ICT-driven mathematical modelling approaches for embedding education for sustainable development in mathematics teacher education: a systematic review
Mzwandile Wiseman Zulu, Leena Ngonyofi Kanandjebo
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Source: Crossref
Published: Oct 20, 2026
DOI: 10.3389/feduc.2026.1921719
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This systematic review synthesises evidence on ICT-driven mathematical modelling strategies for embedding Education for Sustainable Development (ESD) in mathematics teacher education. Following PRISMA guidelines, we searched AI-powered, Google Scholar (Google Scholar Labs) (2016–March 2026) and identified 18 peer-reviewed studies that met the inclusion criteria. Thematic analysis revealed three most frequently reported effective strategy clusters for distinct competency outcomes: (1) iterative and cyclic modelling using dynamic mathematics software (GeoGebra, R, Python), frequently effective reported for developing modelling competence ( n = 4 studies); (2) dialectical and collaborative modelling, effective for developing sustainability integration competence ( n = 3 studies); and (3) interdisciplinary place-based modelling using sensor technologies, for developing pedagogical competence ( n = 3 studies). Further, based on the synthesis only, 22% of the studies ( n = 4) originated from Global South authors, including Sub-Saharan African contexts which provided empirical data on ICT-ESD integration in mathematics teacher education. In addition, based on the synthesis, we derived five design principles for professional development: (a) multidimensional competence alignment, (b) teacher agency development, (c) modelling as pedagogical bridge, (d) purposeful technology integration, and (e) flexible blended delivery. Given these findings and the severe resource constraints characteristic of many teacher-training contexts, particularly in underrepresented Global South settings, we recommend that effective strategies be embedded flexibly within existing teacher-training curricula rather than implemented as standalone add-ons. We also propose for curriculum mapping approaches that embed ESD within existing mathematics content rather than creating separate curricula. The findings of this study can inform development of a context-specific, digitally enhanced ESD course in teacher education programmes.
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