This scoping review examines the integration of the Sustainable Development Goals (SDGs)—specifically SDG 4, which concerns quality education—into national curricula at various levels of education between 2020 and 2025. This qualitative study uses the scoping review method to synthesise international research, identifying thematic trends, methodological approaches, and implications for curriculum development. The analysis reveals a strong focus on higher education, with articles from Asia and Europe dominating the discourse, while perspectives from early childhood education and the Global South are under-represented. Most articles favour qualitative designs, engaging with the SDGs as curricular content, institutional transformation frameworks, or community-based education tools. Despite these promising approaches, significant gaps remain in addressing behavioural change and equity across educational systems. Therefore, the study calls for more inclusive, context-sensitive, and interdisciplinary strategies to support the transformative ambitions of the 2030 Agenda.
Xuan et al. (Thu,) studied this question.