Sustainable development education in the context of the 2030 Agenda for sustainable development

Shulla, K, Leal Filho, W, Lardjane, S, Sommer, JH and Borgemeister, C (2020) Sustainable development education in the context of the 2030 Agenda for sustainable development. International Journal of Sustainable Development and World Ecology, 27 (5). pp. 458-468. ISSN 1350-4509

Preview

Accepted Version Available under License In Copyright. Download (617kB) | Preview

Abstract

© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group. Education for Sustainable Development (ESD) is a concept that evolves in line with emerging sustainability issues. In the 2030 Agenda for Sustainable Development, ESD is embraced in Goal 4, Target 4.7, and reflected in other Goals and Targets. The approach towards the 2030 Agenda is important, not only because of the crucial role that education will play in the implementation of the Goals, but also in increasing its impact by orienting towards the emerging sustainability challenges. Therefore, there is a high demand for research to better understand ESD interactions with the 2030 Agenda framework in specific contexts. This study addresses the implications of Target 4.7 on the 17 Sustainable Development Goals, in the context of the Regional Centres of Expertise on Education for Sustainable Development as global multi-stakeholder networks. It analyses the interaction of Target 4.7 with other Goals and Targets, in order to identify the strongest connections amongst thematic sustainability issues. The findings revealed through statistical analyses and a comprehensive literature review, that the prevailing components of ESD are strongly interconnected with Goals 2, 3, 4, 7, 11, 12, 13, 15. Thus reinforcing that the multidimensional aspects of ESD in relation to the SDGs are stronger regarding the current complex issues such as, education, climate, energy, sustainable cities, natural habitat, consumption and production. Although the nature of multi-stakeholder networks allows for diverse approaches of ESD towards the 2030 Agenda, the study indicates the importance of partnership and informal learning for reflection of global sustainability issues in regional platforms.