Practical implications The paper can be used to foster a wider discussion and analysis of LOs for sustainability education, also further work on teachers' capacity building for sustainability, as well

The gap

Consensus across the literature

Supporting evidence — 6 representative gaps

• Rethinking Sustainability Education in Social Studies Via P4C: Integrating Alain Serres’ Works into the Curriculum (2026) · doi

  In light of the document analysis results and the identified pedagogical requirements, the following recommendations are offered: • When environmental issues are addressed in Social Studies courses, the traditional framework based solely on information transfer should be abandoned. Instead, lesson designs that are enriched with P4C activities, use qualified children's literature as "philosophical stimuli,” and are centered on an axis of ethical inquiry should be integrated into the curriculum. It is of strategic importance that the sustainability learning outcomes, which are concentrated in the 4th and 5th grades, do not undergo a hiatus at the upper levels (6th and 7th grades). Vertical spiral progression should be maintained by articulating interdisciplinary units such as P4C-based "Critical Ecology” or "Sustainability Ethics” into the Social Studies program at these grade levels. • Didactic methods should be discarded in providing environmental values. Inquiry guides and activity sets that • 10 center on P4C’s "Community of Inquiry" model and elevate the student from a passive recipient to a "thinking subject" should be included in textbooks. • The emphasis on sustainability in the 6th and 7th-grade Social Studies teaching programs should be made visible with more explicit and measurable learning outcomes within the contexts of "ecological citizenship," "global citizenship," and "scientific ethics." • Action research, mixed-method, or qualitative studies should be planned to examine the reflections of the theoretical and curriculum-oriented framework presented in this research on classroom practices, and to measure the changes in students' sustainability perceptions and ethical reasoning skills.

  Keywords: sustainability social inquiry environmental framework based ethical curriculum learning outcomes grades levels ethics grade citizenship
• Digital Pathways to Sustainable Education: A Qualitative Analysis of ICT Integration in Teaching and Learning (2026) · doi

  Based on the findings and analysis, the following recommendations are proposed for the effective integration of Information and Communication Technology (ICT) in Education for Sustainable Development (ESD): ➢ Strengthening Digital Infrastructure: Governments and educational institutions should invest in developing robust digital infrastructure, including reliable internet connectivity, access to digital devices, and technological support systems. This is particularly important for rural and underprivileged areas to bridge the digital divide. ➢ Promoting Teacher Training and Capacity Building: Continuous professional development programs should be organized to enhance teachers’ digital competencies and pedagogical skills. Training should focus on the effective use of ICT tools in teaching sustainability concepts and fostering learner engagement. ➢ Integrating ICT into Curriculum Design : ICT should be systematically incorporated into curriculum frameworks to support sustainability education. Curriculum planners should ensure that digital tools are aligned with learning objectives related to environmental, social, and economic sustainability. ➢ Ensuring Equitable Access to Technology: Efforts should be made to ensure inclusive access to ICT resources for all learners, regardless of socio-economic background. Policies should aim to reduce inequalities by providing affordable or free access to digital tools and learning platforms. ➢ Encouraging the Use of Open Educational Resources (OER) :The use of open and freely accessible educational resources should be promoted to enhance learning opportunities. OER can support flexible, cost-effective, and inclusive education for sustainable development. ➢ Enhancing Collaboration and Partnerships: Educational institutions should collaborate with government agencies, non-governmental organizations, and international bodies such as UNESCO to promote the effective use of ICT in ESD. Such partnerships can facilitate knowledge sharing and resource development. ➢ Fostering Research and Innovation: Further research should be encouraged to explore innovative ways of integrating ICT in sustainability education. Emphasis should be placed on context-specific solutions, particularly in developing countries. ➢ Addressing Cybersecurity and Ethical Concerns: Appropriate measures should be taken to ensure data privacy, cybersecurity, and ethical use of digital technologies in education. Awareness programs should be conducted to promote responsible digital behavior among learners. ➢ Monitoring and Evaluation Mechanisms: Regular monitoring and evaluation systems should be established to assess the effectiveness of ICT integration in ESD. Feedback mechanisms can help in improving policies and practices over time.

