Journal of Education for Sustainable Development Studies
type: channel
description: Journal of Education for Sustainable Development Studies
publisher: Scientia Publica Media
language: en
publication name: Journal of Education for Sustainable Development Studies
issn: 3048-2259
items: From Stated Knowledge to Certainty of Thought: A Study on Four-Level Tests in Mathematics Teaching
items: Making Green Schools a Reality through Economically Sustainable Strategies
items: Effectiveness of the Structured Teaching Programme on Water Conservation Methods among School Children at a Selected Private School, Coimbatore
items: Evaluating the Balance between Quality and Quantity in Secondary Education in Tanzania: Challenges and Opportunities
items: Holistic Education: A Catalyst for Actualizing Sustainable Development Goals in Primary School Curricula
items: Toward a Sustainable Future: Islamic Education Strategies to Cultivate Moral and Ethical Muslim Youth at ICC Muar Johor, Malaysia
items: The Impact of Digital Platforms on Moral Values: Investigating Opportunities and Challenges among Freshmen at UMYU Katsina
items: Enhancing Science Literacy in Secondary School Physics: A Systematic Review of Multimedia Integration Strategies and Resources
items: Science Curriculum Analysis in Terms of Sustainable Development Goals in Jordan
items: Towards Greening the Higher Education Curricular for Sustainable Development: The Zimbabwe Context
items: Women Criminality and Education for Sustainable Development: A Study of Abraka Kingdom
items: https://spm-online.com/jesds/index.php/journal/article/view/18
items: Education for Sustainable Development (ESD) and Global Citizenship for India
items: Greening the Campus: Strategies for Sustainable Transformation in Higher Education
items: Addressing Students’ Challenges in Acquiring Trigonometric Function Concepts: A Didactic Approach to Education for Sustainable Development
items: STEM Knowledge Awareness among Higher Secondary School Students
items: Preservice Teacher Perceptions of School Field Introduction Program for Achieving Sustainability in Education: A Survey at Universitas Ahmad Dahlan
items: Perceived Influence of Child Labour on Learning Performance of Junior Secondary School Students in Rivers State for Sustainable Educational Development in Nigeria
items: Inclusivity and Sustainable Development: A Case for Zimbabwe Higher Education Towards the Universal Design University
items: Fostering Global Citizenship through ESD in Higher Education: A Study of International Student Mobility and Sustainability Awareness
items: Sustainability in Science Education: A Bibliometric Analysis during 2000–2022
items: Global Trends Research and Application of Green Chemistry and Education: A Bibliometric Analysis (1994–2023)
items: The Influence of Green Chemistry Activities on Students’ Environmental Care Attitudes
items: Bibliometric Analysis of Sustainability in Science Education
items: Green Chemistry in Education: A Bibliometric Study and Research Trends (2002–2022)

From Stated Knowledge to Certainty of Thought: A Study on Four-Level Tests in Mathematics Teaching
type: item
description: Traditional approaches to assessment in mathematics are often limited to measuring final results, without providing sufficient insight into students’ cognitive processes and confidence in their answers. The Four-Tier Diagnostic Test (FTDT) represents an innovative assessment instrument designed to evaluate not only the correctness of knowledge but also students’ confidence levels, reasoning accuracy, and ability to distinguish between accurate understanding and misconceptions. This study aims to analyze the application of FTDT in mathematics teaching, focusing on identifying conceptual difficulties and the structure of students’ beliefs regarding their knowledge. The research was conducted with 70 lower secondary school students from “Heronjtë e Lumës” in Vërmica, Prizren, Kosovo, through a specially designed diagnostic instrument covering topics such as algebra, geometry, probability, and statistics. Data were analyzed using descriptive and inferential statistics, including Chi-square, Pearson correlation, and t-tests, supported by qualitative analysis of reasoning patterns. The results revealed that the FTDT enables a precise distinction between errors caused by lack of knowledge, uncertainty of thought, and persistent misconceptions. Students were classified into three cognitive profiles: those with stable knowledge, those with unstable knowledge, and those with strong misconceptions. A significant positive correlation (r = .66, p < .001) was found between confidence in answers and reasoning, confirming that confidence is a reliable indicator of conceptual stability. The findings demonstrate that FTDT serves as a valuable diagnostic and pedagogical tool for mathematics teachers, supporting the design of personalized teaching strategies and targeted interventions. This study contributes to the growing body of research emphasizing diagnostic assessment as a cornerstone for improving the quality and sustainability of mathematics education. Ultimately, the ability to…
subject: Articles
  topic: section
subject: Four-Level Diagnostic Test
  topic: keywords
subject: Mathematics
  topic: keywords
subject: Conceptual Misunderstandings
  topic: keywords
subject: Confidence in Thought
  topic: keywords
subject: Sustainability
  topic: keywords
subject: Student Assessment
  topic: keywords
creator: Senad Orhani
rights: Copyright (c) 2025 Senad Orhani https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-01
publication date: 2025-12-01
starting page: 156
ending page: 174
doi: 10.70232/jesds.v2i2.53

Making Green Schools a Reality through Economically Sustainable Strategies
type: item
description: The imperative to “learn to live sustainably” is widely recognized, yet environmental concerns remain marginal within mainstream educational systems across the globe. Education, as identified by UNESCO, is both a foundational pillar of sustainable development and its principal enabler, capable of shaping attitudes and competencies necessary for effective climate action and resource management (UNESCO, 2024). Green Schools exemplify this integration by employing a whole-institution approach to embed sustainability within teaching, operations, governance, and community engagement, empowering learners and all school stakeholders to address complex social, economic, and environmental challenges. This study aims to guide policymakers, school administrators, and education managers in adopting economically sustainable strategies for the realization of Green Schools. The research employed a qualitative methodology, combining systematic literature review of academic publications, policy reports, and institutional case studies discussing the environmental, social, and economic dimensions of sustainable schooling. To enhance contextual relevance, the study also incorporated case studies of schools in India that have successfully implemented green initiatives, using semi-structured interviews and surveys with administrators, teachers, and students to capture firsthand experiences and perceptions. Key findings indicate that the sustainable transformation of schools is facilitated by four core strategies: developing multi-sector partnerships, reinvesting operational cost savings, leveraging strengths-based models to integrate sustainability across disciplines, and employing cost-effective technologies that reduce environmental footprints while fostering financial resilience. Notably, case examples illustrate how these strategies—when adopted collectively—embed environmental responsibility throughout school governance, operations, curriculum, and community relationships. The study…
subject: Articles
  topic: section
subject: Economic Sustainability
  topic: keywords
subject: Education for Sustainable Development
  topic: keywords
subject: Green Schools
  topic: keywords
creator: Meenal Arora
rights: Copyright (c) 2025 Meenal Arora https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-01
publication date: 2025-12-01
starting page: 146
ending page: 155
doi: 10.70232/jesds.v2i2.51

