A Systematic Review on S-TPACK (Sustainability TPACK): Integrating Sustainability into Technological Pedagogical Content Knowledge

The integration of sustainability into educational frameworks has gained increasing attention as educators and policymakers recognize the need to address global environmental and societal challenges through pedagogy. This systematic literature review examines Sustainability TPACK (S-TPACK), an emerging framework that extends the Technological Pedagogical Content Knowledge (TPACK) model by incorporating sustainability principles. We aim to synthesize existing research on S-TPACK, focusing on its conceptualization, implementation, and impact across four key dimensions: teacher competence and training, technology integration in education, AI in education, and environmental and cultural education. By systematically analyzing peer-reviewed studies, we identify trends, gaps, and theoretical advancements in the field, then evaluate how S-TPACK influences teaching practices and student learning outcomes. The review reveals that while S- TPACK provides a robust foundation for interdisciplinary sustainability education, its practical application remains uneven, with disparities in teacher preparedness and institutional support. Findings suggest that effective S-TPACK implementation requires collaborative professional development, context-sensitive pedagogical strategies, and alignment with broader sustainability goals. The study also highlights the potential of AI-driven tools to enhance S-TPACK by personalizing learning experiences and fostering critical thinking. Ultimately, this review contributes to the ongoing discourse on sustainability education by offering insights into the challenges and opportunities of embedding sustainability into technological and pedagogical frameworks, thereby informing future research and policy directions.