KaydedilenlerDerginizi ekleyin

Dergiler / Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi / 2025 / Cilt: 19 Sayı: 2

Sürdürülebilir Kalkınma Eğitiminde Çevresel Boyut: Tematik Bir Analiz

Environmental Dimension in Sustainable Development Education: A Thematic Analysis

Gönül Yazar0009-0005-2283-3497
Vural Tünkler(SÜLEYMAN DEMİREL ÜNİVERSİTESİ)0000-0002-3536-968X
Sayfa
522–568
Yayın Tarihi
2025-12-29
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Sonuçlar, katılımcıların görüşleri, farkındalıkları ve deneyimlerine dair bulgular içermektedir.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Bu çalışmanın amacı, 2019-2023 yılları arasında sürdürülebilir çevre eğitimi üzerine yapılan ulusal ve uluslararası çalışmaları tematik analiz yöntemiyle değerlendirmektir.
📊
Temel Bulgular & Veri:Çalışmada 44 tez ve 94 makale ele alınmıştır.
💡
Sonuç & Katkı:Sonuçlar, katılımcıların görüşleri, farkındalıkları ve deneyimlerine dair bulgular içermektedir.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:2019-2023 Verileri
⚙️Değişkenler:Sürdürülebilir çevre · sürdürülebilir çevre eğitimi · sürdürülebilir kalkınma

Özet

Bu çalışmanın amacı, 2019-2023 yılları arasında sürdürülebilir çevre eğitimi üzerine yapılan ulusal ve uluslararası çalışmaları tematik analiz yöntemiyle değerlendirmektir. Bu kapsamda ERIC, EBSCO, ProQuest, Springer, Wiley Online Library, Science Direct, Sage, Taylor & Francis, Elsevier, Scopus, ULAKBIM ve Yükseköğretim Kurulu Ulusal Tez Merkezi veri tabanları incelenmiştir. Çalışmada 44 tez ve 94 makale ele alınmıştır. Çalışmalar, yayın yılı, çalışma türü, amaç, disiplin, yöntem, desen, örnekleme, katılımcı, veri toplama ve analiz yöntemleri ile sonuç ve öneriler gibi parametreler dikkate alınarak analiz edilmiştir. Çalışmaların çoğunluğunun 2023 yılında ve makale türünde olduğu görülmüştür. Çalışmalar genellikle eğitim müdahalesinin tutum, motivasyon, davranış ve başarı üzerindeki etkilerini incelemeyi amaçlamakta ve fen bilimleri alanında yoğunlaşmaktadır. En çok amaçlı örneklemenin kullanıldığı ve lisans öğrencileri üzerinde çalışıldığı, nitel yöntem ve durum çalışmasının tercih edildiği belirlenmiştir. Veri toplamada anket kullanılmış, veri analizinde t-testi, içerik analizi ve tematik analiz uygulanmıştır. Sonuçlar, katılımcıların görüşleri, farkındalıkları ve deneyimlerine dair bulgular içermektedir. Önerilerde ise ders, müfredat ve öğretim programının içeriğinin iyileştirilmesi ve zenginleştirilmesi gerektiği vurgulanmaktadır.

Abstract

The aim of this study is to evaluate national and international studies on sustainable environmental education (SEE) between 2019 and 2023 using thematic analysis method. In this context, ERIC, EBSCO, ProQuest, Springer, Wiley Online Library, Science Direct, Sage, Taylor & Francis, Elsevier, Scopus, ULAKBIM and Council of Higher Education National Thesis Center databases were examined. The study included 44 theses and 94 articles. The studies were analyzed by considering parameters such as year of publication, type of study, purpose, discipline, method, design, sampling, participants, data collection and analysis methods, conclusions and recommendations. It was observed that the majority of the studies were published in 2023 and were of article type. The studies generally aim to examine the effects of educational intervention on attitudes, motivation, behavior and achievement and are concentrated in the field of science. It was determined that purposeful sampling and undergraduate students were mostly studied, qualitative method and case study were preferred. A questionnaire was used for data collection, and t-test, content analysis, and thematic analysis were used for data analysis. The results include findings on the views, awareness and experiences of the participants. In the recommendations, it is emphasized that the content of the course, curriculum and teaching program should be improved and enriched.

