ArticleApplied psychology. Health and well-being2026
Embedding the sustainable development goals in education for the mental health workforce: A scoping review of pedagogies and practice.
Article in Applied psychology. Health and well-being, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- Embedding the sustainable development goals in education for the mental health workforce: A scoping review of pedagogies and practice.Applied psychology. Health and well-being · 2026Article
Corrections and comments
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Authors and funding
11 authors.
Funding
Abstract
The United Nations' Sustainable Development Goals (SDGs) provide a global framework for addressing interconnected social, economic, and environmental challenges by 2030. This review examines how the SDGs have been incorporated into interdisciplinary degree and professional training programs for the mental health workforce, broadly defined. The review systematically searched and analyzed the literature, resulting in 47 papers eligible for full-text assessment. Studies were examined for pedagogical frameworks, teaching strategies, and programmatic interventions explicitly linking SDGs to mental health workforce education. Pedagogical practices were categorized thematically, and the review identified both the educational philosophies underpinning integration efforts and the practical teaching interventions applied. Data were synthesized to describe trends, highlight gaps, and provide insights into approaches for embedding sustainability content in mental health education. Three overarching pedagogical approaches emerged from the reviewed studies: (1) active and critical learning, emphasizing reflective engagement with SDG-related issues; (2) collaborative learning, fostering interdisciplinary knowledge-sharing and teamwork; and (3) experiential and service learning, enabling applied practice in community and global contexts. While evidence showed innovative integration of SDGs into curricula, significant gaps remained in consistency and scalability. Challenges included limited programmatic coordination, insufficient training for educators, and a lack of frameworks guiding mental health-specific integration. Overall, findings indicate growing but uneven incorporation of SDGs into education for the global mental health workforce. The review shows how the SDGs can be embedded into mental health workforce education through deliberate and structured pedagogical strategies.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.