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

Mestawot Beyene Tafese () and Erika Kopp
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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
Erika Kopp: Doctoral School of Education, Institute of Education, ELTE Eötvös Loránd University, Kazinczy Utca 23-27. 106. Sz., 1075 Budapest, Hungary

Sustainability, 2025, vol. 17, issue 10, 1-20

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.

Keywords: Education for Sustainable Development (ESD); social sustainability in education; policy integration for sustainability; challenges in implementation; thematic analysis (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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