Advancing Youth Empowerment through Education for Sustainable Development: A Literary Overview with Focus on India
Simmi Jaiswal
Sarla Birla University, Mahilong, Ranchi, Jharkhand, India.
Sanjeev Sinha
Sarla Birla University, Mahilong, Ranchi, Jharkhand, India.
Pammi N. Sinha *
Gangadhar Meher University, Sambalpur, Odisha, India.
Khusubu Meher
Gangadhar Meher University, Sambalpur, Odisha, India.
*Author to whom correspondence should be addressed.
Abstract
Sustainable Development (SD) balances social, economic, and environmental dimensions. Agenda 2030 by the United Nations (UN) in 2015 identified 17 Sustainable Development Goals (SDGs) for global peace and prosperity. The SDGs recognise the mutual interdependence of all countries and populations for achieving true sustainability. Educational systems worldwide cultivate critical thinking in students, preparing them as future citizens to uphold societal norms and foster a better world. Education enables youths to become productive and protective members of society. Education could reverse-engineer the recurring environmental, social and economic challenges in the world and restore its sustainability. So, enabling youth through education for SD has gained attention worldwide and has underlined the need to educate youths in tackling contemporary social, economic and ecological challenges.
The present study follows systematic literature review method to reviews articles published in associated areas (1976–2023) on connecting youths to the environment and sustainable development, particularly focusing on India. It traces Environmental Education (EE) evolution from awareness to youth empowerment, highlighting India's challenges: theory-practice gaps, marginalised curricula, teacher deficits, and low participation despite Eco-Clubs. The study found that innovative educational methods show promise in boosting sustainable attitudes and/or behaviours. It also identifies critical patterns and gaps needing empirical fixes: standardised training, evaluative EE, and localised SDG integration. The study outlines recommendations urging holistic reforms, teacher up-skilling, revitalised Eco-Clubs, and research on post-ESD impacts to position youth as SDG drivers. The recommendations evolved from the present study are practical and prioritised for policy, schools, and research. They could position Indian youth as SDG leaders, addressing the document's identified barriers for measurable sustainability gains.
Keywords: Sustainable Development Goals, Sustainability awareness, Education for Sustainable Development, Theory-Practice Gap in Environmental Education, Youth Empowerment.