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Has the significance of Target 4.7 of the SDGs changed? A commentary focusing on the critical role of socio-emotional learning

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  • Yoshida, Kazuhiro

Abstract

This commentary shows that the SDGs, and above all Target 4.7, are the symbolic culmination of two trajectories related, on one hand, to educational outcomes in policy and practice and, on the other, to discourses about development and sustainability. The relevance and urgency of emphasizing Target 4.7 is increased rather than reduced by the current polycrisis – global security, climate change, etc.—and the meaning and purpose of learning are being reoriented. The commentary argues that transformation in and through education is possible. It concludes by raising questions and challenges for providing conducive conditions and additional measures that are need for achieving Target 4.7 producing transformative behavioral change.

Suggested Citation

  • Yoshida, Kazuhiro, 2024. "Has the significance of Target 4.7 of the SDGs changed? A commentary focusing on the critical role of socio-emotional learning," International Journal of Educational Development, Elsevier, vol. 104(C).
    • Handle: RePEc:eee:injoed:v:104:y:2024:i:c:s0738059323002201
    DOI: 10.1016/j.ijedudev.2023.102944
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    References listed on IDEAS

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    1. World Bank & UNICEF & UNESCO & OECD, 2022. "From Learning Recovery to Education Transformation," World Bank Publications - Reports 38112, The World Bank Group.
    2. Jakubowski, Maciej & Gajderowicz, Tomasz & Patrinos, Harry Anthony, 2023. "Global learning loss in student achievement: First estimates using comparable reading scores," Economics Letters, Elsevier, vol. 232(C).
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    Cited by:

    1. Edwards Jr, D. Brent & Asadullah, M. Niaz & Webb, Amber, 2024. "Critical perspectives at the mid-point of Sustainable Development Goal 4: Quality education for all—progress, persistent gaps, problematic paradigms, and the path to 2030," International Journal of Educational Development, Elsevier, vol. 107(C).

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