What question did this study set out to answer?

The study aims to explore how sustainability is integrated into TVET curricula and the associated challenges and partnerships involved.

March 3, 2026Open Access

Implementation of sustainability into training, upskilling, and reskilling curricula of technical and vocational education and training in south and southeast Asia

Key Points

The study aims to explore how sustainability is integrated into TVET curricula and the associated challenges and partnerships involved.
Utilized a positivist research paradigm and explanatory design
Conducted a survey with 761 TVET teachers in 11 South and Southeast Asian countries
Examined modalities for integrating sustainability, including SDGs and micro-credentials
SDGs were incorporated into new courses and existing curricula, enhancing educational integration
Identified significant differences in implementation across countries based on regional economic conditions
Highlighted the importance of multi-stakeholder partnerships for successful curricula development

Abstract

The adaptation to climate change and the adoption of circular strategies are macrotrends that require business transformations. In response, profound changes are required to skill formation systems across the world. The present empirical research study is built on the discourse on education for sustainable development as well as institutionalist and constructivist lenses to investigate the role of Technical and Vocational Education and Training (TVET) in meeting skill requirements for global sustainability agendas. The objectives of the study are to investigate a) modalities in use to mainstream sustainability into course offerings, i.e., training, upskilling, and reskilling with micro-credentials and credit transfers in learning pathways, b) the implementation of six Sustainable Development Goals (SDGs) into curricula, namely ‘Quality Education’, ‘Decent Work and Economic Growth’, ‘Industry, Innovation, and Infrastructure’, ‘Clean Water and Sanitation’, ‘Affordable and Clean Energy’, and ‘Climate Action’, and c) the existence of partnerships for curricula development with reference to SDG17. By adopting the positivist research paradigm and an explanatory research design, a survey was conducted in 11 countries in South and Southeast Asia to which 761 TVET teachers responded. The findings show that SDGs were incorporated into new courses supporting vertical integration as well as SDGs were embedded into existing curricula supporting horizontal integration. The findings also offer a nuanced understanding of various modalities in use to mainstream sustainability into course offerings. The findings imply intricate challenges institutes face when implementing sustainability into curricula and emphasise the value of multi-stakeholder partnerships for curricula development. Partial η2 values, reflecting variances as much as 6%, suggest the presence of significant differences between countries that can be attributed to a country’s ‘region’ and ‘annual growth rate of real gross domestic product per employed person’. This conveys that national and regional economic conditions impact on a country’s skill formation systems.

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Cite This Study

Wickramasinghe et al. (Sun,) studied this question.

synapsesocial.com/papers/69a67ee0f353c071a6f0a7c1 https://doi.org/https://doi.org/10.1007/s43621-026-02917-3

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