“Sustainable Development Goals in Higher Education Teaching: A Systematic Literature Review” by Rhiannon Pugh, Yulia Vakulenko, and Hossein Hashemi

Figure 3- Level of education in the considered literature.

Summary

This is a report produced as part of the "Teaching for Sustainability" course run at the Centre for Engineering Education in 2024

The rising concerns around sustainability have led to the urgent need to update higher education curricula with sustainability-related knowledge and skills. Among the various tools, frameworks, and approaches available to educators are the Sustainable Development Goals (SDGs) developed by the UN for the Agenda 2030. The SDGs act as a multifunctional tool, not only steering sustainability-focused curricula but also weaving environmental and social perspectives into subjects that traditionally are not focused on sustainability. Although the SDG framework, with its 17 goals, is widely applied, its use in higher education remains fragmented and is perceived as underutilized in connecting courses and programs to the three pillars of sustainability, especially in non-sustainability focused curricula. Nevertheless, integrating the SDGs into the functioning and activities of universities has been a rapidly increasing trend globally noted by researchers (Albareda-Tiana et al., 2018; Leal Filho et al., 2021; Purcell et al., 2019).

There are different ways in which the SDGs have been incorporated into the work and activities of the university, via its missions of teaching, research, and engagement which means working with organizations and actors outside the university including businesses, government, and civil society. For example, Borrero and Yousafzai (2024) explain how the university works with the sustainability mission via the “quintuple helix” with other stakeholders (business, government, third sector, communities) to drive forwards the development of the circular economy. There is a wealth of research about how universities work with SDGs in various ways, but here we are not focusing on this wider engagement work with businesses and other actors, nor are we focusing on sustainability research per se, of which of course there is a huge amount currently taking place across all disciplines (see, for example: Nordström et al., 2020; Bergmann et al., 2021; Walsh et al., 2021). Instead, we shine a light on developments in teaching sustainability in higher education. Our starting point was a large framing research question, as follows:

RQ: How SDGs are used in teaching in higher education?

We already know from our previous explorations into the sphere of teaching for sustainability that there are a number of important insights available from already published research. For example, particular disciplinary approaches to sustainability education using subject-specific frameworks and methods have been proposed by scholars in different fields ranging from engineering (Hadgraft et al., 2020), entrepreneurship (Hermann & Bossle, 2020), AI (Chiu & Chai, 2020), and religious education (Altmeyer, 2021). There have also been cases published on a locational basis, with scholars examining sustainability education in Sweden (Argento et al., 2020), Qatar, Singapore, and New Zealand (Zguir et al., 2021), to name but a few examples.

It is clear that research and publications relating to teaching SDGs in higher education are rapidly expanding at the current time. But how do we get an overview of this bustling field, and how can we succinctly gather state-of-the-art knowledge about this area for our own use in our teaching practice and also to share with our colleagues how to embed SDGs in their teaching? To address this puzzle, we have devised a systematic literature review methodology to help us get an overview of this emerging field of research and figure out what knowledge is out there and how we can access it. Specifically, we need an efficient way to identify the most effective and promising tools and approaches that we ourselves can incorporate into our teaching across different courses and disciplines to ensure we are fulfilling our commitment both as academics and global citizens to be teaching to the latest state of the art regarding the SDGs, and ensuring our students gain the best education possible within the confines of our working lives.

Methodology

This study employs a systematic literature review methodology to explore the integration of the SDG framework in higher education across various disciplines and educational formats. It follows the protocols established by Cook et al. (1997) in the medical field and adapted for the management field by Tranfield et al. (2003).

EBSCOHost and Scopus search engines were used to identify an initial pool of articles with the Boolean operators and the core terms with search string – TI sustainable development goals AND TI teach* OR TI sustainable development goals AND TI learn* OR TI sustainable development goals AND TI educat* in article titles. Specifically, the search focused on scientific articles and conference proceedings with titles that included “sustainable development goals” and terms related to teaching and education (i.e., teach*, learn*, educat*). Besides the publication type (i.e., peer-reviewed article and conference proceedings), the inclusion criteria for the search included English as the language of publication, and a chronological frame (i.e., only materials published in 2015 and onwards were included to assure the focus on the current format of SDGs). The search result led to the finding of 2.146 (Ebscohost) and 284 (Scopus) potentially relevant articles. From there, the material summary was downloaded, and duplicates were excluded. This step narrowed down the material pool to 706 potentially relevant articles. In the next step, titles and abstracts were scanned to assess the articles’ relevance. During this step, the following inclusion criteria were applied: articles that focused on teaching in higher education courses and programs and articles that looked into incorporating SDGs into education. This yielded 39 articles, which were accepted for the analysis. During the analysis, the content of the selected materials was carefully studied by the authors in order to identify existing practices and approaches for incorporating SDGs into higher education teaching. Our approach to analyzing the shortlisted articles was to first devise an analytical framework, which consisted of a shared spreadsheet with different columns for the themes we were searching for in the papers. We pre-decided amongst the research group the sub-questions we should ask of each paper in order to answer our overall question, and settled on the following sub-questions:

Where is the research conducted (country)?
Which level of education is addressed (undergraduate, postgraduate, PhD, or mixed)?
What is the level of application (department, course, whole university etc.,)?
Which teaching techniques or methods are featured in the paper?

From these questions we were able to analyze the papers more systematically and fill in the gaps in our knowledge about how SDGs are used in teaching.