🔖

Bu Makaleye Atıf Yap

Yazar, G., Tünkler, V. (2025). Sürdürülebilir Kalkınma Eğitiminde Çevresel Boyut: Tematik Bir Analiz. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Cilt: 19 Sayı: 2, 522–568. https://doi.org/10.17522/balikesirnef.1668845

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (116)

  1. Afacan, Ö. (2020). Investigation of pre-service science teachers’ behavior towards sustainable environmental education. International Electronic Journal of Environmental Education, 10(1), 110-121. https://dergipark.org.tr/en/pub/iejeegreen/issue/49969/650738
  2. Ahmed, B. (2019). Environmental governance and sustainable development in Bangladesh: Millennium development goals and sustainable development goals. Asia Pacific Journal of Public Administration, 41(4), 237–245. https://doi.org/10.1080/23276665.2019.1698930
  3. Akbulut, F., & Çölgeçen, B. (2023). The role of regional development plans in transforming The United Nations 2030 sustainable development goals into national public policies. Journal of Political Science, 11(1), 200-220. https://doi.org/10.14782/marmarasbd.1162481
  4. Akkoy, S., & Poyraz, M. (2023). The place of recycling concept in primary school curriculum within the scope of sustainable environmental education. Ankara Üniversitesi Çevrebilimleri Dergisi, 10(2), 15-24. https://dergipark.org.tr/tr/pub/aucevrebilim/issue/81445/1351066
  5. Akman, E., Negiz, N., & Akman, Ç. (2013). Sürdürülebilir bir kalkınma için yavaşça acele et (Festina Lente). In B. Özer, & G. Şeker (Eds.), Yerel ve bölgesel kalkınma: Küresel ve yerel bakış açıları (pp. 37-54). Celal Bayar Üniversitesi Matbaa Birimi.
  6. Alexandar, R., & Poyyamoli, G. (2014). The effectiveness of environmental education for sustainable development based on active teaching and learning at high school level-a case study from Puducherry and Cuddalore regions, India. Journal of Sustainability Education, 7(1), 1-20. http://www.jsedimensions.org/wordpress/wp-content/uploads/2014/12/Alexandar-Poyyamoli-JSE-Vol-7-Dec2014.pdf
  7. Altıntaş, S., Ozdinc, I., & Ceyhan, G. D. (2024). Teachers’ knowledge and views on developing zero waste education within the sustainable development goals framework. International Research in Geographical and Environmental Education. https://doi.org/10.1080/10382046.2024.2363653
  8. Araneo, P. (2024). Exploring education for sustainable development (ESD) course content in higher education; A multiple case study including what students say they like. Environmental Education Research, 30(4), 631–660. https://doi.org/10.1080/13504622.2023.2280438
  9. Aronson, J. (1995). A pragmatic view of thematic analysis. The Qualitative Report, 2(1). https://doi.org/10.46743/2160-3715/1995.2069
  10. Aslan Efe, H., Yücel, S., & Efe, R. (2020). The effect of making documentaries on science student teachers’ attitudes towards the environment for sustainable development. Van Yüzüncü Yıl University Journal of Education, 17(1), 436-454. https://doi.org/10.33711/yyuefd.692958
  11. Avan, Ç., Şeker, F., & Aydınlı, B. (2023). Investigation of preschool teacher candidates' views on zero waste. Journal of Human and Social Sciences, 6(2), 486-506. https://doi.org/10.53048/johass.1377012
  12. Avcu, G., & Bal, C.G. (2024). Sustainability summit: Value-focused approach panel” document analysis in the framework of sustainable development goals and corporate sustainability. Çevre, İklim ve Sürdürülebilirlik, 25(1), 1–14. https://dergipark.org.tr/tr/pub/itucis/issue/84136/1227679
  13. Baena-Morales, S., Prieto-Ayuso, A., Merma-Molina, G., & González-Víllora, S. (2024). Exploring physical education teachers’ perceptions of sustainable development goals and education for sustainable development. Sport, Education and Society, 29(2), 162–179. https://doi.org/10.1080/13573322.2022.2121275
  14. Bagoly-Simó, P. (2023). Geography’s unkept promises of education for sustainable development (ESD) on geography’s wasted potential to educate for a more sustainable future. International Research in Geographical and Environmental Education, 32(1), 53-68. https://doi.org/10.1080/10382046.2023.2158631
