SDG Indicator 13.3.1 | Sustainable developments Goals

Indicator 13.3.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment

1. Key features and metadata

Definition: This Indicator measures the extent to which countries mainstream Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) in different components of their education system (i.e. education policies, curricula, teacher training, and student assessment).

Sub-indicator	Disaggregated by
SE_GCEDESD_NEP Extent to which GCED and ESD are mainstreamed in national education policies (Index of 0 to 1)	No current data disaggregation available.
SE_GCEDESD_CUR Extent to which GCED and ESD are mainstreamed in curricula (Index of 0 to 1)
SE_GCEDESD_TED Extent to which GCED and ESD are mainstreamed in teacher education (Index of 0 to 1)
SE_GCEDESD_SAS Extent to which GCED and ESD are mainstreamed in student assessment (Index of 0 to 1)

Sub-indicator

Disaggregated by

SE_GCEDESD_NEP

Extent to which GCED and ESD are mainstreamed in national education policies (Index of 0 to 1)

No current data disaggregation available.

SE_GCEDESD_CUR

Extent to which GCED and ESD are mainstreamed in curricula (Index of 0 to 1)

SE_GCEDESD_TED

Extent to which GCED and ESD are mainstreamed in teacher education (Index of 0 to 1)

SE_GCEDESD_SAS

Extent to which GCED and ESD are mainstreamed in student assessment (Index of 0 to 1)

Sources of information: Data provided as a by-product of a non-statistical monitoring exercise by national responsible authorities – typically Ministries of Education and related institutions – to the United Nations Educational, Scientific and Cultural Organization (UNESCO).

Related SDG Indicators: 4.7.1 and 12.8.1 (duplicates).

2. Data availability by region, SDG Global Database, as of 02 July 2025

Figure 4.43 Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment

3. Proposed disaggregation, links to policymaking and its impact

Proposed disaggregation	Link to policymaking	Impact
Extent to which GCED and ESD are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment, by education level(Index of 0 to 1): Primary Secondary Applies to: SE_GCEDESD_NEP SE_GCEDESD_CUR SE_GCEDESD_TED SE_GCEDESD_SAS	This disaggregation of the indicator by education level gives an insight into where mainstreaming efforts are provided by countries and where the national education policy should be strengthened for better ESD and GCED integration into their education system. Additional efforts should be devoted to other educational activities like technical and vocational education and training, higher education and teacher training education. Climate change should be made a core component of the national curriculum – facilitating closer working relations between Ministries of Education and the Environment, embedding sustainable development and climate change into all levels and disciplines of education, and allocating more means to teacher training(UNECE 2005; UNESCO 2021).	Implementing such policies would equip people with information to prepare them for climate change consequences and provide them with relevant and sound information and scientific knowledge to understand and face emerging environmental and climate challenges(UN 2023d).In addition, implementing gender-responsive education policies would raise awareness of gender equality concerns and enable the teaching of gender sensitivity practices. This would help people to seize opportunities for healthy and balanced lifestyles in harmony with nature whilebeing fullyaware of the concept of sustainable development and the need to respect social values, gender equity and cultural diversity.
Extent to which GCED and ESD are mainstreamed in: (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment, by GCED/ESD theme(Index of 0 to 1): Cultural diversity and tolerance Gender equality Human rights Peace and non-violence Climate change Environmental sustainability Human survival and well-being Sustainable consumption and production Applies to: SE_GCEDESD_NEP SE_GCEDESD_CUR SE_GCEDESD_TED SE_GCEDESD_SAS	This disaggregation gives useful information to policymakers on the topics that are best mainstreamed into the national education system and where improvements are expected to cover more thoroughly the topics that are missing or are insufficiently integrated.
Extent to which GCED and ESD are mainstreamed in: (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment, by GCED/ESD by government level(Index of 0 to 1): National Sub-national Applies to: SE_GCEDESD_NEP SE_GCEDESD_CUR SE_GCEDESD_TED SE_GCEDESD_SAS	This disaggregation provides useful information, mostly for countries with decentralized political organization, to show potential discrepancies across sub-national entities with specific competencies in the field of education. This allows national authorities to take targeted measures to ensure greater consistency across the relevant sub-national entities in relation to sustainable development education.

Proposed disaggregation

Link to policymaking

Impact

Extent to which GCED and ESD are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment, by education level(Index of 0 to 1):

Primary
Secondary

Applies to:

SE_GCEDESD_NEP
SE_GCEDESD_CUR
SE_GCEDESD_TED
SE_GCEDESD_SAS

This disaggregation of the indicator by education level gives an insight into where mainstreaming efforts are provided by countries and where the national education policy should be strengthened for better ESD and GCED integration into their education system.

Additional efforts should be devoted to other educational activities like technical and vocational education and training, higher education and teacher training education. Climate change should be made a core component of the national curriculum – facilitating closer working relations between Ministries of Education and the Environment, embedding sustainable development and climate change into all levels and disciplines of education, and allocating more means to teacher training(UNECE 2005; UNESCO 2021).

Implementing such policies would equip people with information to prepare them for climate change consequences and provide them with relevant and sound information and scientific knowledge to understand and face emerging environmental and climate challenges(UN 2023d).In addition, implementing gender-responsive education policies would raise awareness of gender equality concerns and enable the teaching of gender sensitivity practices.

This would help people to seize opportunities for healthy and balanced lifestyles in harmony with nature whilebeing fullyaware of the concept of sustainable development and the need to respect social values, gender equity and cultural diversity.

Extent to which GCED and ESD are mainstreamed in: (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment, by GCED/ESD theme(Index of 0 to 1):

Cultural diversity and tolerance
Gender equality
Human rights
Peace and non-violence
Climate change
Environmental sustainability
Human survival and well-being
Sustainable consumption and production

Applies to:

SE_GCEDESD_NEP
SE_GCEDESD_CUR
SE_GCEDESD_TED
SE_GCEDESD_SAS

This disaggregation gives useful information to policymakers on the topics that are best mainstreamed into the national education system and where improvements are expected to cover more thoroughly the topics that are missing or are insufficiently integrated.

Extent to which GCED and ESD are mainstreamed in: (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment, by GCED/ESD by government level(Index of 0 to 1):

National
Sub-national

Applies to:

SE_GCEDESD_NEP
SE_GCEDESD_CUR
SE_GCEDESD_TED
SE_GCEDESD_SAS

This disaggregation provides useful information, mostly for countries with decentralized political organization, to show potential discrepancies across sub-national entities with specific competencies in the field of education. This allows national authorities to take targeted measures to ensure greater consistency across the relevant sub-national entities in relation to sustainable development education.