Education for sustainable development (ESD) has gained significance in response to global challenges, including climate change, inequality and resource depletion. This study systematically reviewed published definitions of ESD in educational contexts in order to identify shared characteristics and conceptual divergences. Using the Preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, the authors identified relevant literature published from 2020 onwards through searches in the Education Resources Information Center (ERIC) and Web of Science (WoS) databases and the Google Scholar search engine. Based on the search results, they identified ten definitions, which they synthesised into four meta-themes: (1) transformative learning and learner agency; (2) holistic sustainability and systems/complexity framing; (3) competency and objectives as definitional core; and (4) contextual and pluralistic positioning. These themes reflect the multidimensional nature of ESD and its alignment with Target 4.7 of the United Nations 2030 Agenda for Sustainable Development. The findings highlight the ongoing need for conceptual clarity to ensure that the meaning of ESD is universally understood when used in research, policy and educational practice.
This study examines the extent of digital provision of adult education and training (AET) across 30 European countries, drawing on data from the 2022–2023 Adult Education Survey. It investigates both formal education (FED) and non-formal education and training (NFE), evaluating the prevalence of fully online and blended delivery models. The findings indicate that digital formats now account for 58 per cent of FED and 46 per cent of NFE participation, with blended learning prevailing in FED, while fully online provision is more widespread in NFE. The analysis reveals significant cross-national variation that existing typologies of adult learning systems do not adequately capture. Through cluster analyses, the study identifies distinct national patterns in participation in both digitally provided FED and NFE. These results underscore the need to revise prevailing typologies of adult learning systems to reflect emerging digital dimensions.
This article explores the potential of a decolonised learning city model to enhance climate resilience and environmental justice in Sanandaj, Iran. Traditional approaches often neglect the intersection of climate action and decolonisation, perpetuating systemic inequities. In response, the study presented here used a multi-stakeholder approach, drawing upon postcolonial and critical race theories. The research investigated how university–city partnerships can leverage diverse resources to foster climate resilience and environmental justice by integrating rich Kurdish Indigenous knowledge systems. Employing mixed methods (a literature review, policy analysis, participatory action research, community mapping and oral history interviews), the study highlights the vital role of Indigenous knowledge and the need for collaborative governance, policy reforms and educational initiatives that promote decolonised pedagogies. While contextualised in the city of Sanandaj, the findings offer valuable implications for creating truly just and resilient urban environments globally.