  15. Batdı, V. (2019). Meta-tematik analiz. In V. Batdı (Ed.) Meta-tematik analiz: Örnek uygulamalar (pp. 9-50). Anı.
  16. Berchin, I. I., de Aguiar Dutra, A. R., & de Andrade Guerra, J. B. S. O. (2021). How do higher education institutions promote sustainable development? A literature review. Sustainable Development, 29(6), 1204-1222. https://doi.org/10.1002/sd.2219
  17. Boca, G.D., & Saraçlı, S. (2019). Environmental education and student’s perception, for sustainability. Sustainability, 11(6). https://doi.org/10.3390/su11061553
  18. Boeve-de Pauw, J., Olsson, D., Berglund, T., & Gericke, N. (2022). Teachers’ ESD self-efficacy and practices: A longitudinal study on the impact of teacher professional development. Environmental Education Research, 28(6), 867–885. https://doi.org/10.1080/13504622.2022.2042206
  19. Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
  20. Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Sage.
  21. Brandt, J. O., Barth, M., Hale, A., & Merritt, E. (2022). Developing ESD-specific professional action competence for teachers: Knowledge, skills, and attitudes in implementing ESD at the school level. Environmental Education Research, 28(12), 1691-1729. https://doi.org/10.1080/13504622.2022.2064973
  22. Brandt, J. O., Bürgener, L., Barth, M., & Redman, A. (2019). Becoming a competent teacher in education for sustainable development: Learning outcomes and processes in teacher education. International Journal of Sustainability in Higher Education, 20(4), 630-653. https://doi.org/10.1108/IJSHE-10-2018-0183
  23. Brundtland, G. H. (1987). Our common future—Call for action. Environmental Conservation, 14(4), 291-294. https://doi.org/10.1017/S0376892900016805
  24. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri (13th ed.). Pegem Akademi.
  25. Büyükuslu, A.R. (2021). Sürdürülebililir kalkınma ve endüstri 5.0. Der.
  26. Calderon, P. E. E., & Tan, M. K. M. (2023). Care for the environment as a consideration in bioethics discourse and education. The New Bioethics, 29(4), 352–362. https://doi.org/10.1080/20502877.2023.2219021
  27. Candaş, B., & Çalik, M. (2023). The effect of CKCM-oriented instruction on grade 8 students’ conceptual understanding of sustainable development. Journal of Biological Education, 57(5), 986-1005. https://doi.org/10.1080/00219266.2021.2006748
  28. Celikler, D., Aksan, Z., & Yilmaz, A. (2023). Raising awareness in sustainable environment education: Waste batteries. Pedagogical Research, 8(2), em0157. https://doi.org/10.29333/pr/13002
  29. Cheng, C. (2024). A critical analysis of Chinese early childhood education policy documents from the perspective of education for sustainable development. Early Years, 44(3-4), 860-873. https://doi.org/10.1080/09575146.2023.2255935
  30. Cirit Gül, A., Tağrikulu, P., Çobanoğlu, İ. H., & Çobanoğlu, E. O. (2022). Evaluation of prospective teachers’ attitudes towards sustainable environmental education. Inonu University Journal of the Faculty of Education, 23(1), 645-670. https://doi.org/10.17679/inuefd.1062923
  31. Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298. https://doi.org/10.1080/17439760.2016.1262613
  32. Combes, B. P. Y. (2005). The United Nations decade of education for sustainable development (2005–2014): Learning to live together sustainably. Applied Environmental Education & Communication, 4(3), 215-219. https://doi.org/10.1080/15330150591004571
  33. Çakirlar Altuntaş, E., & Turan, S. L. (2025). Effectiveness of documentary-based augmented reality application in teaching environmental problems. Journal of Biological Education, 59(1), 4-15. https://doi.org/10.1080/00219266.2023.2282423
