The Role of Nature-Based Solutions in Fostering Sustainability Competencies from School to University: Bibliometric and Systematic Analysis

<ns5:p>Abstract* Nature-based Solutions (NbS) have gained increasing attention within sustainability discourse, yet their pedagogical roles in developing sustainability competencies remain insufficiently synthesized. This study examines the evolution, pedagogical integration, and competency contributions of NbS within Education for Sustainable Development (ESD) through a combined bibliometric and systematic review approach. A bibliometric analysis of 534 Scopus-indexed articles published between 2015 and 2025 was conducted to identify publication trends, thematic transformations, and global research patterns. In addition, a systematic review of 24 selected studies following the PRISMA framework analyzed how NbS are implemented in educational contexts and how they contribute to sustainability competency development. The findings reveal a conceptual transition in NbS research from predominantly techno-environmental orientations toward broader socio-ecological and pedagogical perspectives. Across educational settings, NbS-based learning environments support interconnected cognitive, social-emotional, and behavioral competencies through experiential, participatory, place-based, and interdisciplinary learning approaches. The review further suggests that NbS increasingly function as participatory socio-ecological learning environments that foster systems thinking, ecological literacy, sustainability agency, and relational awareness. However, important epistemic imbalances remain, particularly the dominance of Global North perspectives and the limited representation of contextual and Indigenous sustainability knowledge.</ns5:p>