The implementation of the SDGs in universities: a systematic review

Abstract

Currently, in the field of Sustainable Development (SD), one of the most significant debates is the necessary incorporation of the Sustainable Development Goals (SDGs) in education and, specifically, in higher education institutions (HEIs). In the process of truly integrating the SDGs in HEIs, it is necessary to know and identify what is already being done and evaluate the efficacy or deficiency with which universities are carrying out studies and actions to integrate the SDGs. This systematic review aims to respond to this claim by analysing the most recent scientific evidence published in the period of 2015-2020 regarding SDGs in the university context at the international level. The results of this study identify: (1) a general approach on the SDGs from a global dimension in the reviewed studies, with SDG 4 (Education) being the most frequently referenced SDG; (2) the university area from which SDGs are addressed is research, followed by education; (3) the most frequent action gathered in the reviewed studies is the integration of the SDGs in the curricular schedule, in the area of education and learning; (4) with respect to the geographic and university context in which the SDGs are developed, the review showed studies in four geographic areas (Asia and the Pacific, America, Africa and Europe), with most studies being published from European and Latin American universities.

Determinants of the dissemination of economic, social and environmental information at the university level in the context of commitment to the Sustainable Development Goals

“…With respect to specific information, the actions undertaken by universities focus on academics and campus services/student life, both linked to SDG 4 (quality education); energy-related measures, linked to SDG 7 (affordable and clean energy); waste management and recycling schemes, linked to SDG 12 (responsible production and consumption); actions to reduce emissions through alternative transport, linked to SDG 11 (sustainable cities and communities); or water conservation, linked to SDG 6 (clean water and sanitation). These results are in line with the studies about universities' commitments to the SDGs (Beer, 2016;Da Silva et al, 2023;G omez et al, 2016;Kiehle et al, 2023;Li et al, 2015) and show that the implementation of SDG indicators is still very fragmented (Alcántara-Rubio et al, 2022), and its reporting is still at an early stage in universities (Aras et al, 2021).…”

Higher education curriculum design for sustainable development: towards a transformative approach

“…Higher education institutions cannot be exempt from this responsibility. In fact, Alcántara-Rubio et al (2022) posited that the involvement of higher education institutions is a requirement for the success of the SDGs.…”

Service-Learning as an Approach to Educating for Sustainable Development

“…Higher-education institutions have developed significantly in recent decades, through the theoretical training of students, as well as through service actions related to the natural and social environment,. In fact, multiple reports and papers have gathered many experiences and proposals that highlight the effort to avoid generalizations, to discover concrete tools that are measurable, and that are also transferable to other contexts and institutions [13][14][15][16][17][18][19][20][21][22].…”