  34. Debrah, J.K., Vidal, D.G., & Dinis, M.A.P. (2021). Raising awareness on solid waste management through formal education for sustainability: A developing countries evidence review. Recycling, 6(1), 6. https://doi.org/10.3390/recycling6010006
  35. Demir, E. S., & Aydınlı, B. (2020). Environmental education; A qualitative study on sustainable environment. Social Scientific Centered Issues, 2(1), 8-14. https://dergipark.org.tr/en/pub/ssci/issue/55156/734187
  36. Demir, F. B., & Ulukaya Öteleş, Ü. (2023). Environmental problems and solution suggestions for environmental problems from the perspective of teachers. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 23(1), 379-396. https://doi.org/10.17240/aibuefd.2023.-1224985
  37. Dere, İ., & Çinikaya, C. (2023). Reflections of Tbilisi Declaration and UN 2030 sustainable development goals on environmental education and climate change curriculum. ODU Journal of Social Sciences Research, 13(1), 1343-1366. https://doi.org/10.48146/odusobiad.1218188
  38. Dhull, P., & Verma, G. (2017). Environmental education in teacher education and challenges. International Journal of Academic Research and Development, 2(5), 84–87. https://allstudiesjournal.com/archives/2017/vol2/issue5/2-4-175
  39. Disinger, J. F. (1990). Environmental education for sustainable development?. The Journal of Environmental Education, 21(4), 3-6. https://doi.org/10.1080/00958964.1990.9941931
  40. Doğru, M., Güzeller, C. O., & Çelik, M. (2019). A bibliometric analysis in the field of sustainable development and education from past to present. Adıyaman University Journal of Educational Sciences, 9(1), 42-68. https://doi.org/10.17984/adyuebd.515009
  41. Down, K. A., & Down, L. (2018). Implementers’ perspectives on creating successful education for sustainable development projects. Caribbean Quarterly, 64(1), 167–187. https://doi.org/10.1080/00086495.2018.1435348
  42. Dunlop, L., Rushton, E. A. C., Atkinson, L., Ayre, J., Bullivant, A., Essex, J., Price, L., Smith, A., Summer, M., Stubbs, J. E., Turkenburg-van Diepen, M., & Wood, L. (2022). Teacher and youth priorities for education for environmental sustainability: A co‐created manifesto. British Educational Research Journal, 48(5), 952-973. https://doi.org/10.1002/berj.3803
  43. Engin, H. (2010). Teaching sustainable development, education of sustainability and enviromental education in geograpy education (Publication No. 264124) [Master’s thesis, Marmara University], Council of Higher Education Thesis Center.
  44. Erten, S., Köseoğlu, P., & Gök, B. (2022). Environmental education in science teaching programs: the case of Turkey, Canada, America. Mehmet Akif Ersoy University Journal of Education Faculty, (63), 220-246. https://doi.org/10.21764/maeuefd.1019038
  45. Ferguson, T., Roofe, C., & Cook, L. D. (2021). Teachers’ perspectives on sustainable development: the implications for education for sustainable development. Environmental Education Research, 27(9), 1343–1359. https://doi.org/10.1080/13504622.2021.1921113
  46. Fien, J. (2001). The learning for a sustainable environment project: A case study of an action network for teacher education. Australian Journal of Environmental Education, 17, 77-86. https://doi.org/10.1017/S0814062600002470
  47. Gajda, R., & Koliba, C. (2007). Evaluating the imperative of intraorganizational collaboration: A school improvement perspective. American Journal of Evaluation, 28(1), 26-44. https://doi.org/10.1177/1098214006296198
  48. Gavin, A. S., & Audrin, C. (2023). ESD in school: Understanding French-speaking Swiss pupils’ representations of sustainability. Environmental Education Research, 29(8), 1144–1154. https://doi.org/10.1080/13504622.2022.2128061
