The objective of this study is to identify challenges in implementing education for sustainable development (ESD) into higher education institutions (HEIs). We introduced innovative pedagogies utilizing educational technology as a solution to promote ESD. We conducted an extensive literature review and keyword analysis on the topic. According to PRISMA protocol, the search yielded a total 367 articles and with a set of inclusion/exclusion criteria, 30 articles were selected for the further analysis. The keyword analysis was conducted to explore the main clusters in the selected articles using VOSviewer software. As a result, we identified three main clusters: 1) current challenges on ESD implementation, 2) implications of ESD in higher education curriculum, and 3) innovative pedagogical strategies for ESD. The result shows that in implementing ESD, the challenges are mainly related to the lack of framework for measuring competencies and systematically designing teacher training on the necessary ESD competencies. The findings also imply that the effective use of Information and Communications Technology (ICT) has a great potential to enhance teachers' technological and pedagogical expertise for ESD teaching and learning.

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The education pathways and opportunities of schoolgirls in Asia are facing different challenges. The empirical studies have implemented Information and Communication Technology-enabled learning to expand such pathways and opportunities and promote education inclusiveness and equity. Through the Gender Analysis Framework, this review paper focuses on exploring and discussing how ICT-enabled learning may expand schoolgirls’ education pathways and opportunities in Asia for inclusive and equitable education. This review covers 30 studies that adopted ICT-enabled learning, synthesizes, and presents four key ICT-enabled learning approaches: Emerging technologies-enabled learning, Digital game-based learning, Mobile-enabled learning, and Computer-assisted learning. Our result discusses about how different approaches in this review (in)directly impact on schoolgirls’ access to assets, their practice and participation in learning activities, belief and perception of their own and other stakeholders’, and how policies accommodate these approaches. The review further suggests several guidelines to develop an inclusive learning environment enabled by ICT to education pathways and opportunities of schoolgirls, thereby enhancing education inclusiveness and equity.

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