Twenty-Second International Conference on Environmental, Cultural, Economic & Social Sustainability

Abstract

The study aims to construct an applicable global Sustainability Development Goals (SDGs) pedagogical model after analyzing the multilayered connections between the selected SDGs and uncovering timeless and cross-cultural pedagogical principles for the future of SDGs discourse in formal and informal learning contexts. The implementation employs concepts within the sociocultural theory of learning, use scoping review methodology to interrogate human progress cases and review and analyze the SDGs literature and stakeholder interview transcripts. This proposal focuses on preliminary findings from knowledge source type 1 of the knowledge synthesis, including 121 peer-reviewed studies. In terms of sustainable development and STEM, four themes were identified: i) integration of Indigenous knowledge, ii) role of STEM and innovation in advancing the SDGs, iii) ethics, justice, and human centred approaches to sustainability, iv) interconnectedness of climate change, energy and development, and v) challenges and limitations of SDGs implementation. Six themes were developed under the umbrella of sustainability dimensions – heuristic innovations; cross-cultural and place-based learning; sector-specific insights; gender and equity-driven frameworks; political economy and resource allocation; and spiritual and value-based dimensions. Six cross-cutting themes were identified from knowledge source type 1, including i) social issues, ii) empowerment and local participation, iii) inclusive and equitable policies, iv) economic issues, v) environmental issues, and vi) sustainable economic practices. This knowledge synthesis can be catalytic in developing additional networks with i) communities and various sectors through stakeholder engagement, and ii) international scholars focusing on SDGs, thus expanding our scope to additional contexts beyond this synthesis.