Results and Discussion

In this section we will highlight the main results we found when we conducted the systematic literature review as per the methodology described above. The results are grouped into categories according to the analysis we conducted following the four main themes we were interested in exploring. Perhaps unsurprisingly, given the double trend of the rise in concern about sustainability and climate crisis, and general trends of increased scientific publication across all fields, we saw a rapid rise in publications on the topic in recent years. The speed of growth in the last two years was even more than we expected from general academic trends, suggesting that the use of SDGs in teaching is becoming rapidly a hot topic (Fig. 1).

Figure 1- Number of publications per year relating to SDGs in higher education teaching.

1. Where are SDGs used?

We were interested to see the geographic location of the studies present in the published literature about using SDGs in teaching. We also wondered if there were going to be geographically differentiated trends in how they are used (though we did not find this in the analysis). What we did find was that the map of the globe was surprisingly patchy when it comes to where the publications and cases are emanating from (Fig. 2).

Figure 2- Country location of identified studies.

What is perhaps surprising is that large countries such as China and India are missing from the identified papers. It is difficult to explain this apart from reflecting on the possibility that the SLR methodology does not capture the cases being published because they are not in journals featured on the EBSCOHost and Scopus search engines. This is a more likely explanation for the possibility that SDG teaching is not being conducted or that research on this is lacking (which could also be the case) in those countries. Also interesting is Spain’s strong presence.

2. Level and field of education in SDG teaching

Figure 3 shows the percentage of the education level where SDGs are integrated into teaching. This analysis was fairly inconclusive. We found a mixture of levels being profiled, with 12 cases profiling undergraduate teaching, 6 for postgraduate, 2 mixing both levels and another 10 covering higher education in general or with unclear indication. From this spread, it seems SDG teaching is present at all levels of university education. What was not featured, but which would

be an interesting question to explore further, is to what degree SDGs are being used to “teach the teachers” in the manner of the course in teaching sustainability that we are currently taking and for which this report is an element. We did not find any papers covering such courses.

As Appendix C shows, the fields of education were also quite mixed, with a spread across different disciplines. The most high-frequency featured disciplines are business/ management/ economics and engineering/ technology. What is perhaps interesting, given the size and scale of education in medicine and health that it features so little. This could be explained by the motivation or necessity to publish in different outlets and the fact that medical or health researchers might be less inclined to make sustainability-themed outputs. We would need to conduct interviews with researchers to test this hypothesis. An interesting question is to dig more into the apparent success in the business and engineering educations in implementing SDGs (and publishing results from these studies). Again, we should consider the size of disciplines, as these are often the largest faculties in many universities.

Discussion and Conclusions

We presented in this report an exploratory approach to find out how SDGs are used to date in higher education teaching. We followed the systematic literature review (SLR) methodology, which is outlined above. After identifying a shortlist of relevant articles according to the established approach, we undertook a qualitative analysis of the papers. The initial scoping assessed various aspects – research methodologies of the selected articles, their chronological and geographic distributions, subject areas, levels of education, sample sizes in empirical studies, and the typologies of SDG application techniques. Subsequent meta-analysis provided insights into different methods of using the SDG framework for various purposes. These included strategies for aligning traditional non-sustainability-focused syllabi and curricula with the SDG goals, methods for teaching the SDGs, and approaches for instructing sustainability-focused courses and programs with SDGs. These are fully presented in Appendix B.

Key findings reveal a trend towards interdisciplinary approaches and the necessity for more cohesive incorporation of SDGs into academic programs. We find overall a rapid development in efforts to implement SDGs in universities, across their various activities and including in teaching. The study highlights successful practices that have been implemented by educators worldwide, and give us a comprehensive list of approaches that have been found to work elsewhere, that we might be able to draw on to influence our own efforts towards integrating SDGs into our teaching. The shortlisted articles from the SLR methodology also provide us with an easy to access list of inspiration.

An important issue to note, from our reading of these texts, is the degree of effort or work needed to integrate SDGs into education in different manners. It is highlighted by some of the studies that work with curriculum development and adding new SDG inspired courses, that whilst this could be very important for improving sustainability education overall, this could be a much more consuming undertaking for teachers versus, for example integrating a workshop on SDGs into an existing course.

Our analysis also threw up a knowledge gap that we cannot address at this point. A substantial research stream is dedicated to the exploration of the connection between various disciplines and higher education programs to the achievement of SGGs, which in itself is a very relevant topic but is out of the scope of this study. If this knowledge gap is filled in further research, holistic knowledge can be synthesized on (1) understanding and communicating how certain disciplines, courses, and programs are connected to the achievement of SDGs, which is then to be complemented by (2) practical approaches and strategies on how to incorporate SDG framework into education. Notably, this project only looked into the second part/point. We did not explore the underlying rationales or science behind the SDGs themselves and how they connect to different disciplines. Another point the project threw up for us, which we don’t have an answer to currently but could research further in the future, is the issue of teaching SDGs to the teachers

and to what extent this is happening across universities worldwide. Thirdly, our approach, which identified a number of different cases and examples from universities around the world, cannot answer to what extent these efforts are overlapping. So, are students receiving different educations around SDGs which overlap, or not? And what is the coordination process across universities, departments, and faculties around this.

References

Albareda-Tiana, S., Vidal-Raméntol, S., & Fernández-Morilla, M. (2018). Implementing the sustainable development goals at University level. International Journal of Sustainability in Higher Education, 19(3), 473-497.

Altmeyer, S. (2021). Religious education for ecological sustainability: an initial reality check using the example of everyday decision-making. Journal of Religious Education, 69(1), 57-74.

Argento, D., Einarson, D., Mårtensson, L., Persson, C., Wendin, K., & Westergren, A. (2020). Integrating sustainability in higher education: a Swedish case. International Journal of Sustainability in Higher Education, 21(6), 1131-1150.

Bergmann, M., Schäpke, N., