Advancing Education for Sustainable Development in STEM: A Systematic Review of Innovative Pedagogies, Digital Integration, Cognitive-Emotional Engagement, and Community-Policy Strategies
DOI:
https://doi.org/10.37134/ejoss.vol12.Sp.15.2026Keywords:
Education for Sustainable Development (ESD), STEM education, 21st-century skills, Innovative pedagogies digital tools, PRISMA, Systematic literature reviewAbstract
The integration of Education for Sustainable Development (ESD) into Science, Technology, Engineering, and Mathematics (STEM) education (ESD-STEM) is essential to prepare students for global challenges. This systematic literature review (SLR), guided by the PRISMA framework, analysed 29 studies published between 2020 and 2024. Four key themes emerged: (1) innovative pedagogies, including problem-based learning, flipped classroom, and transdisciplinary approaches, which enhance critical thinking and problem-solving; (2) integration of digital tools such as AI, robotics, and Open Educational Resources, which support engagement and real-world application; (3) cognitive, emotional, and cross-disciplinary elements that foster intellectual readiness and emotional investment in sustainability; and (4) community and policy engagement that links theory to practice and institutional support. Despite these advances, challenges such as rigid curricula, insufficient resources, and limited teacher training remain. The study concludes that creative pedagogies, curriculum redesign, professional development, and resource allocation are pivotal to advancing 21st-century ESD-STEM.
Downloads
References
Abdurrahman, A., Maulina, H., Nurulsari, N., Sukamto, I., Umam, A. N., & Mulyana, K. M. (2023). Impacts of integrating engineering design process into STEM makerspace on renewable energy unit to foster students’ system thinking skills. Heliyon, 9(4). https://doi.org/10.1016/j.heliyon.2023.e15100
Abouzahra, A., Sabraoui, A., & Afdel, K. (2020). Model composition in model driven engineering: A systematic literature review. Information and Software Technology, 125, 106316. https://doi.org/10.1016/j.infsof.2020.106316
AlAli, R., Alsoud, K., & Athamneh, F. (2023). Towards a sustainable future: Evaluating the ability of STEM-based teaching in achieving sustainable development goals in learning. Sustainability (Switzerland), 15(16). https://doi.org/10.3390/su151612542
Altan, E. B., Üçüncüoǧlu, I., & Öztürk, N. (2019). Preparation of out-of-school learning environment based on science, technology, engineering, and mathematics education and investigating its effects. Science Education International, 30(2), 138–148. https://doi.org/10.33828/sei.v30.i2.7
Ariza, J. Á., & Olatunde-Aiyedun, T. G. (2023). Bringing project-based learning into renewable and sustainable energy education: A case study on the development of the electric vehicle EOLO. Sustainability (Switzerland), 15(13). https://doi.org/10.3390/su151310275
Avsec, S., & Jerman, J. (2020). Self-efficacy, creativity and proactive behaviour for innovative science and technology education. World Transactions on Engineering and Technology Education, 18(4), 369–374.
Bobko, T., Corsette, M., Wang, M., & Springer, E. (2024). Exploring the possibilities of edu-metaverse: A new 3-D ecosystem model for innovative learning. IEEE Transactions on Learning Technologies, 17, 1290–1301. https://doi.org/10.1109/TLT.2024.3364908
Borrego, M., Foster, M. J., & Froyd, J. E. (2014). Systematic literature reviews in engineering education and other developing interdisciplinary fields. Journal of Engineering Education, 103(1), 45–76. https://doi.org/10.1002/jee.20038
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chan, M.-N., & Nagatomo, D. (2022). Study of STEM for sustainability in design education: Framework for student learning and outcomes with design for a disaster project. Sustainability (Switzerland), 14(1). https://doi.org/10.3390/su14010312
Costa, M. C., Ferreira, C. A. F., & Pinho, H. J. O. (2023). Physics of sound to raise awareness for sustainable development goals in the context of STEM hands-on activities. Sustainability (Switzerland), 15(4). https://doi.org/10.3390/su15043676
Duarte, A. J., Malheiro, B., Arno, E., Perat, I., Silva, M. F., Fuentes-Dura, P., Guedes, P., & Ferreira, P. (2020). Engineering education for sustainable development: The European Project Semester approach. IEEE Transactions on Education, 63(2), 108–117. https://doi.org/10.1109/TE.2019.2926944
Fishlock, S., Thompson, M., & Grewal, A. (2023). Sustainable engineering design in education: A pilot study of teaching right-to-repair principles through project-based learning. Global Challenges, 7(10). https://doi.org/10.1002/gch2.202300158
González, J., Martínez, L., Aguas, R., De La Hoz, J., & Sánchez, H. (2023). Redesign and implementation of the electromagnetism course for engineering students using the backward design methodology. Sustainability (Switzerland), 15(16). https://doi.org/10.3390/su151612152
Haim, K., & Aschauer, W. (2024). Innovative FOCUS: A program to foster creativity and innovation in the context of education for sustainability. Sustainability (Switzerland), 16(6). https://doi.org/10.3390/su16062257
Henze, J., Schatz, C., Malik, S., & Bresges, A. (2022). How might we raise interest in robotics, coding, artificial intelligence, STEAM and sustainable development in university and on-the-job teacher training? Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.872637
Hernández‐Barco, M., Sánchez‐Martín, J., Corbacho‐Cuello, I., & Cañada‐Cañada, F. (2021). Emotional performance of a low‐cost eco‐friendly project-based learning methodology for science education: An approach in prospective teachers. Sustainability (Switzerland), 13(6). https://doi.org/10.3390/su13063385
Hicks, A. L. (2022). The role of community‐based learning in teaching about industrial ecology and sustainability in the context of engineering education: A case study from the field. Journal of Industrial Ecology, 26(3), 1136–1146. https://doi.org/10.1111/jiec.13224
Higgins, J. P. T., Altman, D. G., Gøtzsche, P. C., Jüni, P., Moher, D., Oxman, A. D., Savović, J., Schulz, K. F., Weeks, L., & Sterne, J. A. C. (2011). The Cochrane Collaboration’s tool for assessing risk of bias in randomised trials. BMJ (Online), 343(7829), 1–9. https://doi.org/10.1136/bmj.d5928
Hilger, A., & Keil, A. (2022). Education for sustainable development with transdisciplinary-oriented courses - experiences and recommendations for future collaborations in higher education teaching. Journal of Geography in Higher Education, 46(3), 427–446. https://doi.org/10.1080/03098265.2021.1946765
Himang, C. M., Cernias, R., Corbes, R. U., Alicer, M. J. M., Colobong, B., Olarte, J. M., Ocampo, L., Bongo, M. F., & Ancheta, R. (2023). Modelling the utilization of digital technology in education during the COVID-19 pandemic through an expert-based analytic tool. International Journal of Information and Communication Technology Education, 19(1). https://doi.org/10.4018/IJICTE.332863
Hopkinson, P., James, P., & Office, E. (2010). Practical pedagogy for embedding ESD in science, technology, engineering and mathematics curricula. International Journal of Sustainability in Higher Education, 11(4), 365–379. https://doi.org/10.1108/14676371011077586
Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325. https://doi.org/10.1016/j.jclepro.2021.129318
Jeong, J. S., & González-Gómez, D. (2020). Assessment of sustainability science education criteria in online-learning through fuzzy-operational and multi-decision analysis and professional survey. Heliyon, 6(8). https://doi.org/10.1016/j.heliyon.2020.e04706
Karjanto, N., & Acelajado, M. J. (2022). Sustainable learning, cognitive gains, and improved attitudes in college algebra flipped classrooms. Sustainability (Switzerland), 14(19). https://doi.org/10.3390/su141912500
Kay, K., & Greenhill, V. (2011). Twenty-first century students need 21st century skills. In G. Wan (Ed.), Bringing schools into the 21st century (pp. 41–65). Springer.
Khandakar, A., Chowdhury, M. E. H., Gonzales, A. S. P., Touati, F., Emadi, N. A., & Ayari, M. A. (2020). Case study to analyze the impact of multi-course project-based learning approach on education for sustainable development. Sustainability (Switzerland), 12(2). https://doi.org/10.3390/su12020480
Kioupi, V., & Voulvoulis, N. (2019). Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes. Sustainability (Switzerland), 11(21). https://doi.org/10.3390/su11216104
Krug, D., & Shaw, A. (2016). Reconceptualizing ST®E(A)M(S) education for teacher education. Canadian Journal of Science, Mathematics and Technology Education, 16(2), 183–200. https://doi.org/10.1080/14926156.2016.1166295
Kubisch, S., Parth, S., Deisenrieder, V., Oberauer, K., Stötter, J., & Keller, L. (2021). From transdisciplinary research to transdisciplinary education- The role of schools in contributing to community well-being and sustainable development. Sustainability (Switzerland), 13(1), 1–13. https://doi.org/10.3390/su13010306
Kulshreshtha, P., Gupta, S., Shaikh, R., Aggarwal, D., Sharma, D., & Rahi, P. (2022). Foldscope embedded pedagogy in STEM education: A case study of SDG 4 promotion in India. Sustainability (Switzerland), 14(20). https://doi.org/10.3390/su142013427
Laurie, R., Nonoyama-Tarumi, Y., McKeown, R., & Hopkins, C. (2016). Contributions of education for sustainable development (ESD) to quality education: A synthesis of research. Journal of Education for Sustainable Development, 10(2), 226–242. https://doi.org/10.1177/0973408216661442
Lo, C. K., Tlili, A., & Huang, X. (2022). The use of open educational resources during the COVID-19 pandemic: A qualitative study of primary school mathematics teachers in Hong Kong. Education Sciences, 12(11). https://doi.org/10.3390/educsci12110744
Lockwood, C., Munn, Z., & Porritt, K. (2015). Qualitative research synthesis: Methodological guidance for systematic reviewers utilizing meta-aggregation. International Journal of Evidence-Based Healthcare, 13(3), 179–187. https://doi.org/10.1097/XEB.0000000000000062
Lozano, A., López, R., Pereira, F. J., & Blanco Fontao, C. (2022). Impact of Cooperative Learning and Project-Based Learning through Emotional Intelligence: A Comparison of Methodologies for Implementing SDGs. International Journal of Environmental Research and Public Health, 19(24). https://doi.org/10.3390/ijerph192416977
Mangione, G. R. J., & Cannella, G. (2021). Small School, Smart Schools: Distance Education in Remoteness Conditions. Technology, Knowledge and Learning, 26(4), 845–865. https://doi.org/10.1007/s10758-020-09480-4
Margot, K. C., & Kettler, T. (2019). Teachers’ perceptions of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6(1), Article 2. https://doi.org/10.1186/s40594-018-0151-2
Martín-Sánchez, A., González-Gómez, D., & Jeong, J. S. (2022). Service learning as an education for sustainable development (ESD) teaching strategy: Design, implementation, and evaluation in a STEM university course. Sustainability (Switzerland), 14(12). https://doi.org/10.3390/su14126965
Míguez-Álvarez, C., Crespo, B., Arce, E., Cuevas, M., & Regueiro, A. (2022). Blending learning as an approach in teaching sustainability. Interactive Learning Environments, 30(9), 1577–1592. https://doi.org/10.1080/10494820.2020.1734623
Mohamed Shaffril, H. A., Ahmad, N., Samsuddin, S. F., Samah, A. A., & Hamdan, M. E. (2020). Systematic literature review on adaptation towards climate change impacts among indigenous people in the Asia Pacific regions. Journal of Cleaner Production, 258, 120595. https://doi.org/10.1016/j.jclepro.2020.120595
Namasivayam, S., Al-Obaidi, A. S. M., & Fouladi, M. H. (2023). A conceptual curriculum design approach for educating engineers of and for the future. Indonesian Journal of Science and Technology, 8(3), 381–396. https://doi.org/10.17509/ijost.v8i3.59580
Nguyen, T. P. L. (2023). Integrating circular economy into STEM education: A promising pathway toward circular citizenship development. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1063755
Nwankwo, W., & Njoku, C. C. (2020). Sustainable development in developing societies. International Journal of Emerging Technologies in Learning, 15(12), 290–297. https://doi.org/10.3991/ijet.v15i12.14007
OECD. (2005). The definition and selection of key competencies. OECD Publishing.
OECD. (2018). OECD Education Working Papers. https://www.oecd.org/en/about/directorates/directorate-for-education-and-skills.html
OECD. (2020). Education for sustainable development: A roadmap for policy and practice. OECD Publishing. https://doi.org/10.1787/9789264302334-en
P21. (2019a). Framework for 21st century learning. Partnership for 21st Century Learning, 1–2. http://static.battelleforkids.org/documents/p21/P21_framework_0816_2pgs.pdf
P21. (2019b). Framework for 21st century learning definitions. Partnership for 21st Century Learning (Battelle for Kids). https://static.battelleforkids.org/documents/p21/P21_Framework_DefinitionsBFK.pdf
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., & Moher, D. (2021). Updating guidance for reporting systematic reviews: development of the PRISMA 2020 statement. Journal of Clinical Epidemiology, 134, 103–112. https://doi.org/10.1016/j.jclinepi.2021.02.003
Pérez-Rodríguez, R., Lorenzo-Martin, R., Trinchet-Varela, C. A., Simeón-Monet, R. E., Miranda, J., Cortés, D., & Molina, A. (2022). Integrating challenge-based learning, project-based learning, and computer-aided technologies into industrial engineering teaching: Towards a sustainable development framework. Integration of Education, 26(2), 198–215. https://doi.org/10.15507/1991-9468.107.026.202202.198-215
Podgórska, M., & Zdonek, I. (2022). Sustainable technologies supported by project-based learning in the education of engineers: A case study from Poland. Energies, 15(1). https://doi.org/10.3390/en15010278
Ramos-Gavilán, A. B., Rodríguez-Esteban, M. A., Frechilla-Alonso, M. A., Raposeiras, A. C., Movilla-Quesada, D., & González-Rogado, A. B. (2024). Raising awareness of the important role of engineering in sustainable development. Heliyon, 10(1). https://doi.org/10.1016/j.heliyon.2023.e23494
Rampasso, I. S., Quelhas, O. L. G., Anholon, R., Pereira, M. B., Miranda, J. D. A., & Alvarenga, W. S. (2020). Engineering education for sustainable development: Evaluation criteria for Brazilian context. Sustainability (Switzerland), 12(10). https://doi.org/10.3390/SU12103947
Ricaurte, M., & Viloria, A. (2020). Project-based learning as a strategy for multi-level training applied to undergraduate engineering students. Education for Chemical Engineers, 33, 102–111. https://doi.org/10.1016/j.ece.2020.09.001
Rico, A., Agirre-Basurko, E., Ruiz-González, A., Palacios-Agundez, I., & Zuazagoitia, D. (2021). Integrating mathematics and science teaching in the context of education for sustainable development: Design and pilot implementation of a teaching–learning sequence about air quality with pre-service primary teachers. Sustainability (Switzerland), 13(8), 4500. https://doi.org/10.3390/su13084500
Savelyeva, T., & Park, J. (2022). Blockchain technology for sustainable education. British Journal of Educational Technology, 53(6), 1591–1604. https://doi.org/10.1111/bjet.13273
Sergeyev, A., Kinney, M., Kuhl, S., Alaraje, N., Highum, M., & Mehandiratta, P. (2019). University, community college and industry partnership: Revamping robotics education to meet 21st-century workforce needs—NSF-sponsored project final report. Journal of Engineering Technology, 36(2), 8–20.
Singh-Pillay, A. (2020). Pre-service technology teachers’ experiences of project-based learning as pedagogy for education for sustainable development. Universal Journal of Educational Research, 8(5), 1935–1943. https://doi.org/10.13189/ujer.2020.080530
Smyrnova-Trybulska, E. (2019). E-learning: Evolution, trends, methods, examples, experience. Multi Conference on Computer Science and Information Systems, MCCSIS 2019- Proceedings of the International Conference on e-Learning 2019, 155–162. https://doi.org/10.33965/el2019_201909f020
Teh, S. Y., & Koh, H. L. (2020). Education for sustainable development: The STEM approach in Universiti Sains Malaysia. In W. Leal Filho, A. L. Salvia, R. W. Pretorius, L. Brandli, A. Manolas, F. R. Alves, & J. Mifsud (Eds.), Universities as living labs for sustainable development (pp. 567–587). Springer. https://doi.org/10.1007/978-3-030-15604-6_35
Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020). Post-COVID-19 education and education technology “solutionism”: A seller’s market. Postdigital Science and Education, 2(3). https://doi.org/10.1007/s42438-020-00164-x
Terrón-López, M.-J., Velasco-Quintana, P. J., Lavado-Anguera, S., & del Carmen Espinosa-Elvira, M. (2020). Preparing sustainable engineers: A project-based learning experience in logistics with refugee camps. Sustainability (Switzerland), 12(12). https://doi.org/10.3390/SU12124817
Tharakan, J. (2022). Sustainable development needs a transformed engineering education. Journal of Engineering Education Transformations, 36(Special Issue 2), 173–178. https://doi.org/10.16920/jeet/2023/v36is2/23024
Turner, A., Logan, M., & Wilks, J. (2022). Planting food sustainability thinking and practice through STEM in the garden. International Journal of Technology and Design Education, 32(3), 1413–1439. https://doi.org/10.1007/s10798-021-09655-9
UNESCO. (2019). Sub-education policy review report: Education for sustainable development. UNESCO.
UNESCO. (2021). Education for sustainable development: A roadmap. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000374802
Velasco, R. C. L., Hite, R., & Milbourne, J. (2022). Exploring Advocacy Self-efficacy Among K-12 STEM Teacher Leaders. International Journal of Science and Mathematics Education, 20(3), 435–457. https://doi.org/10.1007/s10763-021-10176-z
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
World Economic Forum. (2023). The global risks report 2023 (18th ed.). https://www3.weforum.org/docs/WEF_Global_Risks_Report_2023.pdf
Wolff, L. A., Sjöblom, P., Hofman-Bergholm, M., & Palmberg, I. (2017). High performance education fails in sustainability? A reflection on Finnish primary teacher education. Education Sciences, 7(1). https://doi.org/10.3390/educsci7010032
Zizka, L., McGunagle, D. M., & Clark, P. J. (2021). Sustainability in science, technology, engineering and mathematics (STEM) programs: Authentic engagement through a community-based approach. Journal of Cleaner Production, 279. https://doi.org/10.1016/j.jclepro.2020.123715
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Phey S. Ling, Fadzilah Amzah, Aziah Ismail
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
