Hadi Suwono, Marsya Aulia Rizkita, Singgih Dwi Prasetyo
The integration of technology in sustainability education is vital for achieving Sustainable Development Goal 4 (Quality Education) in Indonesia, yet substantial gaps persist between policy, practice, and research. This systematic review and meta-analysis synthesize evidence from 28 studies published between 2020 and 2025 to examine the impact of technology-enabled interventions on educator empowerment in sustainability education. Although national policies strongly promote digital transformation and sustainability-oriented curricula, empirical evidence regarding the effectiveness of technology-based professional development remains fragmented. Following PRISMA guidelines, this study employed a mixed-methods synthesis. Quantitative data were analyzed using a random-effects meta-analysis to estimate pooled effect sizes, while qualitative evidence was thematically integrated to capture contextual, institutional, and policy-related influences. Subgroup, heterogeneity, publication bias, and sensitivity analyses were conducted to assess robustness and sources of variation across educational levels and study characteristics. The findings reveal a consistently positive and substantively strong association between technology-supported interventions and educator empowerment. Effect magnitudes varied across educational stages and regional contexts, with more substantial impacts observed in structured K–12 systems compared to higher education. Professional development quality, policy coherence, and digital infrastructure emerged as key moderating factors influencing effectiveness. Overall, the results indicate that technology operates as a systemic enabler when embedded within sustained teacher training, supportive institutional conditions, and aligned policy frameworks. However, persistent digital inequities and limited integration of climate change education constrain broader impact, particularly in rural settings. Effective implementation, therefore, requires coordinated policy alignment, continuous capacity building, digital equity, and adaptive monitoring to ensure scalable and inclusive sustainability education outcomes. © 2026
Department of Biology, Faculty of Mathematics and Natural Sciences, State University of Malang, Malang, 65146, Indonesia; Applied Marketing Management, Faculty of Vocational Studies, State University of Malang, Malang, 65145, Indonesia; Power Plant Engineering Technology, Faculty of Vocational Studies, State University of Malang, 65145, Indonesia
