With less than a decade left to achieve the SDGs, developing human capacity and promoting transformative learning is crucial to encourage as many people as possible to become agents of change toward achieving these goals. The literature suggests that Participatory Research (PR)—a host of methods, designs, and collaborative frameworks—has the potential to facilitate inclusive, participatory, and bottom-up approaches to knowledge co-generation and transformative learning in various communities. Using a systematic review approach, this study explored the use of PR in ESD in the recent global literature on education. PR’s efficacy as a participatory tool for ESD among collegiate and adult learners was analyzed. PR’s use and effectiveness in ESD to various stakeholders were also examined. The reviewed studies emphasized the potential of PR in promoting inclusive and participatory approaches to transformative learning and knowledge co-generation among many stakeholders. It highlights the need for academic institutions to adopt participatory and collaborative research methods to enhance their contributions towards achieving the SDGs through ESD. Furthermore, the study investigated how ESD through PR enables individuals to become active social agents and decision-makers in the quest for transformative change and sustainable development. Implications to curriculum and pedagogy enhancement and future directions for using PR in ESD were also presented.

中文翻译：

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通过参与式研究 （PR） 促进可持续发展 （ESD）：系统评价


距离实现可持续发展目标只剩下不到十年的时间，发展人类能力和促进变革性学习对于鼓励尽可能多的人成为实现这些目标的变革推动者至关重要。文献表明，参与式研究 （PR） — 一系列方法、设计和协作框架 — 有可能促进包容性、参与性和自下而上的方法，以在不同社区中实现知识共生和变革性学习。本研究采用系统评价方法，探讨了 PR 在最近的全球教育文献中在 ESD 中的应用。分析了 PR 作为大学和成人学习者 ESD 参与工具的有效性。还审查了 PR 在可持续发展教育中对各个利益相关者的利用和有效性。审查研究强调了 PR 在促进包容性和参与性方法方面的潜力，以实现许多利益相关者的变革性学习和知识共同生成。它强调学术机构需要采用参与式和协作式研究方法，以加强其通过可持续发展教育实现可持续发展目标的贡献。此外，该研究还调查了通过 PR 开展可持续发展教育如何使个人成为积极的社会推动者和决策者，以寻求变革和可持续发展。还介绍了对课程和教学法改进的影响以及在 ESD 中使用 PR 的未来方向。