Aim and Scope

Sustainability Education Review (SuER) is an international, peer-reviewed scholarly journal dedicated to advancing research, theory, policy, and practice at the intersection of education and sustainability. The journal provides an interdisciplinary platform for researchers, educators, practitioners, and policymakers to investigate how education can contribute to sustainable development, ecological responsibility, social well-being, justice, resilience, and the development of competencies needed for sustainable futures.

SuER regards education as its primary disciplinary domain and sustainability as its central analytical and societal concern. The journal therefore prioritizes manuscripts in which sustainability or sustainable development is substantively integrated into the research problem, theoretical or conceptual framework, methodology, analysis, findings, or implications.

Aims

SuER aims to:

  • advance theoretical, empirical, methodological, and policy-oriented scholarship in sustainability education;
  • strengthen understanding of how educational systems, institutions, curricula, pedagogies, technologies, and communities can respond to environmental, social, economic, and ethical dimensions of sustainability;
  • promote research on sustainability competencies, knowledge, values, agency, behaviors, and educational practices required for sustainable futures;
  • support interdisciplinary, transdisciplinary, comparative, and internationally relevant approaches to education and sustainable development;
  • encourage critical examination of educational policies, institutional transformations, and pedagogical innovations related to sustainability;
  • facilitate scholarly dialogue among researchers, educators, communities, practitioners, and policymakers across diverse geographical and educational contexts.

Scope

The journal welcomes high-quality scholarship addressing, but not limited to, the following areas:

  • education for sustainable development (ESD);
  • sustainability education and sustainability literacy;
  • sustainability competencies and learning outcomes;
  • climate change education and climate literacy;
  • environmental, ecological, and conservation education;
  • green education, green skills, and sustainable vocational and technical education and training (TVET);
  • Sustainable Development Goals (SDGs) and education;
  • sustainability-oriented curriculum development and pedagogical innovation;
  • teacher education and professional development for sustainability;
  • transformative, experiential, inquiry-based, problem-based, project-based, and place-based learning for sustainability;
  • citizenship education, global citizenship, environmental citizenship, civic engagement, and social responsibility;
  • equity, inclusion, social justice, and the social dimensions of sustainability education;
  • Indigenous, traditional, local, and community knowledge in sustainability education;
  • educational policy, governance, leadership, and institutional transformation for sustainability;
  • sustainability assessment, indicators, evaluation, and educational measurement;
  • digital technologies, artificial intelligence, and educational innovation for sustainability;
  • sustainable schools, universities, campuses, and learning environments;
  • community resilience and community-based sustainability education;
  • lifelong learning, adult education, and non-formal education for sustainability;
  • behavioral, institutional, cultural, ethical, and social dimensions of sustainability learning;
  • interdisciplinary and transdisciplinary approaches connecting education with environmental, social, technological, cultural, and economic sustainability.

Educational Contexts

SuER considers research conducted across diverse educational settings, including:

  • early childhood education;
  • primary and secondary education;
  • vocational and technical education and training;
  • higher education;
  • teacher education;
  • professional and workplace education;
  • adult and lifelong learning;
  • community-based and non-formal education.

Types of Contributions

SuER publishes scholarly contributions including:

  • original research articles;
  • systematic reviews and other rigorous evidence-synthesis studies;
  • conceptual and theoretical articles;
  • policy analyses;
  • methodologically rigorous comparative and interdisciplinary studies;
  • other scholarly contributions that make a significant contribution to sustainability education.

The journal welcomes quantitative, qualitative, mixed-methods, experimental, longitudinal, comparative, design-based, participatory, bibliometric, systematic review, and other methodologically appropriate research designs.

International and Scholarly Relevance

Studies situated within a particular school, university, community, region, or country are welcome when they use the local context to address a clearly articulated scholarly problem and demonstrate relevance to wider debates in sustainability education. Authors should explain how their findings extend, refine, challenge, or otherwise contribute to existing knowledge beyond the immediate research setting.

International, cross-cultural, comparative, interdisciplinary, and transdisciplinary contributions are particularly encouraged. However, international collaboration is not a prerequisite for publication; manuscripts are evaluated on their scholarly quality, relevance, methodological rigor, and contribution.

Out of Scope

Manuscripts may be considered outside the scope of SuER when:

  • sustainability, sustainable development, the SDGs, climate change, or environmental issues are mentioned only superficially and are not substantively connected to the research;
  • the manuscript concerns general teaching, learning, educational technology, or educational management without a clear sustainability dimension;
  • the study is primarily environmental, technical, economic, agricultural, engineering, or scientific research without a substantive educational component;
  • the manuscript is primarily descriptive and does not demonstrate a clear scholarly contribution;
  • the research problem, analysis, and implications do not engage meaningfully with relevant literature in education and sustainability.

Audience

The journal is intended for an international readership including researchers, academics, teachers, educational leaders, sustainability practitioners, curriculum developers, policymakers, graduate students, and professionals concerned with education and sustainable development.

Through rigorous scholarship and international academic dialogue, Sustainability Education Review (SuER) seeks to advance educational knowledge, policies, pedagogies, and institutional practices that contribute to equitable, inclusive, resilient, socially responsible, and environmentally sustainable futures.