Learning Sustainability: International perspectives on Education for Sustainable Development in TIMSS 2023 – Grade 4

Abstract

The idea of Sustainable Development (SD) emerged to reconcile the well-being of present generations with that of future ones, promoting the conscious use of natural resources. In this context, schools play a crucial role through Education for Sustainable Development (ESD), which is an integral part of the Sustainable Development Goals (SDGs) of the 2030 Agenda. ESD aims to provide the necessary tools to address contemporary environmental, social, and economic challenges in terms of knowledge, skills, and values. This study analyzes data from the TIMSS 2023 Encyclopedia for Grade 4, focusing on national policies for the integration of ESD by examining the responses of 51 countries to items GEN12 and GEN12T, which consist of open-ended questions. These data were examined using a bottom-up approach through two phases of independent categorization. Subsequently, a hierarchical cluster analysis and K-means clustering were conducted to define four recurring policy profiles, and a Multiple Correspondence Analysis (MCA) was performed to visualize the relationships between categories and clusters. The analyses identified four policy profiles characterized by a progressive structuring: from centrally guided approaches to those implemented only at the local level, alongside hybrid models combining both approaches. Countries with higher achievement scores tend to show structured and multi-level approaches, while countries with lower scores generally present ESD initiatives that are not yet fully structured. The study highlights the importance of: (i) clear national standards, (ii) operational tools for schools, (iii) systemic integration of ESD into curricula, and (iv) structured collaboration between schools and stakeholders.