Effectiveness of the Structured Teaching Programme on Water Conservation Methods among School Children at a Selected Private School, Coimbatore
type: item
description: Water conservation has emerged as a critical global concern owing to rising demand, rapid population growth, urban expansion, and climate change impacts. India is particularly vulnerable, with many regions experiencing frequent water shortages, which underscores the role of education as a key approach for sustainable resource management. Within the framework of Education for Sustainable Development (ESD), it is essential to equip young learners with environmental knowledge, positive attitudes, and practical skills that foster responsible behaviours. The present study was undertaken to examine the effectiveness of a structured teaching programme (STP) on water conservation among school children. A pre-experimental one-group pre-test and post-test research design was employed with 100 students aged 14–16 years, purposively chosen from classes IX to X in a private school in Coimbatore. Data collection was carried out using a validated knowledge, attitude, and practice (KAP) tool comprising 15 multiple-choice questions to assess knowledge, 10 attitude statements, and 10 practice-related items scored on a five-point Likert scale. The intervention involved structured teaching sessions that combined interactive discussions, visual aids, and activity-based learning strategies. Statistical analysis was performed using SPSS version 26.0 with descriptive measures and paired t-tests. The findings demonstrated significant improvement across all domains. Knowledge scores rose from 7.5 to 12.8, attitude scores from 30.1 to 41.7, and practice-related awareness from 5.9 to 9.1, with all differences statistically significant at p < 0.001. Furthermore, 86% of students achieved knowledge scores above 10 after the programme, indicating effective knowledge acquisition. In summary, the study highlights that structured teaching is a valuable approach for enhancing awareness of water conservation in school settings. Embedding such interventions into the school curriculum can play an importa…
subject: Articles
  topic: section
subject: Water Conservation
  topic: keywords
subject: Structured Teaching Programme
  topic: keywords
subject: Knowledge
  topic: keywords
subject: Attitude
  topic: keywords
subject: Practice
  topic: keywords
subject: Education for Sustainable Development
  topic: keywords
subject: School Children
  topic: keywords
creator: Kavitha Vadamalraj
creator: Fairoj Banu Abdullah
creator: Gokila Devi Pandiyaraj
creator: Goutham Prasad
creator: Helna Rose Sabu
creator: Irene Sara Peter
rights: Copyright (c) 2025 Kavitha Vadamalraj, Fairoj Banu Abdullah, Gokila Devi Pandiyaraj, Goutham Prasad, Helna Rose Sabu, Irene Sara Peter https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-01
publication date: 2025-12-01
starting page: 140
ending page: 145
doi: 10.70232/jesds.v2i2.48

Evaluating the Balance between Quality and Quantity in Secondary Education in Tanzania: Challenges and Opportunities
type: item
description: Tanzania has expanded secondary education access over the past two decades through initiatives like the Secondary Education Development Program and Free Education Policy. While these reforms have significantly increased enrollment, concerns about educational quality persist. This study investigates how rapid enrollment growth has affected the quality of secondary education in Tanzania, particularly focusing on disparities in learning outcomes, teacher distribution, and infrastructure. A mixed-methods design was employed, combining quantitative analysis of government statistics (2015–2023) with qualitative data from interviews and focus group discussions in both urban and rural schools. Quantitative data assessed trends in enrollment, teacher-pupil ratios, and academic performance, while qualitative insights explored experiences of students, teachers, and administrators. Enrollment rose by over 50% between 2015 and 2023. However, this expansion coincided with overcrowded classrooms, underqualified teachers, and limited resources. Teacher deployment and learning outcomes remained uneven across regions. Participants highlighted systemic challenges, including a lack of functional laboratories, insufficient materials, and poor infrastructure. Despite these issues, emerging opportunities include ICT integration, community engagement, donor support, and reforms in the Education and Training Policy. Tanzania’s focus on universal access must be matched by targeted efforts to enhance quality. Key recommendations include investing in teacher training, infrastructure development, equitable resource allocation, digital learning, and accountability mechanisms. Achieving Sustainable Development Goal 4 requires a strategic balance between quantity and quality to ensure inclusive, equitable, and transformative education for all.
subject: Articles
  topic: section
subject: Secondary Education
  topic: keywords
subject: Quality
  topic: keywords
subject: Access
  topic: keywords
subject: Tanzania
  topic: keywords
subject: Educational Policy
  topic: keywords
subject: SDG 4
  topic: keywords
subject: Equity
  topic: keywords
creator: Peter Mduwile
creator: Dulumoni Goswami
creator: Didymus Ibrahim
creator: Janeth Lufunga
creator: Niharika Baruah
rights: Copyright (c) 2025 Peter Mduwile, Dulumoni Goswami, Didymus Ibrahim, Janeth Lufunga, Niharika Baruah https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-01
publication date: 2025-12-01
starting page: 131
ending page: 139
doi: 10.70232/jesds.v2i2.43

Holistic Education: A Catalyst for Actualizing Sustainable Development Goals in Primary School Curricula
type: item
description: Education begins the day a child is born to the time of death. Inculcating the right attitude and perception about sustaining development goals (SDGs) should start in earnest, immediately after a child is born. Primary education is crucial to achieving SDGs and serves as the bedrock that determines the sustainability of other levels of education. Holistic education at the primary level is an indispensable factor that can help implement and achieve all 17 sustainable development agenda. This paper: i) enumerates the benefits of teaching SDGs at primary level of education, ii) reveals the constraints bedeviling the actualization of SDGs at the primary level of education, iii) demystifies the integration and application of holistic pedagogy in teaching and learning of sustainability in lesson content, iv) introduces holistic strategies as effective means of teaching SDGs (1, 2, 3, 5, 6, 13, 14, 15, and 16), v) explains how and why holistic education is a lynch pin to the actualization of SDGs, vi) shows how to incorporate informal education into formal education in primary schools for sustainable development, and vii) presents language mix as a viable means to achieving SDGs. The paper concludes that to meet the 2030 SDGs agenda, primary education needs to prioritize: acquisition of sustainable development (SD) contents in classrooms; learning of SD-related skills; application of SDGs to life situations; inculcation of values and right attitudes towards SDGs; and utilization of learner-centred techniques in teaching and learning of SD topics. It was recommended that primary school teachers should expose pupils to holistic education that covers philosophical, social, environmental, economic, and emotional aspects, and pedagogical practices, rather than solely prioritizing the academic aspect for examination purposes.
subject: Articles
  topic: section
subject: Curriculum
  topic: keywords
subject: Education for Sustainable Development (ESD)
  topic: keywords
subject: Holistic Education
  topic: keywords
subject: Language Mix
  topic: keywords
subject: Primary Education
  topic: keywords
subject: Sustainable Development Goals (SDGs)
  topic: keywords
creator: Folasade Esther Jimola
creator: Graceful Onovughe Ofodu
rights: Copyright (c) 2025 Folasade Esther Jimola, Graceful Onovughe Ofodu https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-01
publication date: 2025-12-01
starting page: 111
ending page: 130
doi: 10.70232/jesds.v2i2.40

