Gender issues, and gender equality in particular, can be regarded as cross-cutting issues in the implementation of the Sustainable Development Goals (SDGs), even though it is unclear how they are taken into account. This study addresses this information gap by performing an assessment of the emphasis on gender issues across all the other 16 SDGs, in addition to SDG5, through a literature review and case study analysis, the basis for the newly developed framework, highlighting specific actions associated to each SDG. The 13 countries addressed in the 16 case studies include China, India, or Australia and illustrate the inclusion of SDG5 into the SDGs. Using an SDG matrix, the SDG targets are analysed. Those where an emphasis on gender equality is important in allowing them to be achieved are listed. The novelty of our approach resides in offering an in-depth analysis of how gender issues interact with the other SDGs, proposing a new analysis framework clearly identifying SDGs 1, 4, 11, 12, 14 and 16 demanding further attention for successful SD gender implementation and illustrating specific areas where further actions may be necessary, which may be used by policy-makers, raising further awareness on gender equality contribution to achieve the SDGs. A set of recommendations aimed at placing gender matters more centrally in the SDGs delivery are presented as a final contribution. These focus on the need for greater awareness and attention to good practices, to achieve successful implementation initiatives.

How children piece together their reasons for protecting the environment is an important but under-research area in early childhood education for sustainability (ECEfS). This article reviews findings related to young Maltese children’s (aged 3–7 years) reasons for protecting the environment. Adopting a qualitative case study approach, preliminary data were collected via observations in two state schools and one family household, semi-structured conversational interviews with children, children’s drawings and their interpretations of them, and document analysis. Findings showed that children were aware of the need to protect the environment, they were aware of some environmental issues within their local context. Children were able to share their opinions with adults about the importance of protecting the environment in different ways. Children’s reasons for protecting the environment centred round moral reasons; the effects on human life; the effects on endangered species; supports for living; and, aesthetics. Finally, the implications of these findings for ECEfS, policy and directions for future research are discussed.

While it is widely acknowledged that the COVID-19 pandemic has created disruptions in children’s learning trajectories, the literature suggests that there is little empirical research to support th... What is already known about this topic: Learning is associated with better life outcomes.Home and school environments provide children with a variety of learning opportunities.The COVID-19 pandemic...

The purpose of this viewpoint is to consider the impact of the current Covid-19 crisis on the educational prospects of young children attending early childhood education and care (ECEC) settings. Studies show that health pandemics and environmental, political, and socio-economic crises jeopardize children’s development and education. It is likely that for the immediate future, young children will continue to experience emotional and psychological stress. A curriculum that does not take into consideration a pandemic of the scale we are witnessing today creates unnecessary pressure and anxiety not just on young children but also on the adults who care for and teach them. This article outlines actions to ensure quality education for all as suggested by the United Nations Sustainable Development Goals. The response of ECEC curricula to the pandemic may potentially act as a catalyst for educational change.

The major threat of COVID-19 has become a priority to education and health systems worldwide. This scoping review reports on, and analyses, the literature pertaining to the impact of the COVID-19 pandemic on children’s mental health and wellbeing, and the resources needed to assist them in these difficult times. The findings of this literature review point out the impacts of the pandemic on the mental health and wellbeing of children hailing from different socio-economic backgrounds, as well as the impacts on families and schools. They also highlight how lockdown, quarantine, social distancing, social media and the measures needed to prevent the spread of infection can negatively affect children’s mental health and wellbeing. Consequently, cautionary measures that minimise these impacts on children, and recommendations for policy, research and practice are discussed.

This study examines young children’s understanding of environmental issues in Malta. Informed by a socio-cultural perspective and adopting a qualitative methodology, this case study was conducted with 10 children (ages 3–7). The data were obtained through children’s interpretation of photographs depicting environmental issues. The results showed that young children possess some understanding of environmental issues and they could talk about them, indicating that environmental understanding starts in early childhood. Some children also held misconceptions about environmental issues. In light of these findings, it can be argued that starting environmental learning in early childhood is important for the achievement of a sustainable future.