Sustainability Literacy In Education: A Bibliometric Review And Systematic Analysis Of Highly Cited Studies
Keywords:
sustainability literacy, education, SDGs, ESDAbstract
Sustainability literacy has become an essential educational priority for preparing learners to address complex environmental, social, and economic challenges. Despite growing research interest, the intellectual development and major research contributions in this field remain insufficiently synthesized. This study aimed to map the global research landscape of sustainability literacy in education through a bibliometric analysis complemented by a systematic review of highly cited studies. Bibliographic data were retrieved from the Scopus database using the search query TITLE-ABS-KEY ("sustainability literacy" AND "education") for publications from 2016 to 2026. Following the PRISMA 2020 screening process, 172 articles were analyzed using Bibliometrix (Biblioshiny), VOSviewer, and Microsoft Excel. The findings reveal a steady increase in publication output, peaking in 2025, with the United States, the United Kingdom, and China as the leading contributors. International Journal of Sustainability in Higher Education and Sustainability were the leading publication sources, while Mokos Melita was the most productive author. Research has shifted from foundational sustainability literacy toward the Sustainable Development Goals, competency development, and innovative pedagogical approaches. The systematic review identified four major themes: sustainability literacy assessment, knowledge and behavior gaps, competency-based education, and pedagogical innovation. These findings provide a comprehensive understanding of the field's evolution and offer valuable directions for future research, educational practice, and policy development.
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Copyright (c) 2026 Rahmat Baharuddin, Faruq Haroky , Umi Sumiati As , Fatwa Haryani Riano, Sonya Trikandi, Rizqi Nur Rachmawati
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