<![CDATA[Education for Sustainable Development (ESD) is an educational approach that plays a crucial role in supporting the achievement of the Sustainable Development Goals (SDGs), particularly through science education. However, the integration of ESD into science education remains suboptimal and has not been comprehensively studied. This study aims to analyze the integration of ESD into science education, the instructional models used, and research trends related to ESD integration during the 2020–2026 period. The study employed a Systematic Literature Review (SLR) method using the PRISMA 2020 guidelines. Data were obtained by searching for articles in the Google Scholar and Scopus databases using the Publish or Perish application. Following the selection process, 15 articles meeting the inclusion criteria were identified for analysis. The results of the study indicate that the integration of ESD into science education is implemented through various approaches such as STEM/STEAM, Problem-Based Learning (PBL), Project-Based Learning (PJBL), active learning, ecoliteracy, critical thinking, and systems thinking. The STEM and STEAM approaches are the most dominant learning models used because they are capable of enhancing students’ scientific literacy, creativity, critical thinking skills, and sustainability awareness. Furthermore, the implementation of ESD in science education has also proven effective in improving students’ environmental literacy and problem-solving skills through active and contextual learning. Research publication trends indicate that studies on the integration of ESD in science education have increased during the 2020–2025 period and are predominantly published in SINTA-indexed national journals.]]>
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