The Potential Development of Mathematics Education to Support the Achievement of Sustainable Development Goals (SDGs) in the Digital Era
Main Article Content
Abstract
This study explores the developmental potential of mathematics education in supporting the Sustainable Development Goals (SDGs) in the digital era through an enhanced narrative review approach. To strengthen methodological rigor, the review adopted a structured four-phase procedure inspired by narrative synthesis and qualitative evidence integration. The Identification phase involved a comprehensive search across Scopus, ERIC, SpringerLink, and Taylor & Francis Online focusing on recent developments from 2024–2025 a period marked by rapid global expansion of SDG-oriented and technology-enhanced mathematics education research. The Screening and Eligibility phase applied explicit inclusion criteria to refine the corpus to 33 high-quality, thematically relevant studies. The Thematic Analysis phase employed qualitative coding to derive recurring concepts related to curriculum, digital transformation, and teacher competencies. Finally, the Synthesis phase integrated these themes into a conceptual framework describing emerging potentials of mathematics education to advance SDGs. Three central potentials were identified: (1) Curricular Innovation and Localization, emphasizing sustainability based contextualization; (2) Digital Empowerment and Technological Integration, highlighting AI-supported learning and data-driven modelling; and (3) Capacity Building and Collaborative Policy Action, stressing the importance of teacher development and cross-sector partnerships. The findings demonstrate that mathematics education, when aligned with sustainability and digital transformation, functions as a transformative driver that nurtures sustainable mindsets, digital literacy, and ethical awareness essential for SDG achievement.
Article Details
How to Cite
NURWAHID, Mohammad; ASHAR, Sofia; ROSMAIYADI, Rosmaiyadi.
The Potential Development of Mathematics Education to Support the Achievement of Sustainable Development Goals (SDGs) in the Digital Era.
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 10, n. 1, p. 1538-1550, dec. 2025.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3810>. Date accessed: 03 feb. 2026.
doi: https://doi.org/10.18860/icied.v10i1.3810.
Section
Articles
References
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Ariza, J. Á., & Olatunde-Aiyedun, T. G. (2024). A systematic literature review on STEAM pre- and in-service teacher education for sustainability: Are teachers ready? Eurasia Journal of Mathematics, Science and Technology Education, 20(9). https://doi.org/10.29333/ejmste/14982
Baluyot, R. B., Lucban, L. A., & Parane, J. A. (2025). E-learning in Mathematics Education: Examining Teachers’ Attitude, Intentions and Barriers. Advances in Research, 26(3), 199–210. https://doi.org/10.9734/air/2025/v26i31338
Bin Amiruddin, M. Z., Samsudin, A., Suhandi, A., Suliyanah, Costu, B., & Purwanto, M. G. (2024). Needs analysis of students’ mental model representation through visualisation to support SDGs 4: A preliminary study. E3S Web of Conferences, 513, 1–9. https://doi.org/10.1051/e3sconf/202451304005
Bulut, N., & Borromeo Ferri, R. (2025). Bridging Mathematical Modelling and Education for Sustainable Development in Pre-Service Primary Teacher Education. Education Sciences, 15(2). https://doi.org/10.3390/educsci15020248
Darmayanti, R., In’am, A., & ... (2025). Trends and Gaps in Game-Based Learning for Mathematics: A VOSviewer-Assisted Systematic Review with a Focus on Ethnomathematics and 21st Century Skills. … Conference on Games …, Icgbl, 1–13. https://journal.assyfa.com/index.php/icgbl/article/view/851%0Ahttps://journal.assyfa.com/index.php/icgbl/article/download/851/965
