ABSTRACT This research aims to analyse the challenges limiting the implementation of education for sustainable development (ESD) within the framework of root cause–symptom relationships. To this end, the study utilised the fuzzy DEMATEL method based on expert opinions. The study identified causal relationships between eight fundamental barriers; the structural importance of the factors within the system and their interrelationships were revealed within a holistic framework. The findings of the analysis indicate that teacher inadequacies are the most dominant root cause within the system, while deficiencies in the curriculum and insufficient community participation are among the other critical driving forces. In contrast, student deficiencies, material inadequacies and the complexity of sustainability issues have been identified as factors affecting the system's outcomes, which are influenced by its structural problems. The research findings indicate that to achieve success in ESD, interventions should target fundamental inputs, such as teacher quality, curriculum structure and school‐community cooperation, rather than focusing on symptoms. The study highlights the strategic importance of teacher training, interdisciplinary curriculum integration, and a whole‐school approach in enhancing ESD applications, providing evidence‐based guidance for policymakers and education administrators.
YÜZBAŞIOĞLU et al. (Sun,) studied this question.