SynthesisOpen research Europe2025
Digital science communication for sustainability literacy: A scoping review.
Synthesis in Open research Europe, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Global challenges such as climate change and resource depletion stem from unsustainable human activities, highlighting the critical need for widespread sustainability literacy to achieve the Sustainable Development Goals (SDGs). Education for Sustainable Development (ESD) is a key enabler, fostering holistic learning and action across all levels. Given this critical need, integrating digital science communication into ESD is essential. Objective: This scoping review explores how digital science communication contributes to sustainability literacy within ESD, focusing on advancing SDG targets 4.7, 12.8, and 13.3. Design Guided by the PRISMA-ScR framework, we systematically reviewed 20 peer-reviewed articles published between 2000 and 2023. An initial search was conducted across Scopus and Web of Science, with the final eligibility screening and analysis based on the Web of Science dataset, selected for its robust filtering capabilities within educational and sustainability contexts. Results: The findings show that immersive technologies (e.g., VR/AR), game-based learning, and online platforms are the most frequently used digital approaches. These tools support sustainability literacy by enabling interactive engagement, contextualised learning, and flexible access to educational content. However, their application is uneven across regions and educational levels. Key challenges include limited evidence of long-term behavioural change, restricted accessibility to advanced technologies, and insufficiently tailored content. Conclusion: Digital science communication can support sustainability literacy and help reconnect people with nature and deepen their understanding of sustainable practices. However, its effectiveness depends on pedagogical integration, accessibility, and stronger alignment with behaviour change frameworks. Further research is needed to assess long-term impacts and expand evidence across diverse geographical contexts.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.