The education sector plays a pivotal role in advancing sustainable development, particularly through the integration of Education for Sustainable Development (ESD) in science education. However, students’ sustainability knowledge and awareness remain at moderate to low levels despite various interventions. This study aims to synthesise the key issues and challenges, review existing interventions and propose improvement strategies to foster students’ sustainability thinking. A Systematic Literature Review (SLR) guided by the PRISMA framework was conducted. A total of 18 articles were selected from the Web of Science (WoS), Scopus and Education Resources Information Centre (ERIC) databases. Relevant data were systematically retrieved and analysed thematically. The findings reveal that students’ sustainability thinking is influenced by predominantly traditional teaching approaches, the complexity of sustainability-related issues and limitations in teachers’ competencies in integrating ESD into science classrooms. Interventions such as inquiry-based and problem-based learning, school-based programmes and the use of technology show significant potential in promoting sustainability thinking among students. Furthermore, the proposed improvement strategies emphasise diverse, real-world-oriented pedagogical approaches, effective technology integration and the strengthening of teachers’ competencies through continuous professional development. In conclusion, sustainability-oriented science education requires a holistic approach, with greater emphasis on teacher empowerment and curriculum development to support ESD integration.
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