The Role of Nature-Based Solutions in Fostering Sustainability Competencies from School to University: Bibliometric and Systematic Analysis
学校から大学までの持続可能性能力育成における自然を基盤とした解決策の役割：書誌計量学的および系統的レビュー (AI 翻訳)
Foniman Saragi, Syafira Defni, Vyna Rohmatika, Juju Juwita, Afifi Mutiarani, Shintia Putri Riski, Rudea Faddhisrah Syahbana, Valencia Julia Pattipeilohy, Habel Brilian Natalio Taka, Sintiche Jasso
🤖 gxceed AI 要約
日本語
この研究は、教育における自然を基盤とした解決策（NbS）の役割を文献計量分析と系統的レビューで調査した。2015年から2025年の534件の論文を分析し、NbSが持続可能性能力（システム思考、生態リテラシーなど）を育む学習環境として機能することを示した。しかし、グローバル・ノース視点の優位性や先住民的知識の不足が課題である。
English
This study examines the role of Nature-based Solutions (NbS) in developing sustainability competencies through a bibliometric and systematic review of 534 and 24 studies respectively. It finds that NbS foster cognitive, socio-emotional, and behavioral competencies via experiential and place-based learning, but notes an overrepresentation of Global North perspectives.
Unofficial AI-generated summary based on the public title and abstract. Not an official translation.
📝 gxceed 編集解説 — Why this matters
日本のGX文脈において
日本ではNbSが「グリーンインフラ」として注目されているが、本論文は教育コンテキストに特化しているため、日本のESD（持続可能な開発のための教育）政策や環境教育の実践に示唆を与える可能性がある。
In the global GX context
Globally, NbS are recognized by IPCC and IUCN for climate adaptation, and this paper links them to sustainability education, which aligns with UNESCO's ESD for 2030 framework.
👥 読者別の含意
🔬研究者:Researchers studying pedagogies for sustainability competencies can benefit from the synthesized findings on NbS-based learning environments.
🏢実務担当者:Educators designing curricula for sustainability can use the identified NbS approaches to foster competencies like systems thinking and ecological literacy.
🏛政策担当者:Education policymakers can consider integrating NbS into national curricula to support sustainability education goals.
📄 Abstract（原文）
<ns5:p>Abstract* Nature-based Solutions (NbS) have gained increasing attention within sustainability discourse, yet their pedagogical roles in developing sustainability competencies remain insufficiently synthesized. This study examines the evolution, pedagogical integration, and competency contributions of NbS within Education for Sustainable Development (ESD) through a combined bibliometric and systematic review approach. A bibliometric analysis of 534 Scopus-indexed articles published between 2015 and 2025 was conducted to identify publication trends, thematic transformations, and global research patterns. In addition, a systematic review of 24 selected studies following the PRISMA framework analyzed how NbS are implemented in educational contexts and how they contribute to sustainability competency development. The findings reveal a conceptual transition in NbS research from predominantly techno-environmental orientations toward broader socio-ecological and pedagogical perspectives. Across educational settings, NbS-based learning environments support interconnected cognitive, social-emotional, and behavioral competencies through experiential, participatory, place-based, and interdisciplinary learning approaches. The review further suggests that NbS increasingly function as participatory socio-ecological learning environments that foster systems thinking, ecological literacy, sustainability agency, and relational awareness. However, important epistemic imbalances remain, particularly the dominance of Global North perspectives and the limited representation of contextual and Indigenous sustainability knowledge.</ns5:p>
🔗 Provenance — このレコードを発見したソース
- openalex https://doi.org/10.12688/f1000research.183640.1first seen 2026-07-18 05:44:46
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