Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school o

The gap

Consensus across the literature

Supporting evidence — 4 representative gaps

• Digital Pathways to Sustainable Education: A Qualitative Analysis of ICT Integration in Teaching and Learning (2026) · doi

  Although the study provides valuable insights into the integration of Information and Communication Technology (ICT) in Education for Sustainable Development (ESD), certain limitations should be acknowledged. Firstly, the research is primarily based on secondary sources of data, including books, academic journals, and reports published by organizations such as UNESCO. As a result, it does not incorporate primary data collected through field surveys, interviews, or direct classroom observations. Secondly, the study mainly emphasizes conceptual and analytical perspectives rather than conducting large-scale empirical investigations across diverse educational institutions. Consequently, the findings may not fully reflect the practical implementation of ICT in ESD in all educational contexts. Finally, the scope of the study is broad and focuses on general trends in ICT-enabled education, without concentrating on any specific region, institution, or level of education. Despite these limitations, the study provides meaningful insights into the role of ICT in promoting sustainable education and highlights its relevance in addressing contemporary educational challenges.

  Keywords: education educational provides insights sustainable limitations valuable integration information communication technology development certain acknowledged firstly
• ESD implementation at the school organisation level, part 1 – investigating the quality criteria guiding school leaders’ work at recognized ESD schools (2016) · doi

  Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school organisation level that provide information on how quality in education contributes to ESD implementation.

  Keywords: education implementation sustainable development tends focus primarily student teacher outcomes there leadership practices school organisation
• Problem-Based Learning and Engineering Education for Sustainability (2024) · doi

  Although PBL proposes an innovative form of education, its implementation in education for sustainability has not been fully explored to its full potential, especially concerning the development of sustainability skills, transformative and holistic education, but rather as a form of content-based assessment.

  Keywords: education form sustainability proposes innovative implementation fully explored full potential especially concerning development skills transformative
• 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