Education That Matters: Investigating the Quality of Secondary Schooling in Support of Sustainable Development Goal 4

Background/purpose. This study explores the implementation of Sustainable Development Goal 4 (SDG 4)—which advocates for inclusive, equitable, and quality education—among high school students, with a specific focus on the interconnection between quality learning, learning environments, content, processes, and outcomes. Drawing on Vygotsky’s Sociocultural Theory, the research emphasizes that meaningful and sustainable learning depends on the dynamic interaction of well-structured content, inclusive pedagogy, and supportive classroom environments.

Materials/methods. A quantitative cross-sectional design was used, involving 2,425 high school students in West Purwokerto, Indonesia. Using a Structural Equation Modeling (SEM-AMOS) approach, the study measured relationships among key quality indicators: content relevance, instructional performance, student engagement, and outcome effectiveness.

Results. The results revealed strong correlations between quality processes and learning environments, as well as between learning environments and learning outcomes. However, weaker associations were found between content and process integration. The findings suggest that the realization of SDG 4 requires a holistic approach, integrating curriculum reform, teacher training, inclusive practices, and infrastructure improvement. By highlighting the interconnectedness of these educational dimensions, the study contributes valuable insights for policymakers, educators, and school leaders aiming to transform secondary education in support of sustainable development.

Conclusion. In conclusion, the implementation of SDG 4 in high schools is not merely a policy goal; it is a moral and practical necessity. Empowering students to contribute significantly to a more just, peaceful, and sustainable world necessitates a steadfast commitment to the principles of inclusive, egalitarian, and excellent education

Keywords: Quality content, quality learning, quality learning environment, quality outcomes, quality processes

References

Abidin, Z., & Herman, T. (2023). The Computational Thinking in Elementary School in the Indonesia New Curriculum: A Teacher’s Perspective. Sekolah Dasar: Kajian Teori Dan Praktik Pendidikan, 32(02), 178–185.

Abrahim, S., Mir, B. A., Suhara, H., Mohamed, F. A., & Sato, M. (2019). Structural equation modeling and confirmatory factor analysis of social media use and education. International Journal of Educational Technology in Higher Education, 16(1), 11–19. https://doi.org/10.1186/s41239-019-0157-y

Afolabi, S. S. (2021). Mathematics as an Indispensable Tool in Fulfilling the Mandate of Sustainable Development Goals (SDG). NOUN Journal of Education, 7(1), 31–38. https://www.researchgate.net/publication/364719882

Agbata, B. C., Obeng-Denteh, W., Abraham, S., Asante- Mensa, F., Kwabi, P. A., Okpako, S. O., Amoah-Mensah, J., & Arivi, S. S. (2024). Advancing mathematics education in Africa: Challenges, strategies, and prospects. Science World Journal, 19(3), 808–818. https://doi.org/10.4314/swj.v19i3.28

Akinsemolu, A. A., & Onyeaka, H. (2025). The role of green education in achieving the sustainable development goals: A review. Renewable and Sustainable Energy Reviews, 21(12), 115239. https://doi.org/10.1016/j.rser.2024.115239

Akpalu, R., Agyekum, P., Owusu, J., & Asare, E. A. (2025). Strategic Workforce Development Through Mathematics Education to Support SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth). International Journal of Research and Innovation in Social Science, 9(2), 3265–3273. https://doi.org/10.47772/IJRISS

Budikusuma, S. N., Usodo, B., Nurhasanah, F., & Hendriyanto, A. (2024). Education for Sustainable Development (ESD) in Mathematics Education: A Systematic Literature Review. Journal of Ecohumanism, 3(8), 54–67. https://doi.org/10.62754/joe.v3i8.5437

Byrne, B. M. (2019). Structural Equation Modeling with Amos: Basic Concepts, Applications and Programming. Journal of Applied Quantitative Methods, 5(2), 365–367.

Chotibuddin, M., Zunaih, A. I., . M., & . N. (2025). Quality Education with Sustainable Development Goals (SDGs) No 4: Knowledge-based. Journal of Ecohumanism, 3(8), 2134–2146. https://doi.org/10.62754/joe.v3i8.5676

Endelworth, S. (2020). 21st Century Skills: What potential role for the Global Partnership for Education? Journal of Management in Learning , 8(4), 52–69.

Fajar, O., Permanasari, A., & Firman, H. (2021). Persepsi dan Praktik Pendidikan Berkelanjutan di Indonesia untuk Education for Sustainability Development (ESD). Eduscience: Jurnal Ilmu Pendidikan, 7(1), 45–51.

