Linking Curriculum Implementation To School SDG: A Systematic Review

Abstract

Objective: The  research  aims to explore how recent changes in curriculum implementation have affected school SDG, and what future research directions this area will pursue.   Method: The review painstakingly combed through six databases using the PRISMA approach, finding and evaluating 61 pertinent papers. With the initial support of Leximancer, iterative content analysis brought to light important themes including curriculum, students, and education, highlighting their crucial roles in forming sustainable educational practices.   Results and Discussion: The results show that post-2020 research production is going to increase due to increasing emphasis on education and commitments to global sustainability. However, issues still exist, such as the paucity of longitudinal research and the predominance of geographic biases originating from Europe and Asia. To improve the robustness and application of findings, future research should concentrate on longitudinal studies, interdisciplinary approaches, stakeholder participation, and creative methodologies.   Research Implications: In an effort to clarify its complex effects, this systematic literature review (SLR) examines the complex link that has developed over the course of a decade between curriculum implementation and school sustainability.   Originality/Value: The study highlights how curriculum leadership can have a transformative impact on the global promotion of sustainable education practices, and it advocates for deliberate interventions to support resilient educational systems that are in line with sustainability objectives and quality education.