Global research trends in integrating education for sustainable development into school curricula: A bibliometric analysis (2015–2024)

Abstract

Education for Sustainable Development (ESD) has become a global priority for promoting environmental, social, and economic sustainability through formal education. However, the pattern of global research output on ESD integration into the school curriculum has remained uneven, with concerns about limited research from developing countries and Africa. This study presents a bibliometric analysis of global research trends on ESD integration from 2015 to 2025. The study adopts a qualitative bibliometric analysis approach, collecting data from the Web of Science (WoS) database due to its high quality and extensive coverage. Articles published between 2015 and 2025 were considered for the study. The analysis reveals an upward trend in ESD publications globally, with a sharp rise from 2019. Research output on ESD is dominated by developing countries, especially the USA, with 315 articles; China, with 229 articles; the UK, with 210 articles; and Australia, with 176 articles. Institutional productivity is also concentrated in the global north, led by Manchester Metropolitan University, the University of California system, and major Australian universities. The most productive journal is Sustainability, which accounts for over 50 percent of the total output. Findings indicate a significant regional disparity in ESD research, with African countries showing lower production output, weak international collaboration, and limited citation impact. Strengthening research capacity, expanding cross-continental collaborations, and improving access to high-impact publication platforms are essential for advancing equitable global engagement in ESD scholarship.