UNESCO's 2030 Agenda claimed higher education to be a key driver for its sustainable development goals and pinpointed interdisciplinarity and interculturality as two of the three "interrelated" themes to be focused upon. Is this "interrelatedness" reflected in the ongoing global research? If so, how does the trend look like going through the three development phases of UNESCO's Education for Sustainable Development (ESD) framework, i.e., DESD (2005-2014), GAP (2015-2019), and ESD for 2030 (2020-2030)? Through a meta-analysis of the Web of Science data covering the three time periods, this study showed the trends of interdisciplinarity and interculturality being researched upon separately and together, stratified by two binary variables of "higher education" and "empirical research". The findings showed both similarities and differences of the research trends regarding interdisciplinarity and interculturality as well as a distinctive lack of "interrelatedness" between the two. The trends also showed distinctively different patterns of the three development phases of ESD, especially an intriguing downward curve for the most recent phase. The originality of this study is demonstrated in empirically interrelating interdisciplinarity and interculturality in higher education. Its significance is demonstrated in a recommendation for UNESCO's ESD framework to further leverage research to achieve its aim.

Authors:
Huiyuan Ye, Shanghai Jian Qiao University, China

About the Presenter(s)
Dr Huiyuan Ye is a University Assistant Professor/Lecturer at Shanghai Jian Qiao University in China

Connect on Linkedin
https://www.linkedin.com/in/huiyuanye/

Connect on ResearchGate
https://www.researchgate.net/profile/Huiyuan_Ye

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