Gaanya, I., Batiibwe, M. S. K., Dahl, B., Mango, J. M., & Mayende, G. (2025). Mathematics for sustainable development implementation at secondary school level: A scoping review. European Journal of Sustainable Development Research, 9(4), em0321. https://doi.org/10.29333/ejosdr/16624
Ghafur, F., & Alviansyah, R. (2025). The Role of Students as Agents of Change Towards Climate Change Action for SDGs. Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial Dan Ilmu-Ilmu Sosial, 117–128. https://doi.org/10.19105/ejpis.v1i.19139
Ghamrawi, N., Shal, T., Ghamrawi, N. A. R., Abu-Tineh, A., Alshaboul, Y., & Alazaizeh, M. A. (2025). A Step-by-Step Approach to Systematic Reviews in Educational Research. European Journal of Educational Research, 14(2), 549–566. https://doi.org/10.12973/eu-jer.14.2.549
Gula, Z., & Jojo, Z. (2024). Harnessing Indigenous Knowledge for Teaching of Mathematics for Sustainable Development in Rural Situated Primary Schools. African Journal of Research in Mathematics, Science and Technology Education, 28(3), 404–421. https://doi.org/10.1080/18117295.2024.2424696
Hsieh, C. C., Chien, W. C., & Lin, T. L. (2024). Pre-service Teachers’ Perceived Importance of and Performance on Sustainable Development Goals. SAGE Open, 14(4), 1–16. https://doi.org/10.1177/21582440241292708
Jeong, J. S., & González-Gómez, D. (2024). Sustainable Development of STEAM and Mathematics Education with Active and Innovative Methodology. Sustainability (Switzerland), 16(2), 4–9. https://doi.org/10.3390/su16020591
Kabul, S. N., & Kaleci, F. (2024). A Bibliometric Analysis of Studies on Sustainability in Mathematics Education Based on Web of Science Database. Journal of Teacher Education and Lifelong Learning, 6(2), 435–455. https://doi.org/10.51535/tell.1559918
Kanandjebo, L. N. (2024). Mathematics as a driver for sustainable development: Pre-service teachers’ perspectives on awareness, challenges, and implications for teacher training. Interdisciplinary Journal of Education Research, 6, 1–17. https://doi.org/10.38140/ijer-2024.vol6.26
Kolawole, S., & Temilade, O. (2025). Addressing Global Economic Challenges using Mathematics Education Strategies for Sustainable Development Addressing Global Economic Challenges using Mathematics Education Strategies for Sustainable Development 1 WAHAB, Saheed Kolawole, 2 AKINLEYE, Odunayo. Kontagora International Journal of Educational Research (KIJER), 2(1), 298–307. https://doi.org/10.5281/zenodo.14879137
Lestari, S. A. P., Nurapriani, F., & Kusumaningrum, D. S. (2024). Integrating Sustainable Development Principles in Learning Mathematics to Stimulate Sustainable Skills in Future Generations. Jurnal Rekayasa Sistem Industri, 13(1), 1–10. https://doi.org/10.26593/jrsi.v13i1.7167.1-10
López-Serentill, P., Alsina, Á., Gual, M., & Pincheira, N. (2024). Integrating Sustainability in Mathematics Education: An Approach to the Spanish Primary Curriculum. Journal of Sustainability Research, 6(3). https://doi.org/10.20900/jsr.20240058
Meylani, R. (2025a). A Critical Glance at Technology’s Role in Mathematics Education for a Sustainable Future: Advancing SDG 4 - Quality Education Through a Systematic Review and Qualitative Synthesis. Journal of Lifestyle and SDGs Review, 5(2), e04566. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe04566
Meylani, R. (2025b). Gamification and Game-Based Learning in Mathematics Education for Advancing SDG 4: a Systematic Review and Qualitative Synthesis of Contemporary Research Literature. Journal of Lifestyle and SDGs Review, 5(2), e04567. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe04567
Meylanİ, R. (2025). Integrating Mathematics Education with Technology and Sustainability : The Novel IMETS Framework. Journal of Computer and Education Research, 13(26), 1184–1215.
