Implementation of the Sustainable Development Goals (SDGs) in the Education and Environmental Sectors: A Comparative Study of Indonesia and Australia
DOI:
https://doi.org/10.70211/gils.v1i2.547Keywords:
Australia, Environmental Policy, Indonesia, SDGs, Sustainable EducationAbstract
The implementation of the Sustainable Development Goals (SDGs) requires an integrated understanding of how education and environmental governance interact to support sustainable development. Although previous studies have discussed SDG implementation in education or environmental policy separately, limited attention has been given to comparative analyses that connect SDG 4, SDG 13, and SDG 15 within a unified policy framework across countries. This study aims to analyze how Indonesia and Australia implement SDGs in the education and environmental sectors and to identify complementary policy models for sustainability governance. This research employed a qualitative juridical-comparative approach through policy analysis. Data were collected from national regulations, curriculum documents, SDG implementation policies, environmental legislation, and scholarly literature related to Indonesia and Australia. The data were analyzed thematically by comparing regulatory frameworks, educational strategies, environmental governance models, and implementation challenges. The findings show that Indonesia emphasizes sustainability through character education, local wisdom, community participation, and environmentally oriented school programs, supported by national education and environmental laws. In contrast, Australia applies a more science-based and regulatory approach through sustainability as a cross-curriculum priority, biodiversity protection, climate legislation, and evidence-based environmental management. These findings indicate that Indonesia’s value-based and community-oriented model and Australia’s scientific-regulatory model offer complementary strengths. The study suggests that effective SDG implementation requires stronger integration between sustainability education, ecological behavior formation, and environmental policy enforcement. However, the study is limited to document-based policy analysis, making further empirical research necessary to examine implementation outcomes at institutional and community levels.
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