Educare, Educere, or Holistic? Exploring Researchers' Educational Approaches in Education for Sustainable Development Research

ABSTRACT This study examined the educational approaches (educare, educere, or holistic) of researchers publishing on Education for Sustainable Development (ESD) within the context of UNESCO's Sustainable Development Goals (SDGs) 2030 agenda. Utilizing a bibliometric review and content analysis of 630 peer‐reviewed articles from the Web of Science (WoS) database, the study identified trends in publication outputs and thematic evolution. Results indicated a shift from traditional educare approaches focused on knowledge transmission to more holistic frameworks that integrate cognitive, emotional, and social dimensions of learning. Notably, an increasing number of researchers have adopted the educere approach, emphasizing critical thinking and student empowerment, aligning with UNESCO's goals for fostering global citizenship. Key thematic developments included the growing recognition of interconnectedness between education and sustainability, reflecting a broader trend toward holistic education. The findings highlight the importance of balancing educare, educere, and holistic approaches to advance sustainable education and meet global challenges.