Fallis, A. G. (2018). Unesco ICT Competency Framework for Teachers. Journal of Applied Quantitative Methods, 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004

Firdaus, M., Fuad, Z., & Fatimatur Rusydiyah, E. (2024). Portrait of Teacher Competence and Implementation Challenges of Achieving Sustainable Development Goals (SDGs): A Comparative Study between Indonesia and Vietnam. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 8(2), 50–68. http://journal.iaimnumetrolampung.ac.id/index.php/ji/

Friday, S. N. (2024). Quality Education in Elementary Schools (SD) in the SDGs Program in Indonesia. Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 1(2), 35–42. https://journal.unj.ac.id/unj/index.php/pgsd/

Ghazali, M., Musa, M., Yakob, N., Hamzah, N. S., Shaari, M. Z., Rashid, R. A. A., Dewa, A., & Basharudin, M. H. (2024). Promoting Sustainable Development Goals (SDGs) in an undergraduate preservice teachers’ mathematics course using DeCoRe+ methodology and assessing students’ SDG understanding through concept mapping. Asian Journal for Mathematics Education, 3(1), 124–140. https://doi.org/10.1177/27527263241231997

Hausfather, S. J. (1996). Vygotsky and Schooling: Creating a Social Context for Learning. Action in Teacher Education, 18(2), 1–10. https://doi.org/10.1080/01626620.1996.10462828

Hendrayani, Y. (2023). Mapping of Sustainable Development in Indonesia Through Education for Sustainable Development. EKSPRESI DAN PERSEPSI : JURNAL ILMU KOMUNIKASI, 6(3), 409–422. https://doi.org/10.33822/jep.v6i3.6484

Hidayati, V. R., Subanji, S., & Sisworo, S. (2020). Students’ Mathematical Connection Error in Solving PISA Circle Problem. JIPM (Jurnal Ilmiah Pendidikan Matematika), 8(2), 76. https://doi.org/10.25273/jipm.v8i2.5588

Iljazi, T., & Pandiloska, S. (2024). Mathematics and Quality Education as Part of The Sustainable Development Agenda. Journal of Natural Sciences and Mathematics of UT-JNSM, 9(17–18), 445–452. https://doi.org/10.62792/ut.jnsm.v9.i17-18.p2841

Ishtiaq, M. (2019). Book Review Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage. English Language Teaching, 12(5), 40–51. https://doi.org/10.5539/elt.v12n5p40

Kline, R. B. (2017). Principles and Practice of Structural Equation Modeling. Journal Basic of Education, 3(21), 445–458.

Lafuente-Lechuga, M., Cifuentes-Faura, J., & Faura-Martínez, Ú. (2020). Mathematics applied to the economy and sustainable development goals: A necessary relationship of dependence. Education Sciences, 10(11), 1–12. https://doi.org/10.3390/educsci10110339

Leal, W. (2021). Non-conventional learning on sustainable development: achieving the SDGs. Environmental Sciences Europe, 33(1), 1–4. https://doi.org/10.1186/s12302-021-00525-8

Lestari, S. A. P., Nurapriani, F., & Kusumaningrum, D. S. (2024). Integrating Sustainable Development Principles in Learning Mathematics to Stimulate Sustainable Skills in Future Generations. Jurnal Rekayasa Sistem Industri, 13(1), 1–10. https://doi.org/10.26593/jrsi.v13i1.7167.1-10

Li, H. C., & Tsai, T. L. (2022). Education for sustainable development in mathematics education: what could it look like? International Journal of Mathematical Education in Science and Technology, 53(9), 2532–2542. https://doi.org/10.1080/0020739X.2021.1941361

Liu, C., Shi, Y., & Wang, Y. (2022). Self-Determination Theory in Education: The Relationship between Motivation and Academic Performance of Primary School, High School, and College Students. Advances in Social Science, Education and Humanities Research, 670(1), 923–929.

Lukita, C., Suwandi, S., Harahap, E. P., Rahardja, U., & Nas, C. (2020). Curriculum 4.0: Adoption of Industry Era 4.0 as Assessment of Higher Education Quality. IJCCS (Indonesian Journal of Computing and Cybernetics Systems), 14(3), 297. https://doi.org/10.22146/ijccs.57321

Manni, A. (2023). Education “through” sustainable development in Swedish school-age educare–exploring how SAEC is responding to ESD in daily practices. Education Inquiry, October, 1–19. https://doi.org/10.1080/20004508.2023.2265634

Meylani, R. (2025). A Critical Glance at Technology’s Role in Mathematics Education for a Sustainable Future: Advancing SDG 4-Quality Education Through a Systematic Review and Qualitative Synthesis. Journal of Lifestyle and SDG’S Review, 5(2), 32–47. https://doi.org/10.47172/2965-730X.SDGsReview.v5.n02.pe04566

Molina, J., Hai, N. V., Cheng, P. H., & Chang, C. Y. (2021). Sdg’s quality education approach: Comparative analysis of natural sciences curriculum guidelines between taiwan and colombia. Sustainability (Switzerland), 13(6), 11–24. https://doi.org/10.3390/su13063352

