterns, interdisciplinary frameworks that combine the unique and holistic interrelations of the single SDGs also need to be reflected in current and upcoming discourse [33]. With a view to regions and communities, the approach to localised contextualisation seeks to ensure relevance by aligning curricula with regional challenges, such as combating poverty, addressing water scarcity, and promoting urban sustainability [34]. These systematic approaches highlight the importance of a progressive, interdisciplinary approach to curriculum design in order to properly embed the SDGs.

RQ2: What are the demographic characteristics (geographical distribution, level of education, year of publication) and methodological approaches of the articles included in this scoping review? The analysis of the 60 articles reveals distinct patterns in demographic characteristics and methodological approaches, highlighting both diversity and disparities in SDG education research. In terms of geography, the sample demonstrates significant global participation, with articles from Asia and Europe making up half of the total. Eleven articles offer global perspectives, while North America, South America, Africa, and Australia are less represented in our Scopus sample. Thus, the under-representation of the Global South, i.e., Africa and South America, suggests disparities in research resources and infrastructure, which may limit context-specific contributions to SDG education. The lack of representation of the Global South in scientific discourse is a well-documented and widely recognised issue [35,36]. In terms of institutional levels, higher education dominates by far. Primary education combined with primary and secondary education, and secondary education are also included in our analysis, albeit in smaller numbers. However, studies on all levels of education, vocational education, and special education are less represented, indicating a focus on higher education and a gap in other educational contexts.

Apart from 2022, the total increase in research over the years reflects the growing interest in the SDGs and their relationship with education. Furthermore, this result may be due to the increased interest in the impact of the pandemic on the education sector in general [37], particularly as this period has accelerated the focus on inequality, equity, and sustainability issues in all societal domains [38]. The language analysis shows that English is clearly dominant, with minimal Spanish and one Portuguese article. This suggests that a language barrier may be excluding non-English speakers, thereby limiting their participation in global academic discourse. Such barriers can reinforce the dominance of English-speaking countries in educational research [39,40]. The international dissemination of English-language research increases the influence of English-speaking countries, potentially marginalising the contributions of non-English-speaking scholars and perpetuating linguistic inequalities in academia.

Our scoping review of SDG research reveals a wide variety of methodological approaches, with slightly more focus on qualitative methods (18 articles), which provide contextual insights into SDG integration. Meanwhile, quantitative (14 articles) and mixed-methods (15 articles) approaches provide more generalisable and comprehensive analyses of SDG-related discourse within educational and curriculum contexts. Theoretical work and systematic reviews are severely under-represented, with only four and six articles, respectively, indicating gaps in theoretical foundations and long-term evaluation. Notably, there is a dearth of longitudinal analyses in the sample. Such studies are vital for understanding the long-term effects of SDG interventions in education. For example, they help us to grasp the sustainability of curriculum developments and their long-term impact on student performance. The absence of such studies suggests a methodological shortcoming, as short-term analyses often fail to capture the complex, long-term dynamics of SDG implementation. It is therefore crucial to identify methodological gaps and select the most suitable approaches to address the complex policies and developments in the field of SDG implementation [41,42].

RQ3: Are the articles directly related to curriculum development, or do they have implications for future curriculum development? The findings of this study distinguish between those that are directly related to curriculum development (39 times) and those that have implications for future development (17 times), highlighting their contributions to transforming education aligned with the SDGs. Curriculum development is proposed, as well as specific changes to existing curricula for quality education. Many of the articles in this study have implications for future curriculum development by identifying gaps or making recommendations that could influence curriculum design.

A closer look at the results of our review reveals significant structural imbalances in global educational research on the SDGs. Articles from the Global South, particularly Africa and South America, are significantly under-represented in the sample, despite many countries in these regions being disproportionately affected by the consequences of climate change and environmental degradation [43]. These impacts often intersect with existing socioeconomic, political, and gender inequalities, placing additional burdens on already vulnerable populations [44]. This imbalance raises important questions about how sustainability, education, and curriculum development research can be promoted in regions without the infrastructure to participate in and contribute to discourse on education and global policy frameworks, as proposed by UNESCO and the OECD [4,45].

The dominance of contributions from Europe and Asia may reflect uneven research infrastructure, unequal access to funding, and the linguistic dominance of English in scientific publishing. Furthermore, institutional focus is heavily skewed towards higher education, while early childhood and primary education—despite their critical role in establishing the foundations for sustainable thinking and behaviour—are comparatively neglected [46]. This is particularly problematic given the importance of fostering sustainability-related knowledge and competencies from a young age [47]. Our review also reveals limited engagement with the behavioural aspects of education, with only a few articles directly addressing the role of education in transforming everyday actions and habits. This lack of research is of concern, as achieving the SDGs depends not only on knowledge and awareness but also on the ability to impact meaningful behavioural change [48]. It can generally be assumed that, within the framework of the SDGs, the goal of behavioural change with regard to sustainability is central [49], but that this goal is also accompanied by moral and ethical considerations [50]. In particular, it seems questionable to shift responsibility onto the individual child and their generation as a whole, as it cannot be their task alone to compensate for the failings of previous generations through their behaviour. Accordingly, there is still a need to search for educational concepts that have been critically reflected upon, especially since studies on the effects of previous concepts (in sustainability education) have shown only limited positive (behavioural) effects [51,52].

5. Conclusions

This scoping review summarises the global efforts to incorporate the SDGs, particularly those concerning quality education, into educational curricula. Based on a Scopus analysis, 60 articles from 2020 to 2025 were reviewed. Although eight (almost) distinct categorisations were found within the 60 articles, they can be summarised once again under the following three meta-perspectives. The SDGs can be used as follows:

• As learning content;
• As a framework for institutional transformation;
• As a community-focused educational guide.

