Mapping Sustainable Development Goals in Secondary Education: Implications for Technical Education through Curriculum Integration

Authors

  • Chong May Ling Faculty of Business and Communications, INTI International University, Nilai, Negeri Sembilan, Malaysia
  • Aay Susilawati Universitas Muhammadiyah Sukabumi, Indonesia
  • Jason See Toh Seong Kuan Faculty of Business and Communications, INTI International University, Nilai, Negeri Sembilan, Malaysia
  • Tan Seng Teck Faculty of Business and Communications, INTI International University, Nilai, Negeri Sembilan, Malaysia
  • Zhang Zihui Faculty of Business and Communications, INTI International University, Nilai, Negeri Sembilan, Malaysia, School of Economics and Management, Sias University, Zhengzhou, China
  • Nasrun Balulu Universitas Khairun, Ternate, Indonesia
  • Iqbal Limatahu Universitas Khairun, Ternate, Indonesia

DOI:

https://doi.org/10.16920/jeet/2026/v40is1/26147

Keywords:

Curriculum Integration, Education For Sustainable Development, Sustainable Development Goals, Sustainability Competencies, Technical Education, Technical Students.

Abstract

This study maps global research on sustainable development goals (SDGs), education for sustainable development (ESD), curriculum integration, and secondary education, and interprets the findings for technical education, including vocational education and training (VET). A bibliometric approach was applied using Publish or Perish for data retrieval and VOSviewer for keyword co-occurrence, overlay, density, and node-focused visualizations. The findings show that SDGs and education occupy central positions in the research field, higher education remains prominent, curriculum integration occupies an intermediate position, and secondary education remains comparatively peripheral. These patterns indicate a persistent research gap in school-level sustainability education. For technical education, the findings highlight the need to connect sustainability competencies with disciplinary knowledge, practical technical skills, teacher preparation, assessment, employability, and workplace practices. The study provides a transition perspective in which evidence from secondary sustainability education can inform a more systematic VET research agenda for preparing technical students for sustainable workplaces and societies.

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Published

2026-10-23

How to Cite

Ling, C. M., Susilawati, A., Seong Kuan, J. S. T., Teck, T. S., Zihui, Z., Balulu, N., & Limatahu, I. (2026). Mapping Sustainable Development Goals in Secondary Education: Implications for Technical Education through Curriculum Integration. Journal of Engineering Education Transformations, 40(1), 33–42. https://doi.org/10.16920/jeet/2026/v40is1/26147

Issue

Volume 40, Special Issue 1, September 2026

Section

Articles
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