Sustainable Development Goals and Education: A Bibliometric Review—The Case of Latin America

Abstract

The aim of this article is to review Latin American scientific production on the Sustainable Development Goals (SDGs) in the field of education. For this purpose, a bibliometric analysis is performed on WoS articles, and a content analysis is carried out on empirical articles from 2015–2022. The main findings indicate that (1) since 2016, a considerable increase in scientific production is evidenced, reaching a peak of 30 articles in 2020; (2) Brazil is the most productive and influential nation in the region; (3) in general, good levels of international cooperation are evidenced, although only Brazil and Mexico show outstanding levels of scientific cooperation with countries in the Global North; (4) most of the analyzed papers were published in education journals, with a smaller percentage in specialized higher education journals; and (5) there are two main lines of research within the empirical papers: “Curriculum, extracurricular activities, projects, and pedagogical initiatives” and “Students’ behaviors, perceptions, beliefs, concerns, and level of knowledge around issues related to the SDGs”. We conclude that although Latin American production has increased in the last period, contributions continue to be marginal at global levels.