These approaches reflect the progress made and the challenges encountered in aligning education with the transformative ambitions of the 2030 Agenda. The integration of sustainability objectives into educational content, institutional reforms that address systemic inequalities, and community-driven pedagogical innovations all aim to further the transformative objectives of the 2030 Agenda. This is primarily accomplished by cultivating critical thinking and inclusive practices within diverse educational settings, as demonstrated by our Scopus sample.

SDGs as learning content: This approach involves incorporating sustainability objectives into primary, secondary, and higher education curricula to promote skills such as environmental awareness, health, and gender equality. While studies demonstrate a clear link with quality education in subjects such as science and physical education, there are gaps in addressing specific SDGs, such as alleviating poverty and hunger, ensuring access to clean water, and taking action on climate change. While efforts to develop sustainability competencies through teacher training and student engagement show promise, they are sometimes limited by a lack of depth and inadequate educator preparation. Comprehensive frameworks are therefore needed to ensure that sustainability transforms learning objectives holistically, rather than merely being added to curricula.

SDGs as an institutional transformation framework: This perspective focuses on systemic changes within educational institutions, particularly higher education institutions, to promote inclusivity and equity. Although research highlights strategies to support marginalised groups, such as accessible curricula and indigenised approaches, systemic challenges such as inadequate policies, limited digital infrastructure, and underdeveloped teacher training hinder progress. Global disparities, with stronger contributions from certain regions, also reflect uneven research infrastructure and funding. Robust national policies and enhanced institutional support are essential to drive transformative change across educational systems.

The SDGs as a community-focused educational guide: This perspective emphasises participatory, context-sensitive learning through innovative pedagogical methods and technology. Approaches such as service-learning, collaborative online courses, and technology-enhanced education (e.g., augmented reality and AI) aim (and try) to foster critical thinking, global citizenship, and the development of practical skills. While these initiatives contribute to societal outcomes such as environmental awareness and economic growth, their impact on broader goals such as poverty reduction remains under-explored, particularly in under-represented regions. Further research is needed to establish links between community-driven and technology-supported approaches and tangible sustainability outcomes. In summary, geographical imbalances, with some regions dominating contributions, and a focus on higher education rather than the early years of education, highlight structural disparities in research and implementation. While the surge in research interest in recent years highlights growing momentum, the under-representation of certain regions and stages of education calls for targeted interventions. Therefore, national policies must also strike a balance between top-down strategies and community-driven, bottom-up initiatives to create a cohesive framework for achieving the 2030 Agenda’s goals. As shown by Morton et al. [3], these types of development within the framework of the SDGs require an overarching developmental framework at all levels and institutions to facilitate comprehensive change processes.

6. Limitations and Future Research

This scoping review is subject to several limitations. Its reliance on the Scopus database alone may have resulted in the overlooking of other relevant literature on SDG integration in educational curricula, as other databases such as Web of Science, ERIC, JSTOR, and Google Scholar could provide further articles and viewpoints that are essential for a thorough understanding of the subject. Furthermore, limiting the analysis to articles from 2020 to April 2025 may exclude foundational research from earlier periods, thereby overlooking essential historical context and alternative viewpoints on this multifaceted discourse. This temporal constraint likely diminishes the depth and generalisability of the findings. To improve the scope of future reviews, it would be beneficial to incorporate multiple databases, extend the temporal scope, and employ a broader or more varied set of keywords to even better capture the complexity and intersectionality of educational research on SDGs.

To ensure the effective implementation of the SDGs, particularly SDG 4, and to achieve lasting impact, urgent attention must be given to under-explored research areas when integrating them into educational curricula. Given the lack of research at primary and kindergarten levels, it also seems important to focus on these institutional levels, as early exposure to the SDGs can foster awareness and knowledge of sustainability issues [48], shaping informed decision-making at later stages of education and encouraging participation in sustainability efforts. Methodologically, large-scale quantitative research is needed to empirically investigate the impact of SDG curriculum development in educational contexts over longer time frames [53], moving beyond the current focus on individual case studies. Such studies could also provide deeper insights into how SDG 4 can be implemented in different school settings and into the long-term effects of doing so. There is also a need to investigate human action and behavioural change in the context of SDG implementation. Effective integration requires transformative changes at institutional and pedagogical levels, yet research into how individual and collective behaviours can either facilitate or impede these changes is limited. Closing this gap is crucial for developing human-centred strategies that align educational practices with the transformative goals of the SDGs, thereby enhancing teaching and learning environments. Finally, the under-representation of Global South perspectives, in Africa and South America, highlights the need for collaborative research to amplify these voices, experiences, and context-specific insights. Strengthening research capacity in these regions is essential to ensure equitable contributions to the global discourse on SDG-aligned education and to address localised challenges in curriculum development.

To improve the practical implementation of the SDGs, particularly SDG 4, in education systems, stakeholders must adopt context-specific strategies that can be put into action. Governments and educational institutions should also prioritise teacher training programmes that equip educators with the pedagogical tools and subject knowledge needed to integrate the SDGs into curricula [54]. These programmes should adopt interdisciplinary approaches to encourage critical thinking and sustainability skills. Additionally, curriculum frameworks should be co-developed with local communities to ensure cultural relevance and address region-specific challenges [55,56]. Reflecting critically on and developing technology-sensitive approaches could also enhance inclusive education for marginalised groups, as well as improve educators’ digital competence [57]. Finally, national education policies should allocate dedicated funding and establish monitoring mechanisms to track SDG integration and ensure alignment with the 2030 Agenda [58,59].