Olawale, B. E., Hendricks, W., & Saddiq, K. (2025). Education for sustainable development and its implication for the preparation of pre-service mathematics teachers. Open Books and Proceedings, 88–104. https://doi.org/10.38140/obp3-2025-06
Prakoso, A. F., Subroto, W. T., Andriansyah, E. H., Sari, V. B. M., Ghofur, M. A., Ginanjar, A. E., & Srisuk, P. (2024). Mapping teacher problem-solving research: A bibliometric review of the literature in two decades and the trend to support the SDGs. E3S Web of Conferences, 568. https://doi.org/10.1051/e3sconf/202456804007
Purwanti, P., Hayat, M. S., & Dewi, E. R. S. (2024). Students’ Creative Thinking Skills with STEAM-SDGs Approach to Energy Concept: Rasch Model Analysis. Jurnal Penelitian Pendidikan IPA, 10(12), 11152–11161. https://doi.org/10.29303/jppipa.v10i12.9532
Rachmadi, P., Situmorang, R., & Sukardjo, M. (2025). Highten Discrete Mathematics Learning Through Gamified: A Sustainable Development Goals (SDG) Perspective. Journal of Lifestyle and SDGs Review, 5(2), e03911. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe03911
Rahmania, L., Pambudi, D. S., & Kurniati, D. (2024). Development of Mathematics Learning Tools Based on Education for Sustainable Development (ESD) Using the Outdoor Learning Mathematics Method to Enhance Mathematical Connections in Junior High School. International Journal of Current Science Research and Review, 07(07). https://doi.org/10.47191/ijcsrr/v7-i7-58
Ratnasari, V., Utama, S. H., & Dani, A. T. R. (2024). Toward Sustainable Development Goals (SDGs) with Statistical Modeling: Recursive Bivariate Binary Probit. IAENG International Journal of Applied Mathematics, 54(8), 1515–1521.
Said, Z., Mansour, N., Abu-Tineh, A., Cevik, M., & Al-Naimi, I. (2024). Mapping of K-12 science and mathematics curriculum against sustainable development goals and addressing sustainability gap. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2393066
Saimon, M., Lavicza, Z., Houghton, T., Mtenzi, F., & Carranza, P. (2025). A model for utilising crises-related issues to facilitate transdisciplinary outdoor STEAM education for sustainability in integrated mathematics, language arts and technology classrooms. Discover Education, 4(1). https://doi.org/10.1007/s44217-025-00405-w
Sari, Y. M., Kohar, A. W., El Milla, Y. I., Fiangga, S., & Rahayu, D. S. (2024). Aligning numeracy task design with SDG goals: Nutrition facts as a context for prospective mathematics teachers’ problem posing. Journal on Mathematics Education, 15(1), 191–206. https://doi.org/10.22342/jme.v15i1.pp191-206
Surahman, E. (2024). Curriculum and instructional designs on SDGs STEM learning. Inovasi Kurikulum, 21 Nomor 3(2), 983–998.
Sutama, Yusrina, H., Narimo, S., Harsono, Novitasari, M., & Adnan, M. (2024). Mathematics Learning Model Based on Computational Thinking: Preparing elementary School Students to be Disciplined, Independent, and Dignified. Journal of Law and Sustainable Development, 12(1), 1–23. https://doi.org/10.55908/sdgs.v12i1.3086
Tesfamicael, S. A., & Enge, O. (2024). Revitalizing Sustainability in Mathematics Education: The Case of the New Norwegian Curriculum. Education Sciences, 14(2). https://doi.org/10.3390/educsci14020174
Tribello, G. A., Bates, C., & Mcgowan, C. (2024). Empowering lecturers and students with constructivist, community-engaged pedagogies to support Sustainable Development Goals. Irish Journal of Academic Practice, 11(2).
