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Mapping the Landscape and Structure of Research on Education for Sustainable Development: A Bibliometric Review

Sustainability, 2020-03, Vol.12 (5), p.1947 [Peer Reviewed Journal]

2020. This work is licensed under http://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2071-1050 ;EISSN: 2071-1050 ;DOI: 10.3390/su12051947

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  • Title:
    Mapping the Landscape and Structure of Research on Education for Sustainable Development: A Bibliometric Review
  • Author: Hallinger, Philip ; Nguyen, Vien-Thong
  • Subjects: Bibliographic records ; Bibliometrics ; Citation analysis ; Citizenship ; Cocitation ; Education ; Empirical analysis ; English language ; Environmental education ; Geographical distribution ; Higher education ; Knowledge ; Knowledge base ; Learning ; Mapping ; Quality of education ; Reviews ; Schools ; Science ; Sustainable development ; Teaching ; Trends
  • Is Part Of: Sustainability, 2020-03, Vol.12 (5), p.1947
  • Description: This systematic review of research used science mapping as a means of analyzing the knowledge base on education for sustainable development (ESD) in K-12 schooling. The review documented the size, growth trajectory and geographic distribution of this literature, identified high impact scholars and documents, and visualized the “intellectual structure” of the field. The database examined in this review consisted of 1842 English language, Scopus-indexed documents published between 1990 and 2018. The review found that the knowledge base on ESD has grown dramatically over the past 30 years, with a rapidly accelerating rate of publication in the past decade. Although the field has been dominated by scholarship from Anglo-American_European nations, there is evidence of increasing geographic diversification of the ESD knowledge base over the past 15 years. Citation analyses identified authors who have had a significant influence on the development of this literature. Author co-citation analysis revealed three “schools of thought” that comprise the “intellectual structure” of this knowledge base: Education for Sustainable Development, Developing a Sustainability Mindset, Teaching and Learning for Sustainability. Document content analyses led to the conclusion that the current knowledge base is heavily weighted towards critical, descriptive and prescriptive papers, with an insufficient body of analytical empirical studies. Several recommendations are offered for strengthening this literature.
  • Publisher: Basel: MDPI AG
  • Language: English
  • Identifier: ISSN: 2071-1050
    EISSN: 2071-1050
    DOI: 10.3390/su12051947
  • Source: Geneva Foundation Free Medical Journals at publisher websites
    ROAD: Directory of Open Access Scholarly Resources
    ProQuest Central
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