GREEN INNOVATION IN SCHOOL SUSTAINABILITY FOR SUSTAINABLE DEVELOPMENT GOAL 12: A HISTORICAL REVIEW (2015-2026)
DOI:
https://doi.org/10.35631/IJMOE.832005Keywords:
Green Innovation, School Sustainability, SDG 12Abstract
Green innovation has emerged as an increasingly important pathway for advancing school sustainability by integrating environmental technologies, sustainable practices, educational processes, and institutional transformation. However, the evolution of research on green innovation in school sustainability remains fragmented, with limited understanding of how research priorities have developed over time. This study therefore examines the historical development and thematic evolution of green innovation research within the context of school sustainability from 2015 to 2026. A systematic advanced search was conducted using the Scopus database through a structured combination of the main keywords green innovation, school, and sustainability, resulting in a final primary dataset of 97 publications. The selected studies were analysed chronologically and clustered into three temporal phases according to publication trends and the evolution of research findings. Phase 1, the Emergence and Foundation Phase (2015–2018), comprised studies establishing the technological, behavioural, infrastructural, and educational foundations of green innovation in schools. Phase 2, the Consolidation and Transitional Phase (2019–2022), demonstrated increasing integration of green innovation with leadership, green skills, experiential learning, institutional capacity, circular practices, and environmental performance. Phase 3, the Acceleration and Expansion Phase (2023–2026), represented the most diversified stage, characterised by stronger emphasis on curriculum integration, digital and green technologies, environmental leadership, partnerships, teacher and student competencies, and system-level sustainability. Notably, publication output peaked at 20 studies in 2025, before declining to 17 studies in 2026, while the thematic scope became increasingly systemic and transformative. Overall, the findings demonstrate a clear chronological shift from technology-oriented and infrastructure-based interventions towards integrated socio-technical and institutional approaches, positioning schools not merely as sites for implementing green technologies but as dynamic ecosystems for cultivating competencies, innovation, collaboration, and long-term sustainability.
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