Toward a Sustainable Future: Islamic Education Strategies to Cultivate Moral and Ethical Muslim Youth at ICC Muar Johor, Malaysia
type: item
description: Moral education plays a vital role in shaping students’ character and personality, guiding them to become individuals with noble character, a strong sense of responsibility, and high social awareness. The Indonesian Community Center (ICC) Muar, located in Johor, Malaysia, serves as an educational institution for children of Indonesian migrant workers at the elementary level. It holds a significant responsibility in embedding moral values through effective and sustainable learning strategies tailored to the unique needs of its students. This study aims to explore the strategies employed in Islamic education at ICC Muar in fostering a morally grounded Muslim generation. A descriptive qualitative research design was adopted, utilizing observation, interviews, and documentation as the primary data collection techniques. The findings reveal that ICC Muar integrates several key strategies in its moral education efforts: modeling by teachers who serve as moral exemplars, active and participatory learning methods, the use of interactive learning media, and the incorporation of religious and social activities that emphasize direct practice and application. These strategies contribute not only to students’ increased religious understanding but also to the internalization of moral behaviors in daily life, such as discipline, empathy, and social responsibility. The learning approach at ICC Muar is deeply rooted in Islamic values, creating a holistic and supportive educational environment. As a result, the institution successfully nurtures a generation of students who are not only intellectually capable but also possess strong moral integrity and spiritual depth, aligning with the broader goals of Islamic moral education.
subject: Articles
  topic: section
subject: Islamic Education
  topic: keywords
subject: ICC Muar
  topic: keywords
subject: Learning Strategies
  topic: keywords
subject: Moral Education
  topic: keywords
creator: Anip Dwi Saputro
creator: Devid Dwi Erwahyudin
creator: Lasmi Lasmi
creator: Sudarmadi Sudarmadi
rights: Copyright (c) 2025 Anip Dwi Saputro, Devid Dwi Erwahyudin, Lasmi Lasmi, Sudarmadi Sudarmadi https://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-02
publication date: 2025-06-02
starting page: 92
ending page: 102
doi: 10.70232/jesds.v2i1.38

The Impact of Digital Platforms on Moral Values: Investigating Opportunities and Challenges among Freshmen at UMYU Katsina
type: item
description: The use of digital platforms by freshmen in the Department of Science and Vocational Education at Umaru Musa Yar’adua University (UMYU), Katsina, regarding their moral convictions is examined in this study. A survey was completed by 200 freshmen chosen using simple random technique as part of a quantitative research approach. Through the questionnaire, data was collected regarding digital platforms use, its benefits and drawbacks, and its purported impact on moral values. A reliability test of the questionnaire was conducted using 30 respondents from a different department, yielding a Cronbach’s alpha of 0.85. Descriptive statistics like mean and standard deviation were used in the data analysis. Additionally, Spearman’s rank-order correlation was used to establish the link between digital platforms use and moral values. The results demonstrate that digital platforms significantly improve students’ communication skills, social relationships, and access to educational resources. However, there are also disadvantages, such as missed time, exposure to explicit material, and addiction, which may affect students’ moral conduct. It has been discovered that there is a moderately positive correlation between moral values and digital platforms use (r = 0.401, p = 0.001), indicating that changes in moral behavior are associated with increased digital platforms use. The poll has raised issues with cyberbullying, cybercrime, health issues, and the financial consequences of digital platforms use. Despite these challenges, respondents acknowledged the potential of digital platforms to foster empathy and raise environmental awareness. Given these results, the study suggests the establishment of digital literacy initiatives, digital platforms risk awareness campaigns, and tactics to encourage the utilization of digital platforms that is balanced in order to reduce its drawbacks and maximize its benefits.
subject: Articles
  topic: section
subject: Digital Platforms
  topic: keywords
subject: Social Media
  topic: keywords
subject: Moral Values
  topic: keywords
subject: Freshmen (First-Year Students)
  topic: keywords
subject: UMYU
  topic: keywords
creator: Fatima Atiku
creator: Nasir Abba Yusuf
rights: Copyright (c) 2025 Fatima Atiku, Nasir Abba Yusuf https://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-02
publication date: 2025-06-02
starting page: 82
ending page: 91
doi: 10.70232/jesds.v2i1.29

Enhancing Science Literacy in Secondary School Physics: A Systematic Review of Multimedia Integration Strategies and Resources
type: item
description: Empirical research shows that multimedia can be used to enhance science literacy through developing high-level cognitive skills such as problem-solving, hypothesis testing, decision making, self-reflection, and critical and creative thinking among students. This is a systematic review that aimed at exploring the common instructional designs and resources used when integrating multimedia in secondary school physics teaching, to enhance science literacy. The review involved a critical search of relevant studies from three scientific databases, including Dimension, EBSCOHOST, and Scopus. Manual search was also involved in the study. The search was limited to research articles published between January 2020 and May 2024. 1121 publications were identified by literature search. 243 publications were screened, whereby 66 of them were sought for retrieval. 27 publications were assessed as eligible for the study. Finally, 7 publications were found most relevant for inclusion in the study. The review found out that the instructional designs employed include: integration of virtual laboratories with traditional demonstration methods; integration of PBL with e-learning tools; integration of inquiry-based instruction with virtual simulations; integration of traditional methods with simulations; and integration of traditional lab, virtual lab, and simulations. Apart from desktop computers and projectors which have been noted to have been included in the studies, also multimedia tools like virtual laboratories, simulation software, and interactive multimedia applications have been identified. Therefore, in order to enhance science literacy in physics teaching, multimedia needs to be integrated with actual practical works to bridge the gap between theory and practice. Additionally, integrating multimedia learning with innovative pedagogies such as project-based learning (PBL) and inquiry-based instruction is effective for developing science literacy. Finally, it is important to inc…
subject: Articles
  topic: section
subject: Instructional Design
  topic: keywords
subject: Physics Education
  topic: keywords
subject: Multimedia Integration
  topic: keywords
subject: Science Literacy
  topic: keywords
subject: Science Education
  topic: keywords
subject: Educational Technology
  topic: keywords
creator: Christer Burchard
creator: Festo Nguru
creator: Fortunata Kapacy Pembe
rights: Copyright (c) 2025 Christer Burchard, Festo Nguru, Fortunata Kapacy Pembe https://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-02
publication date: 2025-06-02
starting page: 71
ending page: 81
doi: 10.70232/jesds.v2i1.26

