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Embedding Social Sustainability in Education: A Thematic Review of Practices and Trends Across Educational Pathways from a Global Perspective

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  • Mestawot Beyene Tafese

    (Doctoral School of Education, Institute of Education, ELTE Eötvös Loránd University, Kazinczy Utca 23-27. 106. Sz., 1075 Budapest, Hungary
    Department of Educational Planning and Management, Institute of Education and Behavioral Science, Ambo University, Ambo P.O. Box 19, Ethiopia)

  • Erika Kopp

    (Doctoral School of Education, Institute of Education, ELTE Eötvös Loránd University, Kazinczy Utca 23-27. 106. Sz., 1075 Budapest, Hungary
    Faculty of Education, Selye János University, 94501 Komarno, Slovakia)

Abstract

Education for Sustainable Development (ESD) is imperative to achieving the Sustainable Development Goals (SDGs), particularly SDG 4 and Target 4.7, which promote inclusive, equitable, and quality education. Nonetheless, while environmental and economic sustainability have been the focus of considerable attention, the social dimension—comprising equity, cultural diversity, human rights, and community resilience—remains under-explored. The present study employed a reflexive thematic review and quantitative analysis of relevant sources, of which there were 67, that were published between 2010 and 2024. The objective of this investigation was to examine the extent to which social sustainability is integrated into ESD. A thorough examination of the existing literature resulted in the identification of four overarching themes: the conceptualization of social sustainability, pedagogical approaches, barriers to implementation, and policy and institutional support. The quantitative findings indicated that conceptualization was the most emphasized theme, receiving 169 weighted points. The implementation of policy support and pedagogical strategies received 82 and 71 weighted points, respectively. A comprehensive review of contemporary trends reveals a persistent escalation in societal awareness concerning social sustainability, accompanied by a pronounced shift towards participatory pedagogical practices following the year 2020. Notwithstanding the progress that has been achieved, challenges such as inflexible curricula and inadequate institutional support persist. This study presents a series of fundamental recommendations designed to optimize educational practice. The most significant of these is the necessity to enhance the pedagogical training of educators. Furthermore, this study calls for the development of curricula that exhibit a high degree of flexibility and interdisciplinary orientation. Furthermore, it is advised that educational policies be aligned with Target 4.7 of the Sustainable Development Goals. This study’s findings suggest the need for the enhancement of assessment frameworks with the overarching objective of fostering inclusive and socially sustainable educational practices.

Suggested Citation

  • Mestawot Beyene Tafese & Erika Kopp, 2025. "Embedding Social Sustainability in Education: A Thematic Review of Practices and Trends Across Educational Pathways from a Global Perspective," Sustainability, MDPI, vol. 17(10), pages 1-20, May.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:10:p:4342-:d:1653444
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    References listed on IDEAS

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    1. Vasiliki Kioupi & Nikolaos Voulvoulis, 2020. "Sustainable Development Goals (SDGs): Assessing the Contribution of Higher Education Programmes," Sustainability, MDPI, vol. 12(17), pages 1-17, August.
    2. Lili-Ann Wolff & Peter Ehrström, 2020. "Social Sustainability and Transformation in Higher Educational Settings: A Utopia or Possibility?," Sustainability, MDPI, vol. 12(10), pages 1-21, May.
    3. Rodrigo Lozano & Maria Barreiro-Gen & Francisco J. Lozano & Kaisu Sammalisto, 2019. "Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches," Sustainability, MDPI, vol. 11(6), pages 1-17, March.
    4. Efrat Eizenberg & Yosef Jabareen, 2017. "Social Sustainability: A New Conceptual Framework," Sustainability, MDPI, vol. 9(1), pages 1-16, January.
    5. Naresh Giangrande & Rehema M. White & May East & Ross Jackson & Tim Clarke & Michel Saloff Coste & Gil Penha-Lopes, 2019. "A Competency Framework to Assess and Activate Education for Sustainable Development: Addressing the UN Sustainable Development Goals 4.7 Challenge," Sustainability, MDPI, vol. 11(10), pages 1-16, May.
    6. Alberto Arcagni & Marco Fattore & Filomena Maggino & Giorgio Vittadini, 2021. "Some Critical Reflections on the Measurement of Social Sustainability and Well-Being in Complex Societies," Sustainability, MDPI, vol. 13(22), pages 1-16, November.
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