Curriculum Relevance for Well-Being, Resilience and Sustainable Development: A Systematic Review

Abstract

Curriculum relevance for well-being and resilience is an emerging focus. This review has examined how curriculum design relates to social, emotional, cultural, ecological and community resilience. Following a systematic review, studies were included and synthesized thematically. Relevance was achieved relationally through interdisciplinary designs spanning cognitive, emotional, social, spiritual, aesthetic and ecological dimensions. Findings show a focus on place-based learning, reflective practice and systematic thinking. Curriculum infusion strengthens mental resilience, social-emotional integration reduces stress, and community-engaged designs increase civic engagement. Global South representation, longitudinal evidence and practitioner and student voice remain limited. Relevance advances through cross-subject embedding, aligned assessment, teacher development and participatory governance.