  49. González-Salamanca, J. C., Agudelo, O. L., & Salinas, J. (2020). Key competences, education for sustainable development and strategies for the development of 21st century skills. A systematic literature review. Sustainability, 12(24), 10366. https://doi.org/10.3390/su122410366
  50. Goodale, A. Y., Gilmore, M. P., & Griffiths, B. M. (2025). 21st-century stewardship: infusing environmental stewardship education with global citizenship. Environmental Education Research, 31(2), 364–389. https://doi.org/10.1080/13504622.2024.2335614
  51. Griggs, D., Stafford-Smith, M., Gaffney, O., Rockström, J., Öhman, MC, Shyamsundar, P., Steffen, W., Glaser, G., Kanie, N., & Noble, I. (2013). Sustainable development goals for people and planet. Nature, 495, 305–307. https://doi.org/10.1038/495305a
  52. Gunansyah, G., Zuhdi, U., & Rohadatul'Aisy, M. (2021). Sustainable development education practices in elementary schools. Journal of Education and Learning, 15(2), 178-187. https://doi.org/10.11591/edulearn.v15i2.17091
  53. Gülersoy, A. E., Yener, H., Turgut, T., Özşahin, D. M., & Açıkgöz, D. A. (2021). Some suggestions for an ideal environmental education policy in age of chaos. Turkish Studies, 16(5), 1495-1552. https://doi.org/10.7827/turkishstudies.52102
  54. Hademenos, G. (2024). Globalizing STEM instruction using sustainable development goals. The Science Teacher, 91(4), 66–74. https://doi.org/10.1080/00368555.2024.2358182
  55. Hallinger, P., & Chatpinyakoop, C. (2019). A bibliometric review of research on higher education for sustainable development, 1998–2018. Sustainability, 11(8), 2401. https://doi.org/10.3390/su11082401
  56. Henderson, K., & Loreau, M. (2023). A model of sustainable development goals: Challenges and opportunities in promoting human well-being and environmental sustainability. Ecological Modelling, 475, 110164. https://doi.org/10.1016/j.ecolmodel.2022.110164
  57. Hermawan, I. M. S., Suwono, H., Paraniti, A. A. I., & Wimuttipanya, J. (2022). Student’s environmental literacy: An educational program reflections for sustainable environment. Jurnal Pendidikan Biologi Indonesia, 8(1), 1-9. https://doi.org/10.22219/jpbi.v8i1.16889
  58. İbret, B. Ü., Demirbaş, İ., & Demir, F. B. (2019). Primary school 4th grade students to gain responsibility for natural environment with alternative activities. Cumhuriyet International Journal of Education, 8(1), 258-280. https://doi.org/10.30703/cije.474570
  59. Jabareen, Y. A. (2008). A new conceptual framework for sustainable development. Environment, Development and Sustainability, 10, 179–192. https://doi.org/10.1007/s10668-006-9058-z
  60. Jamil, S., & Appiah-Adjei, G. (2025). The dire need of ecological sustainability in Pakistan: The agenda setting role of news media to address environmental problems. Media Asia. https://doi.org/10.1080/01296612.2024.2396214
  61. Jóhannesson, I. Á., Norðdahl, K., Óskarsdóttir, G., Pálsdóttir, A., & Pétursdóttir, B. (2011). Curriculum analysis and education for sustainable development in Iceland. Environmental Education Research, 17(3), 375-391. https://doi.org/10.1080/13504622.2010.545872
  62. Kalsoom, Q., & Qureshi, N. (2021). Impact of sustainability-focused learning intervention on teachers’ agency to teach for sustainable development. International Journal of Sustainable Development & World Ecology, 28(6), 540-552. https://doi.org/10.1080/13504509.2021.1880983
  63. Kasimov, N. S., Malkhazova, S. M., & Romanova, E. P. (2005). Environmental education for sustainable development in Russia. Journal of Geography in Higher Education, 29(1), 49-59. https://doi.org/10.1080/03098260500030363