Uchima-Marin, C. (2024). Integration of Technological Tools in Teaching Statistics: Innovations in Educational Technology for Sustainable Education. Sustainability Switzerland, 16(19). https://doi.org/10.3390/su16198344
Vázquez-Méndez, M. E., Alvarez-Vázquez, L. J., García-Chan, N., Martínez, A., & Rodríguez, C. (2024). Mathematics for optimal design of sustainable infrastructures. Euro-Mediterranean Journal for Environmental Integration, 9(2), 989–996. https://doi.org/10.1007/s41207-023-00460-5
Velichová, D. (2024). the Role of Proper Motivation in Mathematics Education. EDULEARN24 Proceedings, 1(July), 259–267. https://doi.org/10.21125/edulearn.2024.0112
Yuan, X., & Yu, L. (2024). Integrating sustainable development goals in China’s education curriculum: Analysis and future directions. Geo: Geography and Environment, 11(1), 1–11. https://doi.org/10.1002/geo2.145
Annur, A. F., Sari, R., & Musa, M. M. (2022). Implementation of Environmental Education in Improving The Environmental Ethics of Madrasah Ibtidaiyah Students To Support SDGs 2030. Jurnal Ilmiah Pendidikan Guru MI, 12(2), 99–108. https://doi.org/10.18952/aladzkapgmi.v12i2.7490
Ariza, J. Á., & Olatunde-Aiyedun, T. G. (2024). A systematic literature review on STEAM pre- and in-service teacher education for sustainability: Are teachers ready? Eurasia Journal of Mathematics, Science and Technology Education, 20(9). https://doi.org/10.29333/ejmste/14982
Baluyot, R. B., Lucban, L. A., & Parane, J. A. (2025). E-learning in Mathematics Education: Examining Teachers’ Attitude, Intentions and Barriers. Advances in Research, 26(3), 199–210. https://doi.org/10.9734/air/2025/v26i31338
Bin Amiruddin, M. Z., Samsudin, A., Suhandi, A., Suliyanah, Costu, B., & Purwanto, M. G. (2024). Needs analysis of students’ mental model representation through visualisation to support SDGs 4: A preliminary study. E3S Web of Conferences, 513, 1–9. https://doi.org/10.1051/e3sconf/202451304005
Bulut, N., & Borromeo Ferri, R. (2025). Bridging Mathematical Modelling and Education for Sustainable Development in Pre-Service Primary Teacher Education. Education Sciences, 15(2). https://doi.org/10.3390/educsci15020248
Darmayanti, R., In’am, A., & ... (2025). Trends and Gaps in Game-Based Learning for Mathematics: A VOSviewer-Assisted Systematic Review with a Focus on Ethnomathematics and 21st Century Skills. … Conference on Games …, Icgbl, 1–13. https://journal.assyfa.com/index.php/icgbl/article/view/851%0Ahttps://journal.assyfa.com/index.php/icgbl/article/download/851/965
Gaanya, I., Batiibwe, M. S. K., Dahl, B., Mango, J. M., & Mayende, G. (2025). Mathematics for sustainable development implementation at secondary school level: A scoping review. European Journal of Sustainable Development Research, 9(4), em0321. https://doi.org/10.29333/ejosdr/16624
Ghafur, F., & Alviansyah, R. (2025). The Role of Students as Agents of Change Towards Climate Change Action for SDGs. Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial Dan Ilmu-Ilmu Sosial, 117–128. https://doi.org/10.19105/ejpis.v1i.19139
