Education for Sustainable Development (ESD) is a concept that evolves in line with emerging sustainability issues. In the 2030 Agenda for Sustainable Development, ESD is embraced in Goal 4, Target 4.7, and reflected in other Goals and Targets. The approach towards the 2030 Agenda is important, not only because of the crucial role that education will play in the implementation of the Goals, but also in increasing its impact by orienting towards the emerging sustainability challenges. Therefore, there is a high demand for research to better understand ESD interactions with the 2030 Agenda framework in specific contexts. This study addresses the implications of Target 4.7 on the 17 Sustainable Development Goals, in the context of the Regional Centres of Expertise on Education for Sustainable Development as global multi-stakeholder networks. It analyses the interaction of Target 4.7 with other Goals and Targets, in order to identify the strongest connections amongst thematic sustainability issues. The findings revealed through statistical analyses and a comprehensive literature review, that the prevailing components of ESD are strongly interconnected with Goals 2, 3, 4, 7, 11, 12, 13, 15. Thus reinforcing that the multidimensional aspects of ESD in relation to the SDGs are stronger regarding the current complex issues such as, education, climate, energy, sustainable cities, natural habitat, consumption and production. Although the nature of multi-stakeholder networks allows for diverse approaches of ESD towards the 2030 Agenda, the study indicates the importance of partnership and informal learning for reflection of global sustainability issues in regional platforms.

可持续发展教育（ESD）是一个随着新出现的可持续性问题而发展的概念。在《 2030年可持续发展议程》中，可持续发展教育被纳入目标4，指标4.7，并反映在其他目标和指标中。迈向《 2030年议程》的方法很重要，这不仅是因为教育将在实现千年发展目标中发挥关键作用，而且还通过面向新兴的可持续性挑战来增加其影响。因此，迫切需要进行研究以更好地了解特定背景下的ESD与2030年议程框架之间的相互作用。这项研究在区域可持续发展教育专门知识中心作为全球多方利益相关者网络的背景下，解决了目标4.7对17个可持续发展目标的影响。它分析了目标4.7与其他目标和指标之间的相互作用，以便确定主题可持续性问题之间最紧密的联系。通过统计分析和全面的文献综述发现的结果表明，可持续发展教育的主要组成部分与目标2、3、4、7、11、12、13、15紧密相关。因此，进一步证明了可持续发展教育在多维方面与可持续发展目标在诸如教育，气候，能源，可持续城市，自然栖息地，消费和生产等当前复杂问题上更为强大。尽管多方利益相关者网络的性质允许针对2030年议程采取多种多样的ESD方法，但该研究表明了伙伴关系和非正式学习对于在区域平台中反映全球可持续性问题的重要性。