  64. Kaya, N., Çobanoğlu, M., & Artvinli, E. (2010, November 3-5). Sürdürülebilir kalkınma için Türkiye’de ve dünyada çevre eğitimi çalışmaları. Proceedings of the VI. National Geography Symposium (pp. 407-417), Türkiye. https://tucaum.ankara.edu.tr/wp-content/uploads/sites/280/2015/08/semp6_44.pdf
  65. Khoshnevis Yazdi, S., Shakouri, B., Salehi, H., & Fashandi, A. (2017). Sustainable development and ecological economics. Energy Sources, Part B: Economics, Planning, and Policy, 12(8), 740–748. https://doi.org/10.1080/15567249.2017.1296506
  66. Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280-291. https://doi.org/10.1080/00958964.2019.1710444
  67. Kriewaldt, J., & Lee, S. J. (2023). Towards powerful knowledge: An Australian case study of prospective teachers’ knowledge and dispositions for sustainability education. International Research in Geographical and Environmental Education, 32(1), 35-52. https://doi.org/10.1080/10382046.2022.2146836
  68. Lee, M., Yang, J. E., Kim, H., Moon, J., Ryu, H. S., & Lee, J. Y. (2023). Effective environmental education for sustainable development beyond the plastic age in South Korea. Environmental Education Research, 29(9), 1328–1345. https://doi.org/10.1080/13504622.2023.2190530
  69. Lei, L., Ozturk, I., Murshed, M., Abrorov, S., Alvarado, R., & Mahmood, H. (2023). Environmental innovations, energy innovations, governance, and environmental sustainability: Evidence from South and Southeast Asian countries. Resources Policy, 82. https://doi.org/10.1016/j.resourpol.2023.103556
  70. Lim, C. K., Haufiku, M. S., Tan, K. L., Farid Ahmed, M., & Ng, T. F. (2022). Systematic review of education sustainable development in higher education institutions. Sustainability, 14(20), 13241. https://doi.org/10.3390/su142013241
  71. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
  72. Liu, G., Huan, X., & Deng, X. (2024). Research on environment and sustainable development education under the background of green ecology. AQUA—Water Infrastructure, Ecosystems and Society, 73(4), 790-803. https://doi.org/10.2166/aqua.2024.325
  73. Liu, X., Chen, Y., Yang, Y., Liu, B., Ma, C., Craig, G. R., & Gao, F. (2022). Understanding vocational accounting students’ attitudes towards sustainable development. Journal of Vocational Education & Training, 74(2), 249-269. https://doi.org/10.1080/13636820.2020.1760333
  74. Maidou, A., Plakitsi, K., & Polatoglou, H. (2019). Knowledge, perceptions and attitudes on education for sustainable development of pre-service early childhood teachers in Greece. World Journal of Education, 9(5), 1-15. https://doi.org/10.5430/wje.v9n5p1
  75. Mashaba, E. K., Maile, S., & Manaka, M. J. (2022). Learners’ knowledge of environmental education in selected primary schools of the Tshwane North District, Gauteng Province. International Journal of Environmental Research and Public Health, 19(23), 15552. https://doi.org/10.3390/ijerph192315552
  76. McKeown, R., & Hopkins, C. (2005). EE and ESD: Two paradigms, one crucial goal. Applied Environmental Education & Communication, 4(3), 221-224. https://doi.org/10.1080/15330150591004616
  77. Mercan, G. (2023). The pioneerıng role of foundation for environmental education in Turkey: An examination of education and awareness-raising efforts for a sustainable future. International Journal of Eurasia Social Sciences (IJOESS), 14(53), 1212-1238. https://doi.org/10.35826/ijoess.3358
  78. Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Sage.
  79. Moni, M. H. (2009). Why Japan’s development aid matters most for dealing with global environmental problems. Asia-Pacific Review, 16(1), 8-36. https://doi.org/10.1080/13439000902957590
  80. Munasinghe, M. (2009). Sustainable development in practice: Sustainomics methodology and applications. Cambridge University.
