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Education and the Sustainable Development Goals: A Global Agenda for Change

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 31 December 2025 | Viewed by 6999

Special Issue Editors


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Guest Editor
College of Arts, Law and Education, University of Tasmania, Tasmania 7005, Australia
Interests: sustainability; education; community; participation

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Co-Guest Editor
Department of Natural Sciences, Manchester Metropolitan University, Manchester M1 5GD, UK
Interests: organisational change in higher education; sustainable development; education for sustainable development

Special Issue Information

Dear Colleagues,

In 2015, the United Nations adopted the 2030 Agenda for Sustainable Development, providing a shared global framework for promoting peace, prosperity, and sustainable futures for both people and the planet. At the heart of this agenda are the 17 Sustainable Development Goals (SDGs), which outline an integrated plan of action for ending poverty, improving health and education, reducing inequality, spurring economic growth, combating climate change, and preserving biodiversity.Education is fundamental to realizing this ambitious vision. This Special Issue aims to explore in depth how education, across all its forms and levels, is contributing towards a global agenda for change, enhancing our understanding of sustainability issues and catalyzing action toward achieving the SDGs. We are particularly interested in investigations into how the SDGs are being assessed in interdisciplinary, transdisciplinary, and cross-sectoral ways. However, we welcome submissions examining the SDGs through other lenses and contexts, including, but not limited to, indigenous knowledge, higher education, school education, adult education, informal and community education, or professional training.

Possible topics for submissions include, but are not limited to, the following:

  • Theoretical frameworks for integrating the SDGs into educational curricula and pedagogies.
  • Empirical studies evaluating the implementation of SDG-related interventions.
  • Case studies showcasing discrete activities or programs focused on the SDGs.
  • Explorations of how the SDGs interface with diverse epistemologies and knowledge systems.
  • Investigations into barriers and enablers for SDG adoption across educational contexts.
  • Comparative analyses of SDG-related policies and practices across countries or regions.

While SDG 4 specifically targets the quality of education, there remains a significant gap in the scholarly literature examining how the entire suite of 17 SDGs can be operationalized across all levels of education and other systems. This Special Issue aims to address this gap and advance the interdisciplinary discourse on education's vital role in achieving the UN's sustainable development targets.

We welcome theoretical and empirical contributions from a range of disciplinary perspectives and contexts. Authors may focus on single SDGs; however, an examination of interlinkages between multiple SDGs is encouraged. Both full-length articles and shorter commentaries or perspectives will be considered.

This Special Issue will be of interest to researchers, educators, policymakers, and practitioners engaged in initiatives related to education for sustainable development and the UN's 2030 Agenda. We look forward to receiving your contributions.

Dr. Kim M. Beasy
Valeria Vargas
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • sustainable development
  • sustainable development goals
  • education
  • Agenda 2030
  • United Nations

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Published Papers (4 papers)