Science Curriculum Analysis in Terms of Sustainable Development Goals in Jordan
type: item
description: This study investigates the integration of Sustainable Development Goals (SDGs) within the science curriculum for grades one through eight, examining the extent to which social, ecological, and economic dimensions of sustainability are represented. Employing a descriptive qualitative approach, the research utilizes content analysis as its primary methodology. A specifically designed content analysis card served as the instrument to systematically analyze the science curricula for each grade level. The analysis revealed a significant gap in SDG inclusion, with 43 out of the 96 recognized SDGs entirely absent from the curriculum. Furthermore, the study’s findings highlight a strong emphasis on the environmental dimension of sustainable development. This dimension dominated the curriculum content related to SDGs, registering a frequency of 765 instances and accounting for 39.11% of all SDG-related content. While environmental sustainability was clearly prioritized, social and economic aspects of the SDGs received considerably less attention. In terms of grade-level distribution, the sixth-grade science curriculum demonstrated the highest degree of SDG integration, featuring 642 instances of SDG inclusion, representing 32.82% of the total. Conversely, the eighth-grade science curriculum exhibited the lowest level of SDG incorporation, with only 70 instances (3.58%). This disparity across grade levels suggests inconsistencies in the curriculum’s approach to sustainable development education. Based on these findings, the study proposes a series of recommendations aimed at enhancing the integration of all three dimensions of sustainable development (social, ecological, and economic) across all grade levels within the science curriculum. These recommendations seek to address the identified gaps and promote a more comprehensive and balanced approach to sustainability education, ensuring that students develop a holistic understanding of the SDGs and their interconnectedness. …
subject: Articles
  topic: section
subject: Content Analysis
  topic: keywords
subject: Science Curriculum
  topic: keywords
subject: Sustainable Development Goals
  topic: keywords
creator: Khitam Altawalbeh
creator: Hadi Tawalbeh
rights: Copyright (c) 2025 Khitam Altawalbeh, Hadi Tawalbeh https://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-02
publication date: 2025-06-02
starting page: 53
ending page: 70
doi: 10.70232/jesds.v2i1.25

Towards Greening the Higher Education Curricular for Sustainable Development: The Zimbabwe Context
type: item
description: Planet Earth is grappling with the pangs of climate change and natural disasters across the globe. Humanity has to keep pace with the ever-changing socio-economic and natural challenges and plan for a sustainable future. Environment conservation is paramount for sustainability. It is against this backdrop that this study was carried out. The main thrust was to develop sustainable strategies to be employed by Higher Education Institutions (HEIs) in a bid to spearhead environment conservation and natural disaster risk management in communities for a more sustainable future. HEIs can leverage their academic muscles and modern technological tools like Artificial Intelligence (AI) and the Internet of Things (IoT) to green their curricula, pedagogies, and assessment mechanisms to produce conservation astute graduates who can generate practical knowledge-driven solutions to societal problems and generate socio-economic empowerment from the natural resources abound in Zimbabwe, leveraging on the Heritage based Education system anchored on Education 5.0 which emphasizes industrialization and innovation. The study employed the Hermeneutic Phenomenology design situated in the interpretivist paradigm and used systematic literature review, and document analysis to collect data which was thematically analysed to design a framework for greening the curricula across different learning disciplines, especially those not directly linked to environmental issues. The study also envisaged a holistic approach incorporating various stakeholders within and without education circles. Conclusions drawn include the prospect of making HEIs vehicles for change and awareness creation by effecting the curriculum development strategies suggested. Recommendations include explicitly including environmental issues in all curricula, and engaging in multi-sectoral collaboration among curriculum designers, policymakers, examination bodies, and community personnel. The second part of the research focussed…
subject: Articles
  topic: section
subject: Curriculum Development
  topic: keywords
subject: Environmental Conservation
  topic: keywords
subject: Green Curriculum
  topic: keywords
subject: Green Education
  topic: keywords
subject: Heritage-Based Education
  topic: keywords
subject: Sustainable Development
  topic: keywords
creator: Joseph Hlongwane
creator: Doris Chasokela
rights: Copyright (c) 2025 Joseph Hlongwane, Doris Chasokela https://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-02
publication date: 2025-06-02
starting page: 31
ending page: 52
doi: 10.70232/jesds.v2i1.21

Women Criminality and Education for Sustainable Development: A Study of Abraka Kingdom
type: item
description: This research investigates whether education influences women to engage in criminal activities in Abraka Kingdom for the purpose of sustainable development. It investigates whether socio-economic as well as educational factors increase women’s participation in criminal behaviour and how education can reduce crime rates and promote long-term development. This is done through interviews, surveys, analysis of secondary data. This work showed that poverty, lack of employment and limited educational access affect female involvement in criminal activities. Women with limited education are more likely to steal, deceive and sell sex to survive because of financial problems and limited options. It says education prevents issues because it gives women the skills to get jobs, start businesses and fulfill social duties. The result indicates that education and job training for women is needed to empower them and reduce their risk of criminal activity. The study highlights constraints such as limited geographical scope, reliance on self-reported information and lack of long term analysis. The research found improving women’s education is essential to reduce female criminal behaviour and promote long-term sustainable development. It suggests policy measures, community education and government support for programs promoting women’s empowerment. Continuation studies should consider other locations, use long-term research methods and examine the effects of institutional policies on female criminals. To fill these gaps society could use education to prevent crime and promote sustainable development. The study contributes to conversations about gender, crime, and education by recommending measures to promote educational and socio-economic progress of women in Nigeria and other countries.
subject: Articles
  topic: section
subject: Criminality
  topic: keywords
subject: Women Criminality
  topic: keywords
subject: Education
  topic: keywords
subject: Sustainable Development
  topic: keywords
creator: Lilian O. Itoje-Akpokiniovo
creator: Omoriwhovo Enoch. O
creator: Great Iruoghene Edo
rights: Copyright (c) 2025 Lilian O. Itoje-Akpokiniovo, Omoriwhovo Enoch. O, Great Iruoghene Edo https://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-02
publication date: 2025-06-02
starting page: 18
ending page: 30
doi: 10.70232/jesds.v2i1.20

