Assessing the transition from environmental education to education for sustainable development: a global perspective in higher education

Abstract Education for sustainable development (ESD) is an official commitment driven by the United Nations (UN). In contrast, environmental education (EE) emphasizes environmental protection more. This analysis aims to assess the effectiveness and acceptance of the transition from EE to ESD, particularly among researchers in higher education institutions. This way, A global overview can be provided, highlighting the regions that adopt each educational model. The methods used include a systematic review for literature selection and meta-analysis parameters for data analysis. From the 7.439 papers analyzed, ESD’s progress and EE’s state by geographical area can be identified. Research findings show that certain regions adopt one of the two schools. It should be noted that ESD has become increasingly accepted globally since the decade promoted by UNESCO. Nonetheless, EE has played a more significant role in shaping the history of environmental education in certain regions. Additionally, more literature is needed to discuss the design and revision of economics curricula in the context of ESD. The originality of this paper lies in separating regions that adopt EE from those that adopt ESD, as well as explaining exceptional cases in the context of economic education involving ESD.