No abstract

Education should play an important role in sustainable development. However, we were also faced with the enculturation in the education systems that contribute to the literacy of the environmental issue and challenges in maintaining sustainable development. In this review, we aimed to synthesize the recent research findings on how enculturation was developed among students through social and cultural factors and the role of education for sustainable development. In synthesizing the enculturation in the education system, we found several contributing social and cultural factors such as family cultural background and parental values, school systems, teachers’ beliefs, and the attitudes and appraisal of students used in the different school environments. Co-existing differences were also found when examining the environmental issue literacy among students from different cultures in the studies along with energy literacy and ocean literacy from cross-cultural studies perspectives. Drawing on these findings, we further add on how education for sustainable development in different cultures was integrated and emphasized in their existing school curricula to help other cultures to learn more about how education for sustainable development was developed across cultural contexts.

The purpose of the review article is to deepen the understanding of cultural diversity in terms of cognitive processes to avoid cultural conflicts such as misunderstanding and miscommunication. In this review, we found that there is a link that connected some cognitive processes with culture from various perspectives in our recent findings. The overall research findings suggested that there are pieces of evidence of how culture can play a role and differ from other cultures in cognitive processes such as perception, attention, memory, and creativity. Evaluation and the measurement of the culture and cognition by the researchers in the studies were included in this review together with the results of the findings and some future implications for further research proposed by the researchers of the study in some studies reviewed. We will also review how people of various cultures adapt their cognition which differs them from other cultures in some studies. In conclusion, we hope that more factors should be considered for cross-cultural studies in cognition, and further critical interpretation is needed in this review article to made people realize the diversity of cognition in culture and accept it.