Sytematic review of curricular barriers to the integration of SDG 15 into primary education
https://orcid.org/0009-0002-7277-9183
The integration of SDG 15 into the primary school curriculum faces structural limitations that have not been systematically examined in the most recent literature on the subject. This systematic review presents the barriers that hinder its implementation in educational terms worldwide, analyzing these elements as an interdependent system of constraints. The study follows the PRISMA methodology based on a systematic search of academic literature published between 2022 and 2026 in specialized databases, using relevance to the topics of interest as the inclusion criterion. Thus, three interdependent structural barriers at the global level are identified in relation to the curricular and pedagogical dimension of SDG 15: lack of teacher training to implement pedagogical strategies aimed at achieving the SDGs, educational institutions’ lack of knowledge regarding regulatory frameworks for sustainability, and the existence of the cognitive digital divide as an element that undermines traditional pedagogical practices. Unlike other studies on these same issues, this analysis shows that these are aspects that operate within a system requiring integrated curricular solutions. It can thus be concluded that the transformation of the curricular dimension of SDG 15 implementation depends on teacher training policies that are consistently linked to strategies for bridging the cognitive digital divide.
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