The United Nations promulgated Agenda 21 in 1992, thereby recognizing education as the pathway to a more sustainable future. The launch of education for sustainable development (ESD) activities and the growing number of related studies have created an urgent need for a thorough and comprehensive review of the field. Based on 2779 publications from the related literature in the SSCI index from 1992 to 2022, this study outlines the growth characteristics, research areas, and research methods, and conducts a statistical analysis of the contributing forces of countries, institutions, and authors to demonstrate that the literature is mainly generated in developed countries. Meanwhile, this study identifies ten core journals and finds that highly productive institutions are characterized by close relationships and long-term in-depth research and collaboration with authors. Finally, a combination of Latent Dirichlet Allocation (LDA) theme models, manual coding, and pyLDAvis visualization tools identified five research themes, including foundations of ESD research, environmental education, higher education for sustainable development, sustainable development capacity, and educational technology innovation. The intellectual structure of research in this emerging interdisciplinary field is revealed, and this study provides a reference for scholars in this discipline.

Inclusive education has become a central issue in global educational reform, advancing the agenda for educational equity and social justice. However, despite significant theoretical and policy developments, research in this field remains fragmented, and no coherent framework currently exists. This study analyzes 3663 SSCI papers published between 2000 and 2024, using Latent Dirichlet Allocation (LDA) topic modeling to identify 15 distinct research themes in inclusive education. By combining LDA with manual coding, four key research areas emerged: concept and connotation, macro needs and support, micro-level implementation, and implementation effects and challenges. These findings highlight the interconnections between policy, practice, and environmental factors shaping inclusive education. Based on these results, an integrated input–process–outcome–feedback (IPOF) framework is proposed to advance the understanding of inclusive education’s evolution, effectiveness, and implementation. This framework offers actionable insights for policymakers and educators, helping to promote inclusive education aligned with Sustainable Development Goal 4 (SDG 4) and advancing global educational equity.

As urbanization accelerates globally, higher education agglomeration (HEA) emerges as a critical mechanism for integrating regional economic theories with practical strategies, driving innovation and sustainable development. This paper examines how HEA promotes innovation, human capital accumulation, industrial restructuring, and equitable income distribution across 193 cities in the “Two Transverse and Three Lengthways” urban clusters from 2006 to 2020. Using dynamic panel regression and spatial econometric models, the results show that HEA yields significant local and spatial spillover benefits, particularly in core cities that facilitate knowledge diffusion and resource sharing. Heterogeneity analysis reveals that these positive spillovers are strongest in first-tier, highly developed clusters and third-tier, early-stage clusters but weaker or even negative in second-tier, rapidly expanding regions. These spatial effects grow over time, reflecting the evolving patterns of regional integration. Theoretically, the paper advances the understanding of spatial synergy and spillover mechanisms in HEA in urban clusters. Practically, the findings highlight the need to tailor higher education strategies to the developmental stage of each urban cluster to optimize resource allocation and foster inclusive growth. This paper provides policy insights for using HEA as a catalyst for coordinated urban development.