A Multidimensional Evaluation of Sustainable Development Goal Concepts in Upper-Primary Textbooks

This study explores how concepts related to the Sustainable Development Goals (SDGs) are represented in upper-primary school textbooks, with a focus on identifying patterns of inclusion, emphasis, and conceptual balance. Using a qualitative content evaluation approach, this study examines textbooks across Grades 4–6 to assess how sustainability is framed through environmental, social, and economic lenses. The analysis reveals that sustainability is predominantly presented through environmental themes such as natural resource conservation and ecological awareness, while social dimensions—particularly those related to inclusion, equity, and participation—are only partially addressed. Economic aspects, including financial literacy, responsible consumption, and entrepreneurship, appear marginal or implicit. The findings suggest that although sustainability is present in the curriculum, it is not consistently articulated as an integrated, multidimensional framework. Instead, it is conveyed as a set of fragmented themes, with stronger emphasis on environmental knowledge than on social responsibility or economic preparedness. This imbalance may shape students’ early understanding of sustainability in a limited way, emphasizing care for nature while underrepresenting its broader societal and economic implications. This study highlights the need for a more coherent and balanced integration of SDG concepts in primary education to support holistic sustainability literacy from an early stage.