Detecting the historical roots of education for sustainable development (ESD): a bibliometric analysis

Abstract

Purpose Although several researchers have statistically analyzed references associated with education for sustainable development based on the co-citation frequency, evolutionary analysis based on high-citation references omits literature with low citation frequency, which has a significant impact on the evolution of a discipline. The purpose of this study is to understand and explore the historical processes and roots of the field of education for sustainable development and to understand the theoretical grounding of the field. Design/methodology/approach Based on education for sustainable development publications in the science citation index expanded and social sciences citation index databases from 1992 to August 2020, a new bibliometric method, reference publication year spectroscopy, was adopted to conduct a bibliometric analysis of the 58,588 cited references in 1,778 publications. Findings The earliest reference in the field of education for sustainable development traces back to 1732. There were 21 peaks in this field between 1732 and August 2020. Dewey’s “new three-center theory”"; Bloom’s “taxonomy”; Freire’s “conscientization theory”; the “theory of planned behavior”; Kolb’s “experiential learning theory”; Wittgenstein’s theoretical concepts of “language-games,” “forms of life” and “rule-following” and Leopold’s “land ethics” laid an early theoretical grounding of educational philosophy and environmental ethics for research into education for sustainable development. The new environmental paradigm and the new ecological paradigm have become the most widely used methodological tools for understanding the values and attitudes of people toward the natural environment. Among the 50 most cited references, Lozano and Wals have published the most publications, contributing to promoting the development of research into education for sustainable development. The Journal of Cleaner Production, International Journal of Sustainability in Higher Education and Environmental Education Research have published the most publications related to the field of education for sustainable development. Originality/value The findings of this study are helpful for scholars and practitioners to understand the academic ideological roots, theoretical grounding and important influential literature in the field of education for sustainable development.

Problem-based learning and the integration of sustainable development goals

“…ESD incorporates the triple bottom-line dimensions of sustainabilityeconomy, environment and societythrough an integrated approach that enhances decision-making capabilities and quality of life (Nousheen et al, 2020). Specifically, HE for Sustainable Development (HESD) is a specific subset of ESD (Zhang and Wang, 2021). It encompasses seven primary dimensions of sustainability transformation: institutional framework, campus operations, education, JWAM research, outreach and collaboration, on-campus experiences and assessment and reporting (Lozano et al, 2013;Zhang and Wang, 2021).…”

“…Specifically, HE for Sustainable Development (HESD) is a specific subset of ESD (Zhang and Wang, 2021). It encompasses seven primary dimensions of sustainability transformation: institutional framework, campus operations, education, JWAM research, outreach and collaboration, on-campus experiences and assessment and reporting (Lozano et al, 2013;Zhang and Wang, 2021). Integrating HESD enables university students to understand and evaluate significant contemporary changes from a sustainability perspective, fostering a reassessment of human-nature interactions and encouraging active contributions toward societal sustainability transformation (N€ olting et al, 2020).…”

PENGEMBANGAN MODEL KETERKAITAN GREENWASHING DENGAN SUSTAINABLE DEVELOPMENT GOALS (SDGs): ANALISIS BIBLIOMETRIK

“…Liu, 2013;Z. Liu et al, 2019;Marrone et al, 2018;Owens, 2017;Pizzi et al, 2020;Prieto-Jiménez et al, 2021;Rohrich & Takahashi, 2019;Vatananan-Thesenvitz et al, 2019;Viegas et al, 2016;Wright & Pullen, 2007;Zhang & Wang, 2021) Tujuan penelitian ini adalah untuk menyelidiki profil penelitian bertema Greenwashing dan Sustainable Development Goals (SDGs) yang dipublikasikan pada basis data Scopus. Kontribusi penelitian ini adalah penelitian ini memberikan kebaruan terkait manfaat bibliometrik untuk mengetahui masalah inti terkait keterkaitan antara Greenwashing dengan Sustainable Development Goals (SDGs), serta mengetahui arah dan trend ilmu pengetahuan dengaan tema sustainability serta memperkirakan lengkap atau tidaknya literatur sekunder.…”

Correlational Study: Teacher Perceptions and The Implementation of Education for Sustainable Development Competency for Junior High School Teachers

“…Education is the key to achieving sustainable development by providing the right knowledge, skills, and values to individuals; education can play an important role in changing behavior, developing capacities, and preparing future generations committed to sustainable development. The important statement of education in promoting sustainable development and increasing individual capacity to deal with issues around the environment and sustainable development was stated at the United Nations Conference on Environment and Development (UNCED) in 1992 by introducing the concept of education for Sustainable Development or Education for Sustainable Development (ESD) (Bravo et al, 2021;Carayannis & Morawska-Jancelewicz, 2022;Zhang & Wang, 2021).…”