Closing the Gap: The Tripartite Structure of Sustainability as a Tool for Sustainable Education—A Systematic Literature Review

Barbara E. Meyer (), Elena Gaertner and Christian Elting
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Barbara E. Meyer: General Pedagogy and Educational Research, Ludwig-Maximilians-University Munich, 80802 München, Germany
Elena Gaertner: General Pedagogy and Educational Research, Ludwig-Maximilians-University Munich, 80802 München, Germany
Christian Elting: Primary School Pedagogy and Primary School Didactics, Otto-Friedrich-University of Bamberg, 96047 Bamberg, Germany

Sustainability, 2024, vol. 16, issue 9, 1-18

Abstract: (1) In an era where sustainable behavior is increasingly crucial, understanding the discrepancy between individuals’ sustainability-oriented values and their actual behaviors, known as the inner–outer gap, is vital. This systematic literature review explores the potential of the Tripartite Structure of Sustainability (TSS) framework to address this gap within the context of sustainable education. By reviewing the literature from the APA, ERIC, and Web of Science databases, searched on 25 October 2020, the factors influencing sustainable actions were systematically examined. Articles had to be relevant to the topic (sustainability, morality in relation to sustainability, or morality in general) and report on empirically validated factors that have an impact on the inner-outer gap. (2) By employing a qualitative content analysis approach, 56 articles over a 15-year period were analyzed, identifying 83 factors that either bridged or reinforced the inner–outer gap. These factors were categorized within the TSS framework, which segments sustainability-oriented actions into individual, social, and self-transcendent domains, alongside their activation points: stable, situational, or automated. (3) The analysis revealed that self-focused factors often reinforce the gap, suggesting they are a hindrance to sustainable behavior. Conversely, self-transcendent factors consistently bridged the gap, promoting sustainability. Social factors showed variable impacts based on the ethical and sustainable context they were placed in, suggesting that the social environment’s orientation significantly influences sustainable behavior. (4) This study concludes that the TSS framework offers a promising approach to advancing education for sustainable development (ESD) and contributes insights into how to promote the required paradigm shift towards holistic and interconnected perspectives.

Keywords: education for sustainable development; systematic literature review; inner–outer gap; ego development theory; educational psychology; judgment–action gap; intention–action gap; value–action gap; knowledge–action gap (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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