Abstract

This study explores how sustainable development is integrated into teaching for students in the early years of elementary school (F-3), focusing on teachers' interpretations of the concept and the pedagogical strategies used to engage young learners in sustainability topics. Conducted as a systematic literature review, the study analyzes both Swedish and international articles to provide a broader understanding of the research landscape. The findings reveal that ecological aspects of sustainability tend to dominate teaching, while social and economic dimensions receive less attention. Creative and aesthetic methods, such as art projects and dramatizations, have proven effective in making complex sustainability topics more accessible and engaging for young students. Challenges identified in the study include a lack of time, resources, and clear curriculum guidelines. The study also highlights the importance of teacher professional development in ensuring a more holistic and inclusive approach to sustainable development education. Additionally, students exhibit a strong emotional connection to environmental issues, which influences their engagement and learning. The study calls for further research on how social and economic aspects of sustainability can be better integrated into teaching and how professional development programs can enhance teaching practices.