Quantifying the presence of sustainability education and climate change in higher education: a bibliometric study

Abstract

Purpose This study aims to examine the nature and trends in sustainability education and climate change (SECC) in higher education using a comprehensive bibliometric analysis of the literature indexed in the Scopus database. Design/methodology/approach Data were extracted from the Scopus database using the keywords “sustainability education” and “climate change” to ensure extensive coverage. Total 14,465 research papers on both topics were analyzed using the VOSviewer software. Findings The bibliometric analysis reveals the mapping of scientific research across countries and the cooccurrence of research keywords, providing insights into research trends and future directions in SECC in higher education. Practical implications Based on the thematic map created to highlight future research directions on curricula for SECC in higher education, the analysis has identified several potential research areas, such as interdisciplinary research, transformative education, carbon footprint, students and higher education community well-being, climate change mitigation curriculum and behavioral studies. Originality/value This analysis offers epistemological foundations for generating knowledge and advancing curricula for SECC in higher education institutions.