https://spm-online.com/jesds/index.php/journal/article/view/18
type: item
title: Evaluation of Community Perception on the Adequacy of Infrastructure for the Implementation of the Physics Curriculum Using Davis Process Model among Unity Colleges in North Central Nigeria: Implications on Education for Sustainable Development
description: This study evaluated community perception on the adequacy of infrastructure for the implementation of the Physics curriculum using the Davis process model among unity colleges in North-Central Nigeria. The study employed a descriptive survey research design. Six thousand four hundred and twenty-nine (6,429) community members across all Unity colleges in North-Central Nigeria make up the study’s population Purposive sampling was employed to select Niger, Nasarawa, and the Federal Capital Territory out of the seven states in North-central, Nigeria. This is because, the states selected shares boundary and have common characteristics. A sample size of 385 community members were randomly selected from the Unity colleges in the three selected states after forming them into strata for used in the study. A researcher-developed questionnaire based on the Davis Process Model was used for data collection. It was validated by three experts. A reliability coefficient of 0.86 was found after the questionnaire underwent a trial test and the data were statistically analysed using the Cronbach Alpha Correlation Formula. Mean and standard deviation was used to answer the research question while Mann-Whitney U-Test was used to test the hypotheses The findings of the study revealed that. Community members perceived that, there is inadequacy of infrastructure for the implementation of the Physics Curriculum based on the Davis Process model. The findings of the study also discovered that, both male and female members of the community perceived that, infrastructure is inadequate for implementing the Physics Curriculum. The findings are threats to Education for Sustainable Development (ESD) this is because, the community perceived inadequacy of the available infrastructure for driving curriculum implementation It was recommended that community members should notify the government and stakeholders on the observed lapses, for immediate action to promote ESD.
subject: Articles
  topic: section
subject: Curriculum
  topic: keywords
subject: Davis-Process Model
  topic: keywords
subject: Evaluation
  topic: keywords
subject: Performance
  topic: keywords
subject: Physics
  topic: keywords
subject: Students
  topic: keywords
creator: Bayo Michael Fadipe
rights: Copyright (c) 2025 Bayo Michael Fadipe https://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-02
publication date: 2025-06-02
starting page: 103
ending page: 110
doi: 10.70232/jesds.v2i1.18

Education for Sustainable Development (ESD) and Global Citizenship for India
type: item
description: This research paper explores the pivotal role of education in advancing sustainable development goals (SDGs) through an in-depth analysis of various indices, initiatives, and frameworks utilized to monitor progress and catalyze action. Beginning with an overview of the SDGs as a global blueprint for achieving a more equitable, prosperous, and sustainable world by 2030, the paper digs deep into the involved interaction between education and sustainable development. Central to this research is the examination of tools such as the Social Progress Index (SPI) and the SDG India Index, which provide comprehensive assessments of societal progress vis-à-vis the SDGs, offering decision-makers and stakeholders valuable insights into areas of strength and areas requiring intervention. The paper spotlights India’s pioneering initiative, the SDG India Index, which tracks progress at the state level across 13 out of the 17 SDGs, demonstrating how countries adapt global frameworks to address national priorities and challenges. Emphasizing education’s transformative potential, this investigation explains how early childhood, primary, and secondary education serve as catalysts for social, economic, and environmental progress, fostering critical thinking skills and instilling values essential for addressing complex global challenges. Furthermore, the paper emphasizes the SDG India Index’s role as a catalyst for change, facilitating evidence-based policymaking, fostering accountability, and mobilizing stakeholders towards shared goals, highlighting the existing data gaps, particularly concerning Goals 12, 13, and 14, emphasizing the need for strengthened statistical systems to ensure accurate assessment and effective interventions.
subject: Articles
  topic: section
subject: Education
  topic: keywords
subject: Global Citizenship
  topic: keywords
subject: Policy-making
  topic: keywords
subject: SDG India Index
  topic: keywords
subject: Social Progress Index (SPI)
  topic: keywords
subject: Sustainability
  topic: keywords
subject: Sustainable Development Goals (SDGs)
  topic: keywords
creator: Atasi Mohanty
creator: Ashraf Alam
creator: Aashish Mohanty
rights: Copyright (c) 2024 Atasi Mohanty, Ashraf Alam, Aashish Mohanty https://creativecommons.org/licenses/by-nc/4.0
date: 2024-12-23
publication date: 2024-12-23
starting page: 134
ending page: 159
doi: 10.70232/jesds.v1i2.17

Greening the Campus: Strategies for Sustainable Transformation in Higher Education
type: item
description: This article investigates strategies for achieving sustainable transformation within higher education, specifically centered on ‘Greening the Campus.’ As environmental challenges intensify, universities are pivotal in promoting sustainable practices across their operations and educational frameworks. This study highlights successful initiatives implemented by various institutions, particularly within engineering disciplines, showcasing best practices while addressing the challenges faced and the overall effects on campus culture and community engagement. Utilising a mixed research approach, which includes a thorough literature review and case studies of universities recognised for their sustainability efforts, we identify several key strategies. The study is a case study of the electrical and mechanical engineering departments, and 30 students and 10 lecturers were sampled. These include increasing energy efficiency, encouraging sustainable transportation solutions, and infusing sustainability principles into engineering curricula. Findings reveal that institutions prioritizing sustainability not only minimise their ecological footprint but also cultivate a heightened sense of awareness and responsibility among students and staff. Furthermore, the discussion emphasises the critical role of leadership commitment and active stakeholder involvement in advancing sustainable initiatives, particularly within engineering programs. The conclusion advocates for a comprehensive approach to sustainable transformation, urging higher education institutions to embed these strategies within their culture and curricula. By doing so, universities can contribute meaningfully to global sustainability objectives while preparing students to tackle pressing environmental challenges. The overarching message is clear: a commitment to greening the campus fosters an environment that not only supports ecological stewardship but also inspires the next generation of engineers and leaders to fac…
subject: Articles
  topic: section
subject: Curriculum Integration
  topic: keywords
subject: Environmental Practices
  topic: keywords
subject: Engineering Sustainability
  topic: keywords
subject: Greening the Campus
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Sustainable Transformation
  topic: keywords
creator: Doris Chasokela
rights: Copyright (c) 2025 Doris Chasokela https://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-02
publication date: 2025-06-02
starting page: 1
ending page: 17
doi: 10.70232/jesds.v2i1.16

Addressing Students’ Challenges in Acquiring Trigonometric Function Concepts: A Didactic Approach to Education for Sustainable Development
type: item
description: The concepts of trigonometric functions constitute one of the main challenges that students face when studying mathematics in secondary and higher education. This paper addresses these challenges through a sustainable educational approach aligned with the principles of Education for Sustainable Development (ESD). The study identifies the main difficulties, such as graphical representation, real-life application of trigonometric functions and the conceptual understanding of angles and ratios. Through the methodology of observing students during lessons, weak points in the understanding of concepts such as the graphical representation of trigonometric functions, the use of trigonometric equations in real situations, and the difficulties arising from the lack of a clear connection between angles and ratios have been trigonometric identified. Based on these observations, didactic strategies have been proposed that include more interactive methods and the use of technology to improve student’s skills. The results of this study suggest that a new didactic approach, based on concrete examples and practical experience, helps to create a more stable and in-depth understanding of trigonometric functions. The findings of this study contribute to the development of educational practices focused on ESD, supporting students’ capacity to adapt, innovate, and engage in complex problem solving within mathematics education. Through a didactic approach that focuses on advanced teaching methods and the use of educational technology, this paper offers recommendations for improving teaching practices to facilitate the acquisition of complex mathematical concepts.
subject: Articles
  topic: section
subject: Didactic Approach
  topic: keywords
subject: Mathematics Acquisition
  topic: keywords
subject: Students’ Difficulties
  topic: keywords
subject: Teaching Strategies
  topic: keywords
subject: Trigonometric Functions
  topic: keywords
creator: Senad Orhani
rights: Copyright (c) 2024 Senad Orhani https://creativecommons.org/licenses/by-nc/4.0
date: 2024-12-23
publication date: 2024-12-23
starting page: 160
ending page: 172
doi: 10.70232/jesds.v1i2.15

