A meta-synthesis study on research related to sustainable development in social studies education

This study aims to examine research on sustainable development in the context of social studies education through a meta-synthesis approach. A total of 22 studies (19 articles and three theses) conducted between 2009 and 2023 were systematically analyzed. The data were examined using document analysis and descriptive techniques, and coded and interpreted in MAXQDA 24. The findings reveal that the way sustainable development is addressed within social studies education still contains several conceptual and pedagogical limitations. Most studies lack sufficient transparency in sampling processes and analysis procedures. Research has predominantly focused on curriculum review, textbook analysis, and pre-service teacher awareness, demonstrating that sustainable development is often handled superficially in instructional materials and curricular objectives. Despite this, the social studies course has been shown to play a significant role in enhancing students' awareness and understanding of sustainability issues. The results emphasize the need to incorporate sustainable development more comprehensively into social studies education and to strengthen instructional materials and teacher education. To enhance the effectiveness of sustainability education, it is recommended that curriculum development and practice-oriented approaches be prioritized in teacher training.