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Research

15 pages, 361 KiB  
Article
Assessing Teacher–Student Interactions in Physical Education for Sustainable Development: Validation of the CLASS-S Tool in the Polish Educational Context
by Wiesław Firek, Katarzyna Płoszaj and Ewa Malchrowicz-Mośko
Sustainability 2025, 17(11), 5013; https://doi.org/10.3390/su17115013 - 29 May 2025
Viewed by 230
Abstract
Ensuring healthy living and promoting well-being (Sustainable Development Goals 3) is a key goal of school Physical Education. As many students in Poland perceive these lessons as unengaging and ineffective, there is a need to explore new educational strategies. One such approach is [...] Read more.
Ensuring healthy living and promoting well-being (Sustainable Development Goals 3) is a key goal of school Physical Education. As many students in Poland perceive these lessons as unengaging and ineffective, there is a need to explore new educational strategies. One such approach is teaching through interaction, which emphasises the quality of teacher–student relationships. This study aimed to adapt and validate the Classroom Assessment Scoring System—Secondary for use in Polish Physical Education settings, considering the cultural context of Polish schools and the challenges of applying interaction-based frameworks in a traditionally structured education system. Fifty teachers from 24 schools recorded two lessons each, resulting in 100 video recordings. Lessons were analyzed using a structured observational protocol. Teacher–student interactions were recorded and coded by two trained observers. Confirmatory factor analysis confirmed excellent model fit (χ2/df = 1.158; CFI = 0.996; TLI = 0.998), and internal consistency was supported by Cronbach’s alpha. Inter-rater reliability was high, with intraclass correlation coefficients ranging from 0.928 to 0.946. The modified tool is both valid and reliable. Its application can enhance the evaluation and professional development of Physical Education teachers and support the integration of health- and education-related goals in school practice and contribute to achieving SDGs 3 and 4. Full article
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31 pages, 596 KiB  
Article
The Impact of EU-Funded Educational Programs on the Socio-Economic Development of Romanian Students: A Multidimensional Analysis
by Monica Claudia Grigoroiu, Cristina Țurcanu, Cristinel Petrișor Constantin, Alina Simona Tecău and Bianca Tescașiu
Sustainability 2025, 17(5), 2057; https://doi.org/10.3390/su17052057 - 27 Feb 2025
Viewed by 741
Abstract
One of the central goals of the 2030 Agenda for Sustainable Development is represented by inclusive and equitable education. This study investigates the impact of the educational programs funded by the European Union on the socio-economic situation of Romanian students by focusing on [...] Read more.
One of the central goals of the 2030 Agenda for Sustainable Development is represented by inclusive and equitable education. This study investigates the impact of the educational programs funded by the European Union on the socio-economic situation of Romanian students by focusing on eight key dimensions: poverty, social inequalities, juvenile crime, nutrition, discrimination, employability, quality of life, and health. The study is based on a quantitative descriptive research design. The data were collected from a representative sample of 1220 pre-university teachers. To identify the differences between students who benefited from the EU-funded educational project implementation and students who did not have this opportunity, t-Student and ANOVA tests were used. cluster analysis (k-means) was applied to classify cases based on the evolution of socio-economic indicators, and binary logistic regression was used to identify the factors influencing the probability that students belong to groups with better performance in relation to the analyzed dimensions. Our findings revealed that while EU-funded education projects have significantly contributed to the socio-economic development of students, a series of disparities still persist among students coming from low-income families. The findings underline the need for more targeted policies. The advanced statistical analyses revealed the importance of early educational interventions through EU-funded educational programs. Also, they revealed the need for integrated, targeted strategies to increase the chances of supporting social equity and reducing inequalities. Full article
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23 pages, 1026 KiB  
Article
Enhancing Social Innovation Through Design Thinking, Challenge-Based Learning, and Collaboration in University Students
by Grace Ximena Villanueva-Paredes, Camila Rosario Juarez-Alvarez, Carla Cuya-Zevallos, Elizabeth Susan Mamani-Machaca and Jose David Esquicha-Tejada
Sustainability 2024, 16(23), 10471; https://doi.org/10.3390/su162310471 - 29 Nov 2024
Cited by 2 | Viewed by 2131
Abstract
Comprehensive social development requires the coordinated cooperation of various actors in society. The university, as a transformative institution of knowledge, must integrate strategies that contribute to well-being. In Latin American universities, gaps still persist in the implementation of programs that foster entrepreneurship and [...] Read more.
Comprehensive social development requires the coordinated cooperation of various actors in society. The university, as a transformative institution of knowledge, must integrate strategies that contribute to well-being. In Latin American universities, gaps still persist in the implementation of programs that foster entrepreneurship and social innovation, as well as in the adoption of active learning methodologies. The objective of this research is to demonstrate the importance of participating in innovation programs and collaborating with external entities to achieve a positive impact on society. The proposed methodology is based on collaborative learning strategies, collaboration with actors, design thinking, and challenge-based learning focused on social issues. A feedback survey was applied to the students to measure their opinion on the program, soft skills, and social commitment; these data were analyzed through the Jamovi 2.3 program. The results indicated an 80% satisfaction rate. This experience could serve as a precedent for the implementation of similar programs. Furthermore, the students involved in the study demonstrated a strong willingness to continue participating in innovation initiatives aimed at addressing social challenges, contributing significantly to the social dimension of sustainability. Full article
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24 pages, 569 KiB  
Article
Constructing the Early-Stage Framework of Cultural Identity Enlightenment in Kindergarten Heritage Education
by Ran Zheng and Liangjing Guo
Sustainability 2024, 16(21), 9402; https://doi.org/10.3390/su16219402 - 29 Oct 2024
Viewed by 2299
Abstract
Education and heritage are fundamental to achieving sustainable development goals. Integrating heritage into education is crucial for cultivating children’s connection to heritage and promoting sustainable development. However, the lack of a scientific framework to guide educational goals across age groups results in unclear [...] Read more.
Education and heritage are fundamental to achieving sustainable development goals. Integrating heritage into education is crucial for cultivating children’s connection to heritage and promoting sustainable development. However, the lack of a scientific framework to guide educational goals across age groups results in unclear integration. This study aims to develop a framework for cultural identity enlightenment within heritage education by conducting literature research and validating it through field observations in kindergartens. It identifies cognitive, emotional and behavioral dimensions, outlining the developmental trajectory of these goals. This framework illustrates how children’s understanding progresses from direct experiences to deeper appreciation and creative involvement. It provides teachers with a tool to set goals that empower children as agents, fostering the emergence of cultural awareness and identity. This approach not only enhances cultural identity but also supports sustainable development by advancing the transmission and innovation of cultural heritage. Full article
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