STEM Knowledge Awareness among Higher Secondary School Students
type: item
description: Educators in the twenty-first century need to think of innovative ways to engage and prepare students for current and future challenges while cultivating an interest among students in STEM disciplines. This study sought to investigate students’ STEM knowledge awareness and the level of STEM knowledge awareness among higher secondary school students. Only higher secondary level students which engaged in imparting higher secondary school education in the class of twelfth included. The study focused on the higher secondary level education with Tamil Nadu state board education. This study main objectives were to find out the level of STEM knowledge awareness among higher secondary school students, to find out whether there is any significant difference in STEM knowledge awareness of higher secondary school students owing to differences in Parents’ Educational status and to find out whether there is any significant difference in STEM knowledge awareness of higher secondary school students owing to differences in Type of school. This study employed a survey measure design and a simple random sampling technique. An instrument such as standardized tool STEM knowledge awareness was used for data collection from the sample of 204 higher secondary school students around Karaikudi in Sivaganga. Data were taken using Questioner. Data were analyzed using descriptive analysis. The tool comprises 2 sections such as the demographic profile, and STEM knowledge awareness (16 statements). Raw data from the questionnaires was digitised, manually coding them using SPSS statistical analysis software. The statements under the usage of the Internet were measured using a 5-point Likert scale consisting of 5 Strongly Agree, 4 Agree, 3 Neutral, 2 Disagree, and 1 Strongly Disagree. The study’s findings reveal no significant difference and a favourable level of awareness of STEM knowledge among higher secondary school students.
subject: Articles
  topic: section
subject: Education Awareness
  topic: keywords
subject: Green Innovation
  topic: keywords
subject: Green Technology
  topic: keywords
subject: Higher Secondary
  topic: keywords
subject: STEM Awareness
  topic: keywords
creator: P. Tamil Selvan
creator: G. Kalaiyarasan
rights: Copyright (c) 2024 P. Tamil Selvan, G. Kalaiyarasan https://creativecommons.org/licenses/by-nc/4.0
date: 2024-12-23
publication date: 2024-12-23
starting page: 89
ending page: 96
doi: 10.70232/jesds.v1i2.14

Preservice Teacher Perceptions of School Field Introduction Program for Achieving Sustainability in Education: A Survey at Universitas Ahmad Dahlan
type: item
description: School field introduction program is intended to solidify academic and educational field competencies through various activities in schools. The aim of this research is to analyze the various responses of students in the Elementary School Teacher Education Study Program at Universitas Ahmad Dahlan towards the School Field Introduction Program (PLP) II, and to identify internal and external factors that can act as supports or obstacles for students in the implementation of the PLP II program in partner schools or laboratory schools for achieving sustainability in education. This research is quantitative with a descriptive approach and utilizes a survey method. The population of this research includes active odd-semester students in the Elementary School Teacher Education Study Program at Universitas Ahmad Dahlan, class of 2016, totaling 324 students. The sample size was determined using the Slovin formula with a 5% margin of error, resulting in a sample size of 179 student respondents. Data collection was conducted online using a questionnaire. The collected data was analyzed descriptively and presented in percentages using SPSS. The results of this study show that the responses of students in the Elementary School Teacher Education Study Program at Universitas Ahmad Dahlan towards the PLP II program are categorized as very high, with a percentage of 42.5%. The research findings on internal and external factors are also categorized as very high, with percentages of 58.9% and 62.0%, respectively, indicating that internal and external factors can serve as support for the PLP II program. Thus, this research can serve as a benchmark for the success of students in implementing the PLP II program for achieving sustainability in education.
subject: Articles
  topic: section
subject: Inhibiting Factors
  topic: keywords
subject: Responses
  topic: keywords
subject: School Field Introduction
  topic: keywords
subject: Supporting Factors
  topic: keywords
subject: Sustainability
  topic: keywords
creator: Fitria Ningsih
creator: Panji Hidayat
creator: Ega Asnatasia Maharani
creator: Satrianawati Satrianawati
rights: Copyright (c) 2024 Fitria Ningsih, Panji Hidayat, Ega Asnatasia Maharani, Satrianawati Satrianawati https://creativecommons.org/licenses/by-nc/4.0
date: 2024-12-23
publication date: 2024-12-23
starting page: 97
ending page: 106
doi: 10.70232/jesds.v1i2.11

Perceived Influence of Child Labour on Learning Performance of Junior Secondary School Students in Rivers State for Sustainable Educational Development in Nigeria
type: item
description: This study investigated the influence of child labour on the Learning performance of junior secondary school students for sustainable educational development Rivers State, Nigeria. A descriptive survey research design was used with a population of fourteen thousand, one hundred and sixty-seven students. The Taro Yamene formula yielded a sample size of 389. The researcher employed simple random sampling methods. The study was conducted with two research questions seeking answers to know how child labour influence junior secondary school attendance and how it influence the learning performance of these students in Obio-Akpor Local Government Area, Port Harcourt Rivers State, with two formulated hypotheses. The data was gathered using the “Influence of child labour on students’ learning performance Questionnaire”. Mean and standard deviation were used to answer the research questions, with the mean range determining the acceptability level as 2.50 to 3.49 and above, and the T-test statistic was used to test the hypotheses formulated at the 0.05 level of significance. It was discovered that Child labour demands that these students work long hours, leaving them with little or no time and energy to attend school, causing educational disruption with long-term effects on the child’s learning performance, Child labour was also discovered to cause physical and mental fatigue, which impairs the child’s ability to focus and concentrate on their academics. As a result, it was recommended that all children involved in child labour activities should have equal access to education while communities and individuals should be educated on the influence of child labour, Nigeria government should also eliminate poverty by creating employment opportunities for its population, which is seen as a leading cause of child labour, among others. This work will be a handy tool to educational administrators, counselors, parents, policy makers and other researchers.
subject: Articles
  topic: section
subject: Attendance
  topic: keywords
subject: Child Labour
  topic: keywords
subject: Learning Performance
  topic: keywords
creator: Ayodele Ebunolu Nwisagbo
rights: Copyright (c) 2024 Ayodele Ebunolu Nwisagbo https://creativecommons.org/licenses/by-nc/4.0
date: 2024-12-23
publication date: 2024-12-23
starting page: 107
ending page: 116
doi: 10.70232/jesds.v1i2.10

