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<p>In the context of global sustainability challenges and China’s strategic prioritization of ecological civilization, understanding the evolution of and gaps in ecological civilization education research has become imperative. This study employs bibliometric and content analysis methods to examine 446 publications obtained from the China National Knowledge Infrastructure (CNKI) and Web of Science databases (2000–2024) with the goal of mapping the knowledge structure and academic trajectory of ecological civilization education in China. Our analysis reveals three distinct phases of research evolution: the nascent stage (2000–2007), the developmental stage (2008–2012), and the rapid growth stage (2013-present). Each phase was driven by pivotal policy shifts, notably the national ecological civilization strategy that was introduced in 2012. While China has institutionalized ecological civilization education with the aim of establishing a balance among environmental, social, and economic development, research on this topic has focused predominantly on higher education and ideological‒political frameworks; however, only limited interdisciplinary integration and societal engagement is evident in this context. High-frequency keywords such as “ecological civilization education” and “universities” emphasize a top-down, institution-centric approach. International studies have tended to emphasize sustainable development, but they have often overlooked China’s unique ideological context. Notably, ecological civilization education remains fragmented and excessively policy-driven, and a coherent theoretical foundation for and robust integration of this approach into broader educational systems remain lacking. Addressing these gaps is vital with respect to efforts to identify the role played by ecological civilization education beyond campuses, thereby promoting interdisciplinary innovation and ensuring that it is in line with global sustainability education frameworks. By transforming ecological civilization education into a holistic, globally resonant model, China can both advance its national ecological goals and contribute to international sustainable development efforts.</p>

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A metric analysis of the knowledge map of ecological civilization education in China

  • 期刊论文

  • 发表日期：

    2025年4月17日

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  • Yao Liu,
  • Wenwen Feng

摘要

In the context of global sustainability challenges and China’s strategic prioritization of ecological civilization, understanding the evolution of and gaps in ecological civilization education research has become imperative. This study employs bibliometric and content analysis methods to examine 446 publications obtained from the China National Knowledge Infrastructure (CNKI) and Web of Science databases (2000–2024) with the goal of mapping the knowledge structure and academic trajectory of ecological civilization education in China. Our analysis reveals three distinct phases of research evolution: the nascent stage (2000–2007), the developmental stage (2008–2012), and the rapid growth stage (2013-present). Each phase was driven by pivotal policy shifts, notably the national ecological civilization strategy that was introduced in 2012. While China has institutionalized ecological civilization education with the aim of establishing a balance among environmental, social, and economic development, research on this topic has focused predominantly on higher education and ideological‒political frameworks; however, only limited interdisciplinary integration and societal engagement is evident in this context. High-frequency keywords such as “ecological civilization education” and “universities” emphasize a top-down, institution-centric approach. International studies have tended to emphasize sustainable development, but they have often overlooked China’s unique ideological context. Notably, ecological civilization education remains fragmented and excessively policy-driven, and a coherent theoretical foundation for and robust integration of this approach into broader educational systems remain lacking. Addressing these gaps is vital with respect to efforts to identify the role played by ecological civilization education beyond campuses, thereby promoting interdisciplinary innovation and ensuring that it is in line with global sustainability education frameworks. By transforming ecological civilization education into a holistic, globally resonant model, China can both advance its national ecological goals and contribute to international sustainable development efforts.