Research on Education for Sustainable Development: A Bibliometric Analysis in the Scopus Database from 2000 to 2024
Abstract
Education for Sustainable Development (ESD) is increasingly recognized as a fundamental driver for achieving global sustainability, yet a comprehensive, long-term mapping of its intellectual structure is needed to guide future policies. This study aims to delineate the evolutionary trajectory of ESD research from 2000 to 2024, identify the most significant contributors (countries, institutions, journals, and authors), and uncover the prevalent thematic clusters within this domain. A quantitative bibliometric approach was employed. The sample consisted of 2,774 English-language peer-reviewed documents extracted from the Scopus Core Collection, spanning from 2000 to 2024. Performance analysis and science mapping were conducted utilizing RStudio (Biblioshiny) and VOSviewer to evaluate co-authorship networks and thematic co-occurrences. The findings confirmed a continuous, exponential growth in ESD publications post-2015. Germany emerged as the most productive country (12.5% of total publications), though the Universitas Pendidikan Indonesia was identified as the leading institution. Thematic analysis revealed 15 distinct clusters, heavily focusing on higher education, curricula, and teacher training, while also highlighting a significant geographical imbalance wherein developed nations overshadow developing countries in overall research engagement.