Nguyen, L. T. Van, Cleveland, D., Nguyen, C. T. M., & Joyce, C. (2024). Problem-based learning and the integration of sustainable development goals. Journal of Work-Applied Management, 16(2), 218–234. https://doi.org/10.1108/JWAM-12-2023-0142

Rico, A., Agirre-Basurko, E., Ruiz-González, A., Palacios-Agundez, I., & Zuazagoitia, D. (2021). Integrating mathematics and science teaching in the context of education for sustainable development: Design and pilot implementation of a teaching-learning sequence about air quality with pre-service primary teachers. Sustainability (Switzerland), 13(8), 55–68. https://doi.org/10.3390/su13084500

Romeo S., & Elleine A.. (2022). a Structural Equation Model on Research Skills. EPRA International Journal of Multidisciplinary Research (IJMR), 7(January), 212–218. https://doi.org/10.36713/epra9388

Said, Z., Mansour, N., Abu-Tineh, A., Cevik, M., & Al-Naimi, I. (2024). Mapping of K-12 science and mathematics curriculum against sustainable development goals and addressing sustainability gap. Cogent Education, 11(1), 24–36. https://doi.org/10.1080/2331186X.2024.2393066

Sekarningrum, B., Yunita, D., & Suprayogi, Y. (2020). Assessing the Level of Community Social Awareness in Realizing Waste-Free Zone. Review of Integrative Business and Economics Research, 9(1), 125–132. http://jabar.tribunnews.com/2017/06/15/tahun-2013-volume-sampah-kota-

Setyaningrum, D., Wardhani, R., & Agustina, N. (2021). The Fulfillment of the Quality Education in Indonesia based on Sustainable Development Goals Indicators. Review of Integrative Business and Economics Research, 10(3), 35–42.

Shaheen, F., Ahmad, N., Waqas, M., Waheed, A., & Farooq, O. (2017). Structural Equation Modeling (SEM) in Social Sciences & Medical Research: A Guide for Improved Analysis. International Journal of Academic Research in Business and Social Sciences, 7(5), 132–143. https://doi.org/10.6007/ijarbss/v7-i5/2882

Shulman, L. E. E. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14.

Strajhar, P., Schmid, Y., Liakoni, E., Dolder, P. C., Rentsch, K. M., Kratschmar, D. V., Odermatt, A., Liechti, M. E., Ac, R., No, N., No, C., Oramas, C. V., Langford, D. J., Bailey, A. L., Chanda, M. L., Clarke, S. E., Drummond, T. E., Echols, S., Glick, S., … Mogil, J. S. (2019). Structural Equation Modeling Basic Assumtions and Concepts: a Novices Guide. Nature Methods, 7(6), 20–35. http://www.ncbi.nlm.nih.gov/pubmed/26849997%0Ahttp://doi.wiley.com/10.1111/jne.12374

Su, C. S., Díaz-Levicoy, D., Vásquez, C., & Hsu, C. C. (2023). Sustainable Development Education for Training and Service Teachers Teaching Mathematics: A Systematic Review. Sustainability (Switzerland), 15(10), 68–74. https://doi.org/10.3390/su15108435

Ulya, H., Sugiman, S., Rosnawati, R., & Retnawati, H. (2024). Technology-based learning interventions on mathematical problem-solving: a meta-analysis of research in Indonesia. International Journal of Evaluation and Research in Education (IJERE), 13(1), 292. https://doi.org/10.11591/ijere.v13i1.26380

Vásquez, C., Alsina, Á., Seckel, M. J., & García-Alonso, I. (2023). Integrating sustainability in mathematics education and statistics education: A systematic review. Eurasia Journal of Mathematics, Science and Technology Education, 19(11), 47–58. https://doi.org/10.29333/EJMSTE/13809

Victoria, O., Ukamaka, U., & Onoh, D. O. (2023). The Role of Mathematics Education in Achieving Sustainable Development Goals (SDGs). ESUT Journal of Education (EJE), 6(1), 1–9. www.esutjoe.org

Vygotsky, L. S. (1999). Vygotsky ’s Sociocultural Theory. Development of Higher Psychological Processes, 3(4), 269–279. https://doi.org/10.1007/978-94-007-4065-5

Yuan, X., Yu, L., Wu, H., She, H., Luo, J., & Li, X. (2022). Sustainable Development Goals (SDGs) Priorities of Senior High School Students and Global Public: Recommendations for Implementing Education for Sustainable Development (ESD). Education Research International, 20(2), 1–14. https://doi.org/10.1155/2022/2555168

Zulfarina, Z., Azizahwati, A., & Ruslindawati, R. (2023). Analysis of Education for Sustainable Development (ESD) as a Basis for Development of Biotechnology Teaching Materials. SHS Web of Conferences, 17(3), 20–30. https://doi.org/10.1051/shsconf/202317302001

Announcement

EDUPIJ Citation Metrics

EDUPIJ News!