Bibliometric analysis reveals gaps in AI and sustainability initiatives in STEM education across economic blocs, emphasizing the need for new curricula.
Sustainability-centered engineering is an attribute of Society 5.0, which, in turn, impacts Industry 5.0 (I.D. 5.0) requirements and Education 5.0 (E.D. 5.0) skills within STEM. With the ever-changing global industry landscape, it is imperative to map critically and comprehensively assess (i) the impact of sustainability on E.D. 5.0/I.D. 5.0, (ii) the impact(s) of AI on sustainability measures between the Global North and the Global South economic blocs, and (iii) how these initiatives measures impact Higher Education Institutes (HEIs) in STEM teaching/research. To obtain these perspectives, a bibliometric analysis was performed (2014-2024) on Scopus, based on Research Questions (RQs) from the literature, to capture (i) the existence of an AI gap between the Global North and South, (ii) a lack of current initiatives in sustainability in HEIs in STEM, (iii) an imminent need to promote sustainability-oriented curricula design across HEIs, and (iv) identify novel pedagogical strategies to foster such targeted learning.
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Chakraborty et al. (2025) studied this question.
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