Inclusivity and Sustainable Development: A Case for Zimbabwe Higher Education Towards the Universal Design University
type: item
description: Education for Sustainable Development (ESD) aims to transform society toward peace and sustainability by reorienting educational practices and learning experiences. The United Nations 2030 Agenda underscores the importance of quality education and ESD as vital components for driving the transformation of the global economy, as highlighted in its goals. In this framework, the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development (MHTEISTD) is actively implementing Education 5.0 in alignment with Sustainable Development Goal 4, which seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” To explore the integration of inclusivity and sustainable development principles within the context of Universal Design in Higher Education, a longitudinal cohort study was conducted. This research employed structured interviews with lecturers and students, alongside observations and facility reviews, to gather diverse perspectives on the current state of inclusivity in Zimbabwean higher education. The findings indicated that while all participants demonstrated some understanding of the concept of inclusive education, the actual inclusion of students with special needs was found to vary between inadequate and acceptable levels since the implementation of Education 5.0. Based on these findings, the study strongly recommends the formal enactment of the 2019 Inclusive Education Policy draft. This policy is crucial for establishing a clear implementation framework and action plan, which are necessary for enhancing the inclusivity of higher education. By doing so, it ensures that all students, regardless of their individual needs, have equitable access to educational opportunities, thereby fostering a more inclusive and sustainable academic environment in Zimbabwe.
subject: Articles
  topic: section
subject: Education for Sustainable Development
  topic: keywords
subject: Inclusivity
  topic: keywords
subject: Special needs
  topic: keywords
subject: Universal Design University
  topic: keywords
creator: Kudakwashe Manokore
creator: Zibulo Sibanda
creator: Ntandoyenkosi Gwebu
rights: Copyright (c) 2024 Kudakwashe Manokore, Zibulo Sibanda, Ntandoyenkosi Gwebu https://creativecommons.org/licenses/by-nc/4.0
date: 2024-12-23
publication date: 2024-12-23
starting page: 67
ending page: 88
doi: 10.70232/jesds.v1i2.8

Fostering Global Citizenship through ESD in Higher Education: A Study of International Student Mobility and Sustainability Awareness
type: item
description: This study investigates the intricate relationship between international student mobility and sustainability awareness within the context of higher education, emphasizing the role of Education for Sustainable Development (ESD) in fostering global citizenship. By employing a mixed-methods approach, we surveyed 300 international students from 20 different countries and conducted semi-structured interviews with 20 faculty members across 10 universities. Our findings indicate that international student mobility can significantly enhance sustainability awareness but primarily when ESD principles are effectively integrated into academic curricula. Specifically, students who engaged in programs infused with ESD reported a deeper understanding of sustainability issues and a stronger commitment to global citizenship. The study further reveals that faculty development plays a crucial role in promoting ESD within higher education settings, as instructors equipped with enhanced knowledge and skills in sustainability education are better positioned to transform curricula in meaningful ways. Additionally, institutional policies and frameworks are essential to creating an environment conducive to ESD, ensuring that programs prioritize global citizenship alongside academic performance. By drawing connections between mobility, sustainability awareness, and educational practices, this research underscores the necessity for universities to adopt strategic initiatives and collaborative efforts aimed at embedding sustainability into higher education curricula. In conclusion, this study offers valuable insights for policymakers, educators, and institutions, highlighting the imperative to strengthen ESD practices to cultivate a generation of informed global citizens. The implications of our findings aim to inspire actionable steps toward integrating sustainability within higher education, ultimately promoting a more equitable and sustainable future.
subject: Articles
  topic: section
subject: Education for Sustainable Development (ESD)
  topic: keywords
subject: Global Citizenship
  topic: keywords
subject: Higher Education
  topic: keywords
subject: International Student Mobility
  topic: keywords
subject: Sustainability Awareness
  topic: keywords
creator: Doris Chasokela
rights: Copyright (c) 2024 Doris Chasokela https://creativecommons.org/licenses/by-nc/4.0
date: 2024-12-23
publication date: 2024-12-23
starting page: 117
ending page: 133
doi: 10.70232/jesds.v1i2.7

Sustainability in Science Education: A Bibliometric Analysis during 2000–2022
type: item
description: Sustainable has a better concept of human life amid natural limitations by always maintaining a balance of life in the social, economic, and environmental fields. One of the efforts that can be made in realizing the SDGs is through education. The concept of science and science education is considered a determining factor for achieving the SDGs. Several studies have explored the relationship between science learning in sustainability and its impact on the environment and learning outcomes. However, bibliometric studies that study in this field are still very rare, previous bibliometric studies have analyzed a lot about sustainability in the field of education both at the primary, secondary, and tertiary levels. The purpose of this study is to provide a bibliometric analysis of sustainability in science studies by analyzing documents published by Scopus. A sample of 797 documents through 2022 was analyzed. The data is processed and the results are graphically illustrated using VOSviewer software. The study analyzes the emergence of publications by year in the period 2000-2022, keyword trends, most cited references, most prolific sources, institutions, countries, and authors. In addition, the co-authorship status for the author, the country, and the distribution of author keywords are also analyzed and depicted in the form of a network visualization map in the form of lines and nodes. This research provides insights and future research opportunities on sustainability in science education.
subject: Articles
  topic: section
subject: Bibliometric analysis
  topic: keywords
subject: Science education
  topic: keywords
subject: Scopus
  topic: keywords
subject: Sustainability
  topic: keywords
subject: VOSviewer
  topic: keywords
creator: Sintia Mardita
rights: Copyright (c) 2024 Sintia Mardita (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2024-06-01
publication date: 2024-06-01
starting page: 51
ending page: 66
doi: 10.70232/ywb6b571

