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Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature

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  • D. Brent Edwards

    (Department of Educational Foundations, University of Hawaii, Honolulu, HI 96822, USA)

  • Manca Sustarsic

    (Department of Educational Foundations, University of Hawaii, Honolulu, HI 96822, USA)

  • Mina Chiba

    (Organization for Regional and Inter-regional Studies, Waseda University, Tokyo 169-8050, Japan)

  • Mark McCormick

    (Department of Educational Foundations, University of Hawaii, Honolulu, HI 96822, USA)

  • Melissa Goo

    (Department of Educational Foundations, University of Hawaii, Honolulu, HI 96822, USA)

  • Sara Perriton

    (Department of Educational Foundations, University of Hawaii, Honolulu, HI 96822, USA)

Abstract

This paper presents the results of a systematic review of literature (56 studies) related to Sustainable Development Goal 4.7. The goal of the research reported on here is to contribute to the discussion around strategies for working towards and monitoring SDG4.7 at the institutional level. Within this overarching focus, our review of the literature was designed to identify studies that have looked at both student learning and teacher education related to SDG4.7. This twin focus stems from the recognition that achieving the SDGs will be particularly difficult if policymakers are not attentive to both sides of the learning equation—that is, first, to the ways that teachers learn to teach about issues related to SDG4.7 and, then, the ways that students acquire this knowledge and are assessed. The five findings sections of this review correspond to the five areas of emphasis embedded in the language of SDG4.7, namely, education for (a) sustainable development, (b) human rights, (c) gender equality, (d) promoting of a culture of peace and non-violence, and (e) appreciation of cultural diversity. In accordance with the purpose of this review, the synthesis for each area of emphasis digs into the details of the educational interventions, monitoring and evaluation strategies, and results that are documented in the publications analyzed. Thus, this review can be useful for informing educational or pedagogical approaches related to SDG4.7, as well as for designing monitoring and evaluation tools for the SDGs.

Suggested Citation

  • D. Brent Edwards & Manca Sustarsic & Mina Chiba & Mark McCormick & Melissa Goo & Sara Perriton, 2020. "Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature," Sustainability, MDPI, vol. 12(4), pages 1-57, February.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:4:p:1383-:d:320181
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    References listed on IDEAS

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    1. Mimoza Hyseni Spahiu & Petra Lindemann-Matthies, 2015. "Effect of a Toolkit and a One-Day Teacher Education Workshop on ESD Teaching Content and Methods—A Study from Kosovo," Sustainability, MDPI, vol. 7(7), pages 1-16, June.
    2. Klas Andersson & Sverker C Jagers & Annika Lindskog & Johan Martinsson, 2013. "Learning for the Future? Effects of Education for Sustainable Development (ESD) on Teacher Education Students," Sustainability, MDPI, vol. 5(12), pages 1-18, December.
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    Cited by:

    1. Anete Veidemane, 2022. "Education for Sustainable Development in Higher Education Rankings: Challenges and Opportunities for Developing Internationally Comparable Indicators," Sustainability, MDPI, vol. 14(9), pages 1-20, April.
    2. Ali A. Hadi Alshawi, 2023. "Global citizenship skills among Qatar University students," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-10, December.
    3. Hanlin Fang & Fengrong Zhang & Qianwen Xiao & Ciyun Lin, 2023. "New Policy Research on Education Development and Global Citizenship in a Sustainable Environment," Sustainability, MDPI, vol. 15(6), pages 1-15, March.
    4. Jorrit Holst & Antje Brock & Mandy Singer-Brodowski & Gerhard de Haan, 2020. "Monitoring Progress of Change: Implementation of Education for Sustainable Development (ESD) within Documents of the German Education System," Sustainability, MDPI, vol. 12(10), pages 1-19, May.
    5. Yifan Liu & Tiantian Bao & Dan Zhao & Huiyun Sang & Benwei Fu, 2022. "Evaluation of Student-Perceived Service Quality in Higher Education for Sustainable Development: A Fuzzy TODIM-ERA Method," Sustainability, MDPI, vol. 14(8), pages 1-21, April.
    6. Jessica K. Abbonizio & Susie S. Y. Ho, 2020. "Students’ Perceptions of Interdisciplinary Coursework: An Australian Case Study of the Master of Environment and Sustainability," Sustainability, MDPI, vol. 12(21), pages 1-27, October.
    7. Sema Yılmaz Genç & Harun Sesen & Rui Alexandre Castanho & Dervis Kirikkaleli & Semih Soran, 2020. "Transforming Turkish Universities to Entrepreneurial Universities for Sustainability: From Strategy to Practice," Sustainability, MDPI, vol. 12(4), pages 1-18, February.
    8. Noor Hamwy & Jennifer Bruder & Abdellatif Sellami & Michael H. Romanowski, 2023. "Challenges to Teachers Implementing Sustainable Development Goals Frameworks in Qatar," Sustainability, MDPI, vol. 15(15), pages 1-19, July.

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