Ghamrawi, N., Shal, T., Ghamrawi, N. A. R., Abu-Tineh, A., Alshaboul, Y., & Alazaizeh, M. A. (2025). A Step-by-Step Approach to Systematic Reviews in Educational Research. European Journal of Educational Research, 14(2), 549–566. https://doi.org/10.12973/eu-jer.14.2.549
Gula, Z., & Jojo, Z. (2024). Harnessing Indigenous Knowledge for Teaching of Mathematics for Sustainable Development in Rural Situated Primary Schools. African Journal of Research in Mathematics, Science and Technology Education, 28(3), 404–421. https://doi.org/10.1080/18117295.2024.2424696
Hsieh, C. C., Chien, W. C., & Lin, T. L. (2024). Pre-service Teachers’ Perceived Importance of and Performance on Sustainable Development Goals. SAGE Open, 14(4), 1–16. https://doi.org/10.1177/21582440241292708
Jeong, J. S., & González-Gómez, D. (2024). Sustainable Development of STEAM and Mathematics Education with Active and Innovative Methodology. Sustainability (Switzerland), 16(2), 4–9. https://doi.org/10.3390/su16020591
Kabul, S. N., & Kaleci, F. (2024). A Bibliometric Analysis of Studies on Sustainability in Mathematics Education Based on Web of Science Database. Journal of Teacher Education and Lifelong Learning, 6(2), 435–455. https://doi.org/10.51535/tell.1559918
Kanandjebo, L. N. (2024). Mathematics as a driver for sustainable development: Pre-service teachers’ perspectives on awareness, challenges, and implications for teacher training. Interdisciplinary Journal of Education Research, 6, 1–17. https://doi.org/10.38140/ijer-2024.vol6.26
Kolawole, S., & Temilade, O. (2025). Addressing Global Economic Challenges using Mathematics Education Strategies for Sustainable Development Addressing Global Economic Challenges using Mathematics Education Strategies for Sustainable Development 1 WAHAB, Saheed Kolawole, 2 AKINLEYE, Odunayo. Kontagora International Journal of Educational Research (KIJER), 2(1), 298–307. https://doi.org/10.5281/zenodo.14879137
Lestari, S. A. P., Nurapriani, F., & Kusumaningrum, D. S. (2024). Integrating Sustainable Development Principles in Learning Mathematics to Stimulate Sustainable Skills in Future Generations. Jurnal Rekayasa Sistem Industri, 13(1), 1–10. https://doi.org/10.26593/jrsi.v13i1.7167.1-10
López-Serentill, P., Alsina, Á., Gual, M., & Pincheira, N. (2024). Integrating Sustainability in Mathematics Education: An Approach to the Spanish Primary Curriculum. Journal of Sustainability Research, 6(3). https://doi.org/10.20900/jsr.20240058
Meylani, R. (2025a). A Critical Glance at Technology’s Role in Mathematics Education for a Sustainable Future: Advancing SDG 4 - Quality Education Through a Systematic Review and Qualitative Synthesis. Journal of Lifestyle and SDGs Review, 5(2), e04566. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe04566
Meylani, R. (2025b). Gamification and Game-Based Learning in Mathematics Education for Advancing SDG 4: a Systematic Review and Qualitative Synthesis of Contemporary Research Literature. Journal of Lifestyle and SDGs Review, 5(2), e04567. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe04567
Meylanİ, R. (2025). Integrating Mathematics Education with Technology and Sustainability : The Novel IMETS Framework. Journal of Computer and Education Research, 13(26), 1184–1215.
