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<p>Amid the accelerating dynamics of global urbanization and the urgent demand for sustainable development, higher education institutions play a fundamental role in equipping future professionals with the skills necessary to navigate complex urban transitions. This study employs a bibliometric network analysis and temporal overlay (2000–2025) to investigate the integration of urbanism and applied professional practice within higher education sustainability curricula. Utilizing a multi-stage PRISMA-guided filtering process, a dataset of 714 records was retrieved from the Scopus database, selected for its comprehensive indexing of interdisciplinary social science and engineering literature. The data was analyzed using VOSviewer to map keyword co-occurrences and institutional collaborations. The methodology incorporates Euclidean distance mapping from the network origin (0,0) to quantitatively classify keywords into Core, Semi-periphery, and Peripheral zones, alongside an interpretive synthesis grounded in the Environmental, Social, and Governance (ESG) framework. The analysis identifies a core discourse anchored by Education for Sustainable Development (ESD) and Sustainable Development (SD), characterized by high Total Link Strength and central spatial positioning. Temporal analysis reveals three distinct research phases: a Foundational period (2000–2014); a Consolidation phase (2015–2019); and an Acceleration phase (2020–present) marked by SDG alignment and technology-mediated learning. Despite this evolution, the results identify a notable imbalance. While foundational ESD concepts are robustly covered, keywords related to Sustainable urbanism and applied urban science remain semi-peripheral. Relative gaps include a lack of empirical evidence linking innovative pedagogies to measurable urban competency development and underdeveloped research into educator professional training. The integration of the ESG framework is proposed as a structural lens to bridge the gap between Governance-level policy (SDGs) and Social-pillar implementation, urging a shift toward evidence-based, outcome-focused curriculum design for complex urban transitions.</p>

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Integrating ESG and bibliometric mapping of higher education urbanism pathways

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月27日

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  • Evgenia Tousi,
  • Zoe Kanetaki,
  • Eleni Kanetaki

摘要

Amid the accelerating dynamics of global urbanization and the urgent demand for sustainable development, higher education institutions play a fundamental role in equipping future professionals with the skills necessary to navigate complex urban transitions. This study employs a bibliometric network analysis and temporal overlay (2000–2025) to investigate the integration of urbanism and applied professional practice within higher education sustainability curricula. Utilizing a multi-stage PRISMA-guided filtering process, a dataset of 714 records was retrieved from the Scopus database, selected for its comprehensive indexing of interdisciplinary social science and engineering literature. The data was analyzed using VOSviewer to map keyword co-occurrences and institutional collaborations. The methodology incorporates Euclidean distance mapping from the network origin (0,0) to quantitatively classify keywords into Core, Semi-periphery, and Peripheral zones, alongside an interpretive synthesis grounded in the Environmental, Social, and Governance (ESG) framework. The analysis identifies a core discourse anchored by Education for Sustainable Development (ESD) and Sustainable Development (SD), characterized by high Total Link Strength and central spatial positioning. Temporal analysis reveals three distinct research phases: a Foundational period (2000–2014); a Consolidation phase (2015–2019); and an Acceleration phase (2020–present) marked by SDG alignment and technology-mediated learning. Despite this evolution, the results identify a notable imbalance. While foundational ESD concepts are robustly covered, keywords related to Sustainable urbanism and applied urban science remain semi-peripheral. Relative gaps include a lack of empirical evidence linking innovative pedagogies to measurable urban competency development and underdeveloped research into educator professional training. The integration of the ESG framework is proposed as a structural lens to bridge the gap between Governance-level policy (SDGs) and Social-pillar implementation, urging a shift toward evidence-based, outcome-focused curriculum design for complex urban transitions.