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Sustainable Development Goals and Education: A Bibliometric Review-The Case of Latin America

Resumen

The aim of this article is to review Latin American scientific production on the Sustainable Development Goals (SDGs) in the field of education. For this purpose, a bibliometric analysis is performed on WoS articles, and a content analysis is carried out on empirical articles from 2015-2022. The main findings indicate that (1) since 2016, a considerable increase in scientific production is evidenced, reaching a peak of 30 articles in 2020; (2) Brazil is the most productive and influential nation in the region; (3) in general, good levels of international cooperation are evidenced, although only Brazil and Mexico show outstanding levels of scientific cooperation with countries in the Global North; (4) most of the analyzed papers were published in education journals, with a smaller percentage in specialized higher education journals; and (5) there are two main lines of research within the empirical papers: “Curriculum, extracurricular activities, projects, and pedagogical initiatives” and “Students’ behaviors, perceptions, beliefs, concerns, and level of knowledge around issues related to the SDGs”. We conclude that although Latin American production has increased in the last period, contributions continue to be marginal at global levels.
Jrade, Ahmad (12804778900); Jalaei, Farnaz (57212026747); Zhang, Jieying Jane (59228484300); Jalilzadeh Eirdmousa, Saeed (59228444800); Jalaei, Farzad (54894358100)
Potential Integration of Bridge Information Modeling and Life Cycle Assessment/Life Cycle Costing Tools for Infrastructure Projects within Construction 4.0: A Review
2023
10.3390/su152015049
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85199226134&doi=10.3390%2fsu152015049&partnerID=40&md5=b503d960a132c3df787b4cb99ad749dc
Department of Civil Engineering, University of Ottawa, Ottawa, K1N 6N5, ON, Canada; National Research Council Canada, Government of Canada, Ottawa, K1A 0R6, ON, Canada
All Open Access; Gold Open Access
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