Olawale, B. E., Hendricks, W., & Saddiq, K. (2025). Education for sustainable development and its implication for the preparation of pre-service mathematics teachers. Open Books and Proceedings, 88–104. https://doi.org/10.38140/obp3-2025-06
Prakoso, A. F., Subroto, W. T., Andriansyah, E. H., Sari, V. B. M., Ghofur, M. A., Ginanjar, A. E., & Srisuk, P. (2024). Mapping teacher problem-solving research: A bibliometric review of the literature in two decades and the trend to support the SDGs. E3S Web of Conferences, 568. https://doi.org/10.1051/e3sconf/202456804007
Purwanti, P., Hayat, M. S., & Dewi, E. R. S. (2024). Students’ Creative Thinking Skills with STEAM-SDGs Approach to Energy Concept: Rasch Model Analysis. Jurnal Penelitian Pendidikan IPA, 10(12), 11152–11161. https://doi.org/10.29303/jppipa.v10i12.9532
Rachmadi, P., Situmorang, R., & Sukardjo, M. (2025). Highten Discrete Mathematics Learning Through Gamified: A Sustainable Development Goals (SDG) Perspective. Journal of Lifestyle and SDGs Review, 5(2), e03911. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe03911
Rahmania, L., Pambudi, D. S., & Kurniati, D. (2024). Development of Mathematics Learning Tools Based on Education for Sustainable Development (ESD) Using the Outdoor Learning Mathematics Method to Enhance Mathematical Connections in Junior High School. International Journal of Current Science Research and Review, 07(07). https://doi.org/10.47191/ijcsrr/v7-i7-58
Ratnasari, V., Utama, S. H., & Dani, A. T. R. (2024). Toward Sustainable Development Goals (SDGs) with Statistical Modeling: Recursive Bivariate Binary Probit. IAENG International Journal of Applied Mathematics, 54(8), 1515–1521.
Said, Z., Mansour, N., Abu-Tineh, A., Cevik, M., & Al-Naimi, I. (2024). Mapping of K-12 science and mathematics curriculum against sustainable development goals and addressing sustainability gap. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2393066
Saimon, M., Lavicza, Z., Houghton, T., Mtenzi, F., & Carranza, P. (2025). A model for utilising crises-related issues to facilitate transdisciplinary outdoor STEAM education for sustainability in integrated mathematics, language arts and technology classrooms. Discover Education, 4(1). https://doi.org/10.1007/s44217-025-00405-w
Sari, Y. M., Kohar, A. W., El Milla, Y. I., Fiangga, S., & Rahayu, D. S. (2024). Aligning numeracy task design with SDG goals: Nutrition facts as a context for prospective mathematics teachers’ problem posing. Journal on Mathematics Education, 15(1), 191–206. https://doi.org/10.22342/jme.v15i1.pp191-206
Surahman, E. (2024). Curriculum and instructional designs on SDGs STEM learning. Inovasi Kurikulum, 21 Nomor 3(2), 983–998.
Sutama, Yusrina, H., Narimo, S., Harsono, Novitasari, M., & Adnan, M. (2024). Mathematics Learning Model Based on Computational Thinking: Preparing elementary School Students to be Disciplined, Independent, and Dignified. Journal of Law and Sustainable Development, 12(1), 1–23. https://doi.org/10.55908/sdgs.v12i1.3086
Tesfamicael, S. A., & Enge, O. (2024). Revitalizing Sustainability in Mathematics Education: The Case of the New Norwegian Curriculum. Education Sciences, 14(2). https://doi.org/10.3390/educsci14020174
Tribello, G. A., Bates, C., & Mcgowan, C. (2024). Empowering lecturers and students with constructivist, community-engaged pedagogies to support Sustainable Development Goals. Irish Journal of Academic Practice, 11(2).
Uchima-Marin, C. (2024). Integration of Technological Tools in Teaching Statistics: Innovations in Educational Technology for Sustainable Education. Sustainability Switzerland, 16(19). https://doi.org/10.3390/su16198344
Vázquez-Méndez, M. E., Alvarez-Vázquez, L. J., García-Chan, N., Martínez, A., & Rodríguez, C. (2024). Mathematics for optimal design of sustainable infrastructures. Euro-Mediterranean Journal for Environmental Integration, 9(2), 989–996. https://doi.org/10.1007/s41207-023-00460-5
Velichová, D. (2024). the Role of Proper Motivation in Mathematics Education. EDULEARN24 Proceedings, 1(July), 259–267. https://doi.org/10.21125/edulearn.2024.0112
Yuan, X., & Yu, L. (2024). Integrating sustainable development goals in China’s education curriculum: Analysis and future directions. Geo: Geography and Environment, 11(1), 1–11. https://doi.org/10.1002/geo2.145