  81. Muşlu Kaygısız, G. (2020). The effect of active learning based activities on the sustainable environmental attitudes, positive behaviors and environmental attitudes of primary school teacher candidates. The Journal of Turkish Educational Sciences, 18(1), 185-200. https://doi.org/10.37217/tebd.679596
  82. Narong, D. K. (2024). A system-based framework for engineering education as sustainable development. European Journal of Engineering Education, 49(5), 911-927. https://doi.org/10.1080/03043797.2024.2374481
  83. Naz, F., Oláh, J., Vasile, D., & Magda, R. (2020). Green purchase behavior of university students in Hungary: An empirical study. Sustainability, 12(23), 10077. https://doi.org/10.3390/su122310077
  84. Ozmehmet, E. (2008). Dünyada ve Türkiye sürdürülebilir kalkınma yaklaşımları. Journal of Yaşar University, 3(12), 1853-1876. https://dergipark.org.tr/tr/pub/jyasar/issue/19124/202943
  85. Özdemir, G., & Yılmaz, S. (2023). Opinions of secondary school students and teachers on the transdisciplinary environmental education program. Baskent University Journal of Education, 10(2), 177-192. https://dergipark.org.tr/en/pub/bujoe/issue/78999/1247292
  86. Özerdinç, F., Kızılay, E., & Hamalosmanoğlu, M. (2022). Analysis of studies on sustainable development in education: a meta-synthesis study. Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(1), 33-51. https://doi.org/10.38122/ased.976188
  87. Pavlova, M. (2013). Towards using transformative education as a benchmark for clarifying differences and similarities between environmental education and education for sustainable development. Environmental Education Research, 19(5), 656–672. https://doi.org/10.1080/13504622.2012.736476
  88. Portney, K. E. (2015). Sustainability. MIT.
  89. Potter, G. (2009). Environmental education for the 21st century: Where do we go now?. The Journal of Environmental Education, 41(1), 22–33. https://doi.org/10.1080/00958960903209975
  90. Prabawani, B., Hadi, S. P., Zen, I. S., Afrizal, T., & Purbawati, D. (2020). Education for sustainable development as diffusion of innovation of secondary school students. Journal of Teacher Education for Sustainability, 22(1), 84-97. https://doi.org/10.2478/jtes-2020-0007
  91. Purwanto, A., Ichsan, I. Z., Gomes, P. W. P., & Rahman, M. M. (2020). ESBOR during COVID-19: Analysis students attitude for develop 21st century environmental learning. Journal of Sustainability Science and Management, 15(7), 20-29. https://eric.ed.gov/?id=ED610162
  92. Rodríguez-Loinaz, G., Ametzaga-Arregi, I., & Palacios-Agundez, I. (2024). ICT tools and citizen science: a pathway to promote science learning and education for sustainable development in schools. Journal of Biological Education, 58(3), 609–625. https://doi.org/10.1080/00219266.2022.2092192
  93. Rowe, D., Gentile, S. J., & Clevey, L. (2015). The U.S. partnership for education for sustainable development: progress and challenges ahead. Applied Environmental Education & Communication, 14(2), 112–120. https://doi.org/10.1080/1533015X.2014.978048
  94. Russell-Bennett, R., Rosenbaum, M. S., Fisk, R. P., & Raciti, M. M. (2024). SDG editorial: Improving life on planet earth–a call to action for service research to achieve the sustainable development goals (SDGs). Journal of Services Marketing, 38(2), 145-152. https://doi.org/10.1108/JSM-11-2023-0425
  95. Sachs, J. D. (2012). From millennium development goals to sustainable development goals. The Lancet, 379(9832), 2206-2211. https://doi.org/10.1016/s0140-6736(12)60685-0
  96. SauvÃ, L. (1996). Environmental education and sustainable development: A further appraisal. Canadian Journal of Environmental Education, 1(1), 7-34. https://cjee.lakeheadu.ca/article/view/490
  97. Schmandt, J., & Ward, C. H. (2000). Challenge and response. In J. Schmandt, C.H. Ward, & M. Hastings (Eds.), Sustainable development: The challange of transition (pp. 1-9). Cambridge University.
