Education for Sustainable Development in Vulnerable Contexts: The Role of Neighbourhood and Associative Movements – Frontiers

 

Research Report: University Education for Sustainable Development

Article Provenance and Status

• Journal: Frontiers in Education
• Section: Leadership in Education
• Status: Provisionally Accepted Manuscript
• Research Topic: University Education for Sustainable Development: Challenges and Opportunities
• Authors: De La Rosa Ruiz, D. and Armentia
• Affiliation: Universidad Francisco de Vitoria, Pozuelo de Alarcón, Spain

Alignment with Sustainable Development Goals (SDGs)

This research provides critical insights into how localized, context-specific applications of Education for Sustainable Development (ESD) can directly support the achievement of the United Nations Sustainable Development Goals (SDGs). The study’s primary contribution is demonstrating the role of ESD as a transformative tool for social change and empowerment, particularly in marginalized communities.

Core Research Focus and Contribution to SDGs

The study investigates the intersection of ESD and community-based movements within vulnerable urban contexts. Its findings emphasize the importance of participatory approaches to foster social cohesion and resilience, directly contributing to several key SDGs.

• SDG 4 (Quality Education): The research is fundamentally centered on advancing ESD, promoting inclusive and equitable quality education by exploring its application as a transformative tool for social change.
• SDG 10 (Reduced Inequalities): By focusing on “marginalized neighborhoods” and “grassroots empowerment,” the study addresses the core objective of reducing inequality within and among countries.
• SDG 11 (Sustainable Cities and Communities): The research directly targets challenges in “vulnerable urban contexts,” offering insights into making cities and human settlements inclusive, safe, resilient, and sustainable through community-driven solutions.
• SDG 16 (Peace, Justice, and Strong Institutions): The emphasis on “participatory approaches” and “social cohesion” supports the development of effective, accountable, and inclusive institutions at all levels.

Methodology and Key Concepts

The research explores how specific educational strategies can empower communities and foster sustainable development. The key concepts underpinning the study include:

1. Participatory Approaches: Engaging local communities in the development process to ensure solutions are relevant and sustainable.
2. Social Cohesion: Building stronger, more connected communities capable of collective action.
3. Resilience: Enhancing the capacity of marginalized neighborhoods to withstand and recover from social and economic shocks.
4. Grassroots Empowerment: Fostering community-driven solutions to global challenges, shifting power to local actors.

Publication and Technical Details

Author-Specified Keywords

• Conceptualization
• Data curation
• Investigation
• Methodology
• Project administration
• Software
• Validation
• Visualization

Timeline and Licensing

• Received: 05 May 2025
• Accepted: 28 July 2025
• Copyright: © 2025 De La Rosa Ruiz and Armentia.
• Distribution License: Creative Commons Attribution License (CC BY). Use, distribution, or reproduction is permitted provided the original author(s) are credited and the original publication is cited in accordance with academic practice.

Relevant Sustainable Development Goals (SDGs)

SDG 4: Quality Education

• The article directly addresses this goal by focusing on “Education for Sustainable Development (ESD).” It highlights ESD’s role as a “transformative tool for social change in marginalized neighborhoods,” which aligns with the goal of providing inclusive and equitable quality education.

SDG 10: Reduced Inequalities

• The research centers on “vulnerable urban contexts” and “marginalized neighborhoods.” By emphasizing “inclusive development,” “grassroots empowerment,” and “community-driven solutions,” the article connects to the core objective of reducing inequality within and among countries by empowering and promoting the social inclusion of all.

SDG 11: Sustainable Cities and Communities

• The study’s context is “vulnerable urban contexts,” and it explores themes of “social cohesion, and resilience.” It explicitly mentions “participatory approaches” to development, which directly relates to making cities and human settlements inclusive, safe, resilient, and sustainable.

Specific SDG Targets

SDG 4: Quality Education

1. Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development.
   • The article’s central theme is the application of “Education for Sustainable Development (ESD)” and its potential as a “transformative tool,” which is the exact focus of this target.

SDG 10: Reduced Inequalities

1. Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
   • The article’s emphasis on “grassroots empowerment,” “community-based movements,” and “inclusive development” in “marginalized neighborhoods” directly supports the aim of this target.

SDG 11: Sustainable Cities and Communities

1. Target 11.3: By 2030, enhance inclusive and sustainable urbanization and capacity for participatory, integrated and sustainable human settlement planning and management in all countries.
   • The study’s focus on “participatory approaches” and “community-driven solutions” within “vulnerable urban contexts” aligns perfectly with this target’s goal of fostering participatory planning and management.

Implied Indicators for Measuring Progress

For Target 4.7 (Education for Sustainable Development)

• Implied Indicator: The extent to which ESD is integrated into community movements and local initiatives. The article implies this by stating the research “explores the intersection of Education for Sustainable Development (ESD) and community-based movements.”

For Target 10.2 (Promote Social Inclusion)

• Implied Indicator: The level of “grassroots empowerment” and “social cohesion” in marginalized communities. The article suggests these are key outcomes of applying ESD, mentioning the study emphasizes “participatory approaches, social cohesion, and resilience.”

For Target 11.3 (Participatory Human Settlement Planning)

• Implied Indicator: The degree of community participation in development processes. The article’s focus on “participatory approaches” and “community-driven solutions” implies that the level of active community involvement is a key measure of success.

Summary of SDGs, Targets, and Indicators

SDGs	Targets	Indicators (Implied from the article)
SDG 4: Quality Education	Target 4.7: Ensure all learners acquire knowledge and skills needed to promote sustainable development, including through ESD.	The extent of integration of ESD into community-based movements and local programs.
SDG 10: Reduced Inequalities	Target 10.2: Empower and promote the social, economic, and political inclusion of all.	The measured level of grassroots empowerment and social cohesion within marginalized communities.
SDG 11: Sustainable Cities and Communities	Target 11.3: Enhance inclusive and sustainable urbanization and capacity for participatory human settlement planning.	The degree of community participation in local planning and the implementation of community-driven solutions.

Source: frontiersin.org