Report on Inclusion-Oriented Education for Sustainable Development (ESD) in Formal Education

Introduction

Education for Sustainable Development (ESD) and Inclusive Education have traditionally been treated as separate pedagogical approaches. However, the integration of inclusion-oriented ESD, particularly focusing on learners with special needs, remains an emerging field. This report presents findings from a scoping literature review that explores how inclusion-oriented ESD is addressed in peer-reviewed journals, with an emphasis on school-related education and Sustainable Development Goals (SDGs).

Methodology

1. Conducted a scoping literature review focusing on inclusion-oriented ESD in formal education settings.
2. Limited the review to articles published in English and German, primarily reflecting European contexts.
3. Analyzed 20 peer-reviewed articles using quantitative and qualitative content analysis with MAXQDA software.

Key Findings

• Emerging Research Area: Inclusion-oriented ESD is a nascent but insufficiently explored research domain.
• Normative Connections: Most studies emphasize the ethical principles shared by ESD and Inclusive Education, such as empowerment and social justice, aligning with SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities).
• Lack of Practical Implementation: Concrete examples and actionable guidance for implementing inclusion-oriented ESD are largely absent.
• Focus on Learners with Disabilities: Limited studies address the specific needs of learners with disabilities, highlighting the importance of structured learning environments and educator competencies, supporting SDG 3 (Good Health and Well-being) and SDG 8 (Decent Work and Economic Growth).

Implications for Sustainable Development Goals (SDGs)

• SDG 4 – Quality Education: Promoting inclusive and equitable quality education through integration of inclusion-oriented ESD.
• SDG 10 – Reduced Inequalities: Addressing social justice and empowerment for learners with special needs.
• SDG 16 – Peace, Justice, and Strong Institutions: Encouraging inclusive school cultures and institutional support structures.
• SDG 17 – Partnerships for the Goals: Highlighting the need for collaboration among educators, institutions, and policymakers to develop comprehensive inclusion-oriented ESD frameworks.

Recommendations

1. Develop comprehensive pedagogical frameworks that integrate inclusion-oriented ESD into formal education.
2. Establish institutional support structures to facilitate inclusive learning environments.
3. Foster an inclusive school culture that embraces diversity and promotes social justice.
4. Enhance professional competencies of educators to address the needs of learners with disabilities effectively.
5. Encourage further research to provide actionable guidance and practical examples for implementation.

Conclusion

The review concludes that a holistic approach to inclusion-oriented Education for Sustainable Development is urgently required. This approach should integrate pedagogical frameworks, institutional support, and inclusive school cultures to advance the Sustainable Development Goals, particularly those related to quality education, reduced inequalities, and social justice.

Article Information

• Authors: Katarina Roncevic and Rieckmann
• Affiliation: University of Vechta, Vechta, Lower Saxony, Germany
• Journal: Frontiers in Education, Section Leadership in Education
• Volume: 10, 2025
• DOI: 10.3389/feduc.2025.1593060
• Keywords: Inclusive education, Education for sustainable development (ESD), diversity, Disability, inclusion-oriented ESD, Scoping literature review
• Received: 13 March 2025
• Accepted: 26 June 2025
• License: Creative Commons Attribution License (CC BY)

1. Sustainable Development Goals (SDGs) Addressed in the Article

1. SDG 4: Quality Education
   • The article focuses on Education for Sustainable Development (ESD) and Inclusive Education, highlighting the need for inclusive, equitable, and quality education for all learners, including those with special needs.
2. SDG 10: Reduced Inequalities
   • The emphasis on inclusion-oriented ESD and addressing the needs of learners with disabilities connects to reducing inequalities within education systems.
3. SDG 16: Peace, Justice, and Strong Institutions
   • The article underscores ethical principles such as empowerment and social justice, which relate to fostering inclusive institutions and promoting peaceful, just societies.

2. Specific Targets Under the Identified SDGs

1. SDG 4 Targets
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations, including persons with disabilities.
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development, including through education for sustainable development and sustainable lifestyles.
2. SDG 10 Targets
   • Target 10.2: Empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.
3. SDG 16 Targets
   • Target 16.7: Ensure responsive, inclusive, participatory, and representative decision-making at all levels.

3. Indicators Mentioned or Implied in the Article

1. Indicators Related to SDG 4
   • 4.5.1: Parity indices (e.g., gender, disability) for all education levels.
   • 4.7.1: Extent to which education for sustainable development and global citizenship education are mainstreamed at all levels.
   • Indicators measuring the inclusion of learners with special needs in formal education settings.
   • Measures of professional competencies of educators in inclusion-oriented ESD.
2. Indicators Related to SDG 10
   • Indicators measuring the social and educational inclusion of persons with disabilities.
3. Indicators Related to SDG 16
   • Indicators assessing the inclusiveness and participation in educational decision-making and school culture.

4. Table of SDGs, Targets, and Indicators

Source: frontiersin.org