Global Trends Research and Application of Green Chemistry and Education: A Bibliometric Analysis (1994–2023)
type: item
description: In the field of education, it has also been implemented into the school curriculum. An assessment of how we analyze the current state and trends regarding research into the application of green chemistry and education by completing a thorough bibliometric study for the time period 1994–2023. Studies in this field focus on the language used in journal publications, the level of development, the author’s keywords that are most often used, the journals that are often used as quotations, the most productive journal authors, the journals that influence researchers the most, which institutions are most productive, and which countries who is most active in research in this field. In the analysis section regarding bibliometric mapping, a total of 509 automatically selected peer-reviewed journals were obtained from data in Scopus. The results of the research show that: (1) manuscripts written in journals use English, (2) the top point publications in 2019 and 2020 were 51 papers, (3) green chemistry and education are the most frequently used keywords, (4) the work of (K., Alfonsi, Colberg J., Dunn P.J., Fevig T., Jennings S., Johnson T.A., Kleine H.P., et al. 2008), (J.H., Clark. 1999) as well as (M., Tobiszewski, Marć M., Gałuszka A., and Namies̈nik J. 2015.) and (M., Tobiszewski, Marć M., Gałuszka A., and Namies̈nik J. 2015.) is the most frequently cited document, (5) Yin J.; Goh T.-T.; Yang B.; Xiaobin Y., Nikou S.A.; Economides A.A., and Dessì D.; Fenu G.; Marras M.; Reforgiato Recupero D. is the most important author, (6) Journal Green Chemistry, and Journal Sustainability Switzerland are among the best journals, (7) University of Toronto, Universität Bremen, and University of York are among the top journals, and (8) Canada and Germany are the most important countries.
subject: Articles
  topic: section
subject: Bibliometric mapping
  topic: keywords
subject: education
  topic: keywords
subject: green chemistry
  topic: keywords
subject: Scopus
  topic: keywords
creator: Laurensia Laurensia
rights: Copyright (c) 2024 Laurensia Laurensia (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2024-06-01
publication date: 2024-06-01
starting page: 28
ending page: 40
doi: 10.70232/nveahh04

The Influence of Green Chemistry Activities on Students’ Environmental Care Attitudes
type: item
description: This study aims to investigate the effect of green chemistry activities on students’ environmental care attitudes. A quasi-experimental with a pretest-posttest control group design was used in this study. The participants were 44 eleventh-grade students at a public school in West Java, Indonesia. Two intact classes were randomly assigned to the control group (n=19) and the experimental group (n=25). Control group students carried out traditional experiments, while experimental group students carried out green chemistry experiments. The data obtained were analyzed using independent samples t-test and paired samples t-test. The results of the independent samples t-test (ɑ=5%) show that the p values obtained for the pretest and posttest scores are 0.189 and 0.037, respectively. In addition, the results of the paired samples t-test indicated that the p-values for the control and experimental groups were 0.349 and 0.000, respectively. This shows that there is a significant difference in the environmental care attitude score between the two groups in favor of the experimental group. The experimental group also showed a greater increase in scores than the control class after treatment. It can be concluded that green chemistry experiments and activities are effective in promoting the environmental care attitudes of eleventh-grade students on the topic of acids and bases. It is suggested to teachers use the green chemistry curriculum on other topics to improve student learning.
subject: Articles
  topic: section
subject: Acid-base titrations
  topic: keywords
subject: environmental care attitudes
  topic: keywords
subject: green chemistry
  topic: keywords
subject: experiments
  topic: keywords
creator: Denisa Ajeng Retno Anggraeni
creator: Moersilah Moersilah
rights: Copyright (c) 2024 Denisa Ajeng Retno Anggraeni, Moersilah Moersilah (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2024-06-01
publication date: 2024-06-01
starting page: 41
ending page: 50
doi: 10.70232/b8rkjq30

Bibliometric Analysis of Sustainability in Science Education
type: item
description: Currently, the word sustainability is increasingly being used as a narrative that leads people to carry out the vision of an environmentally friendly lifestyle. This study presents a bibliometric analysis of 498 documents from 2001 to 2022 from the Scopus database using inclusion and exclusion criteria and visualization using the Vos Viewer. Although the first research was conducted in 2001, most of the research was published in 2021-2022. The literature on sustainability is growing significantly and this pattern is expected to increase in 2022 and beyond. Data analysis including publication developments and citation trends, most cited documents, most prolific sources, most prolific institutions, most prolific authors, most prolific countries, Keyword-based and co-authoring development maps for publications for authors and countries. The findings show that 2021 has the highest number of publications on Sustainability in Science Education with 70 documents and 184 citations, while 2019 has the highest number of citations, namely 668 citations with a total of 51 documents. The most cited documents are written by Snively, G., et al., with 252 citations and an average (C/Y) of 12 per year. The most productive source comes from Sustainability (Switzerland) which has published 43 documents, 397 citations, and 29 TLS. The most productive institution comes from the Universitat Bremen, Germany with 29 documents. The most prolific author is Eilks, I., who comes from Germany with a total of 26 documents and 598 citations. Eilks, I., also has a strong collaboration network between authors. The most productive country is topped by the United States with 154 documents, and 1681 citations. The United States, Germany, and the United Kingdom are the countries that have collaborated the most with other countries. This research maps out scientific publications on Sustainability in Science Education that will be useful for future collaborations and provide a framework for future resear…
subject: Articles
  topic: section
subject: Bibliometric analysis
  topic: keywords
subject: publications
  topic: keywords
subject: sustainability
  topic: keywords
subject: science education
  topic: keywords
creator: Yanti Hadiyati
rights: Copyright (c) 2024 Yanti Hadiyati (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2024-04-25
publication date: 2024-04-25
starting page: 15
ending page: 27
doi: 10.70232/yxzehg04

Green Chemistry in Education: A Bibliometric Study and Research Trends (2002–2022)
type: item
description: Research on green chemistry in education is always evolving. Existing studies found that incorporating green principles into undergraduate education has significant benefits. In addition to the growing interest in green chemistry among researchers, a lot of literature evaluations on green chemistry have been conducted during the past ten years. This study presents the results of a bibliometric study of 444 articles on green chemistry in education from the Scopus database in the last two decades until 2022. The literature on green chemistry has previously been mentioned in an article published in 2021 about green and sustainable chemistry education (GSCE) in mainland China. This study was conducted to see research trends on green chemistry and its implementation in education for the last two decades (2002-2022) comprehensively. Based on the analysis’ findings using VOSviewer software, the most cited documents were written by Alfonsi, Tobiszewski, and Clark. The Journal of Chemical Education is the most prolific publishing source followed by the ACS Symposium Series and Physical Sciences Reviews. The nations having the most publications are the US, Canada, and the UK. Regarding the writers who contributed the most in this field are Dicks, Eilks, and Machado. The keywords most often used are “green chemistry”, “sustainability” “laboratory instruction” and “hands-on learning/manipulatives”.
subject: Articles
  topic: section
subject: Bibliometric
  topic: keywords
subject: education
  topic: keywords
subject: green chemistry
  topic: keywords
creator: Fauzia Irfani
rights: Copyright (c) 2024 Fauzia Irfani (Author) https://creativecommons.org/licenses/by-nc/4.0
date: 2024-04-25
publication date: 2024-04-25
starting page: 1
ending page: 14
doi: 10.70232/rq1cmx05