  98. Schreiber, B., & Torabian, J. (2023). Student development in higher education in the era of the agenda 2030 and the UN’s sustainable development goals: Towards SDGs 2.0. Journal of College and Character, 24(1), 61–68. https://doi.org/10.1080/2194587X.2022.2157442
  99. Sergunin, A., & Gutenev, M. (2023). Teaching the Arctic’s sustainable development at Russian universities. Polar Geography, 46(1), 18–40. https://doi.org/10.1080/1088937X.2023.2210177
  100. Shao, G., Li, F., & Tang, L. (2011). Multidisciplinary perspectives on sustainable development. International Journal of Sustainable Development & World Ecology, 18(3), 187-189. https://doi.org/10.1080/13504509.2011.572304
  101. Shutaleva, A., Nikonova, Z., Savchenko, I., & Martyushev, N., (2020). Environmental education for sustainable development in Russia. Sustainability, 12(18), 7742. https://doi.org/10.3390/su12187742
  102. Stapp, W. B. (1969). The concept of environmental education. Environmental Education, 1(1), 30-31. https://doi.org/10.1080/00139254.1969.10801479
  103. Tanrıverdi, B. (2009). Analyzing Primary School Curriculum in Terms of Sustainable Environmental Education. Education and Science, 34(151), 89-103. https://educationandscience.ted.org.tr/article/view/796
  104. Tare, M. (2020). Education for sustainable development. Technology & Innovation, 21(4), 1-3. http://doi.org/10.21300/21.4.2020.2
  105. Tilbury, D. (1997). Environmental education: A head, heart and hand approach to learning about environmental problems (ED417600). ERIC. https://eric.ed.gov/?q=HO+AND+HO&pg=146&id=ED417600
  106. Toran, M. (2017). Sustainable development for early childhood education: A review of publications in Turkey. Journal of Early Childhood Studies, 1(1), 33-44. https://journalofomepturkey.org/index.php/eccd/issue/view/3
  107. Uddin, Md. K. (2024). Environmental education for sustainable development in Bangladesh and its challenges. Sustainable Development, 32(1), 1137–1151. https://doi.org/10.1002/sd.2728
  108. United Nations (2015). Transforming our world: The 2030 agenda for sustainable development. Department of Economic and Social Affairs Sustainable Development. https://sdgs.un.org/2030agenda
  109. Vysotska, O., Rieznikov, S., Rohova, E., Vysotskyi, O., & Vatkovska, M. (2021). Philosophy and Practice of education for sustainable development in Ukraine: On the example of secondary education in the dnipropetrovsk region. European Journal of Sustainable Development, 10(2), 256-256. https://doi.org/10.14207/ejsd.2021.v10n2p256
  110. Wall, G. (2018). Beyond sustainable development. Tourism Recreation Research, 43(3), 390-399. https://doi.org/10.1080/02508281.2018.1475880
  111. Wang, C. L. (2017). No-Self, natural sustainability and education for sustainable development. Educational Philosophy and Theory, 49(5), 550-561. https://doi.org/10.1080/00131857.2016.1217189
  112. Wilujeng, I., Dwandaru, W. S. B., & Rauf, R. B. A. (2019). The effectiveness of education for environmental sustainable development to enhance environmental literacy in science education: A case study of hydropower. Jurnal Pendidikan IPA Indonesia, 8(4), 521-528. https://doi.org/10.15294/jpii.v8i4.19948
  113. Yeni, O. (2014). Sustainability and sustainable development: A survey of the literature. Gazi Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 16(3), 181-208. https://dergipark.org.tr/tr/pub/gaziuiibfd/issue/28309/300838
  114. Yıldırım, G. (2020). Thematic review of educational research on sustainability. Mediterranean Journal of Educational Research, 14(33), 70-106. https://doi.org/10.29329/mjer.2020.272.4
  115. Yıldız, K., Güzel Gürbüz, P., Esentaş, M., Beşikçi, T., & Balıkçı, İ. (2021). Analysis of the relation between sustainable environmental education of university students and their attitude towards environmental problems International Journal of Social Science Research, 10(1), 35-49. https://dergipark.org.tr/tr/pub/ijssresearch/issue/63420/939469
  116. Demir, F. B., & Ulukaya Öteleş, Ü. (2023). Environmental problems and solution suggestions for environmental problems from the perspective of teachers. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 23(1), 379-396. https://doi.org/10.17240/aibuefd.2023.-1224985