The Symbiotic Curriculum: A Conceptual Framework for Integrating the SDGs Through Transformative Eco-Pedagogy

Abstract

The urgency of global challenges necessitates a re-conceptualization of how the Sustainable Development Goals (SDGs) are addressed in education. Current models often treat the SDGs as isolated topics, failing to cultivate the interconnected, critical, and transformative competencies required for a sustainable future. This paper introduces ‘The Symbiotic Curriculum’, a conceptual framework designed to foster an integrated and holistic engagement with the SDGs. The framework is grounded in a synthesis of Freire's critical pedagogy, Bronfenbrenner's ecological systems theory, and Mezirow's transformative learning theory. This paper employs a conceptual analysis methodology, developed through an integrative review of literature from sustainability science and critical education studies. The framework is built on three core pillars: Inter-Goal Synthesis, which connects multiple SDGs through systems thinking; Place-Based Praxis, which links global challenges to local contexts to foster critical agency; and Futures-Oriented Dialogue, which uses speculative methods to promote perspective transformation. Key findings indicate that: critical praxis is essential for translating SDG knowledge into learner agency; systemic understanding is achieved by connecting macro-level goals to learners' micro-level contexts; and perspective transformation is a prerequisite for envisioning and enacting sustainable futures. The study recommends embedding eco-pedagogy modules in teacher training colleges and redesigning national curricula to foster interdisciplinary, place-based learning in line with SDG Target 4.7. Ultimately, the Symbiotic Curriculum provides a robust pathway for re-conceptualizing education as a central driver for a more just and sustainable future.