Integrating SDGs into Indonesian Education: A Literature Review of Implementation and Barriers in ESD Practices

Abstract

This study aims to examine the implementation of the principles of Education for Sustainable Development (ESD) in the Indonesian education curriculum and identify the challenges faced by educators in applying them. This study uses a Systematic Literature Review (SLR) approach to explore various relevant literature sources, including scientific journals, policy documents, and reports from national and international institutions published between 2015 and 2025. The analysis was conducted thematically by grouping the data into several main themes, such as forms of ESD implementation, curriculum policies, teacher challenges, and gaps in access and training.Research results show that the principles of ESD have been conceptually accommodated in the Merdeka Curriculum policy and the Pancasila Student Profile Strengthening Project (P5) program. Sustainability values are integrated through thematic learning, issue-based local projects, as well as extracurricular activities and community engagement. However, its implementation still faces significant challenges, particularly related to the low understanding of teachers, the limited availability of specialized ESD training, and the disparity in educational infrastructure between regions. Moreover, the absence of formal regulations that explicitly include ESD as an integral part of the national education system also serves as an obstacle. This study concludes that the transformation towards sustainable education in Indonesia requires systemic strengthening through teacher training, the development of contextual learning resources, and sustainable policy support.