Education for sustainable development (ESD) and global citizenship education (GCEd) have drawn ample attention, particularly following the adoption of the Sustainable Development Goals. This study aims to investigate the individual and institutional-level factors associated with the desired learning outcomes in these areas. The systematic review included 14 studies that documented statistically significant positive outcomes related to ESD and GCEd. The results highlight several factors that may enhance the effectiveness of teaching and learning in these areas. It revealed the need for future studies to address variables related to learners’ characteristics and organizational/school contexts in the implementation of the curriculum.

可持续发展教育（ESD）和全球公民教育（GCEd）已引起了足够的重视，特别是在通过可持续发展目标之后。这项研究旨在调查与这些领域中所需学习成果相关的个人和机构层面的因素。系统评价包括14项研究，这些研究记录了与ESD和GCEd相关的统计学上显着的积极成果。研究结果突出了一些因素，这些因素可能会增强这些领域的教学效果。它显示了未来的研究需要解决课程实施过程中与学习者特征和组织/学校环境有关的变量。