ECOLITERACY IN HIGHER EDUCATION: A SYSTEMATIC REVIEW OF CURRICULUM INTEGRATION AND PEDAGOGICAL STRATEGIES

Abstract

In the present time, the United Nations’ Sustainable Development Goals (SDGs) are given much emphasis as a, “set of universal goals that meet the urgent environmental, political and economic challenges facing our world” (undp.org; Hannah and Varuneshwaran, 2024). After all, it is of utmost importance to address challenges which pose a threat to the world and to do so sustainably; the urgency of which was understood by the international community when it committed itself to its pursuits and its, “collective vision, ranging from eradicating poverty and hunger to ensuring clean water, affordable and clean energy, decent work, and responsible consumption among others” (2024). Global challenges such as environmental degradation, climate changes, social inequalities and economic disparities are what Hannah and Varuneshwaran (2024) called, “the interwoven key challenges that require a holistic approach to tackle”. They found that, among the plethora of approaches and strategies to achieve a greener and more sustainable future, the key factor that emerged as, “a linchpin for fostering a deeper, more meaningful connection to the environment and sustainable practices”, the holistic approach that will tackle the above-mentioned challenges, is ecoliteracy (Hannah and Varuneshwaran, 2024).