  Keywords: digital education effective development educational access sustainability support tools curriculum ensure learning resources integration technology
• Learning outcomes for sustainable development in higher education (2008) · doi

  Practical implications The paper can be used to foster a wider discussion and analysis of LOs for sustainability education, also further work on teachers' capacity building for sustainability, as well as the assessment needed for future professionals in higher education institutions.

  Keywords: sustainability education practical implications used foster wider discussion further teachers capacity building well assessment needed
• Engaging students with sustainability issues (2007) · doi

  Although a lot of valid research about what sustainable development means and how it should be embedded in education has been published, it still remains unclear how teachers and lecturers should be convinced of the importance of sustainability, and how students could be engaged with an issue that is not necessarily clearly linked to their subject of study or a successful career.

  Keywords: valid sustainable development means embedded education published still remains unclear teachers lecturers convinced importance sustainability
• Bridging Gaps and Building Futures: The Application of Immersive Technologies in Constructing Discourse for Sustainable Education (2026) · doi

  Future research should focus on empirical studies to measure the impact of immersive discourses on sustainability competencies. Additionally, there is a scarcity of high-quality, curriculum-aligned content and a lack of standardized methods for evaluating its pedagogical effectiveness, leading to inconsistent learning outcomes.

  Keywords: future focus empirical measure impact immersive discourses sustainability competencies additionally there scarcity high quality curriculum
• Facing Economic Gap: Assessing the Multidimensional Sustainability Awareness of Pre-Service Science Teachers (2026) · doi

  The results of the study indicate that pre-service science teachers are cognitively and affectively prepared to engage in the sustainability process; however, this readiness remains weak in the economic dimension and is not supported by practical Facing Economic Gap: Assessing the Multidimensional Sustainability Awareness … 167 pedagogical skills. In light of the current findings and the synthesis of international literature, the following recommendations are proposed: Whole-Institution Approach: Education for Sustainable Development (ESD) should no longer be an add-on course in the curriculum, but rather be transformed into a holistic structure that permeates all science disciplines, as emphasized by Özdemir- Yılmazer (2025) and Hurd & Ormsby (2020). Systems Thinking and 4C Skills: The curriculum should be enriched with systems thinking tasks to enable candidates to analyze the interaction between economic and environmental systems. Furthermore, "4C" skills (Communication, Collaboration, Critical Thinking, Creativity) (González-Salamanca et al., 2020) should be placed at the center of teacher training. Systems-Oriented Pedagogical Scaffolding: Following the recommendations of Peretz (2025), teacher training should move beyond one-time activities toward sustained integration of conceptual modelling and visual representations, such as causal-loop diagrams or DPSIR frameworks. These tools allow candidates to externalise their mental models and confront cognitive biases that simplify complex sustainability issues. Furthermore, providing teachers with ready-to-use frameworks and rubrics is essential to reducing the implementation burden and bridging the identified 'knowledge-action gap'. Economic Sustainability Literacy: For the economic dimension, which is the weakest area for candidates, "sustainable production and consumption" themed modules should be added from the first years of university education to create a "multiplying effect," as suggested by Vega-Cervera and Gallardo-Vazquez (2024). Action-Oriented Education and Self-Efficacy: To enable candidates to move from 'knowing to doing,' action competencies should be developed through community service applications and project-based learning (Sass et al., 2022; Baena-Morales et al., 2023). Technological and Artificial Intelligence Integration: In line with the TALIS 2024 vision (OECD, 2025) and the work of Kayaalp et al. (2025), candidates should be equipped with the skills to utilize AI-supported educational technologies to address and teach complex sustainability issues. Sustainable Lifestyle Role Modeling: In light of Özdemir-Yılmazer's (2025) findings, training programs should incorporate an awareness process that not only transforms the professional knowledge of candidates but also their personal life choices, such as sustainable consumption habits, to ensure they serve as authentic role models.

  Keywords: candidates sustainability economic skills sustainable systems education thinking training action service science teachers process dimension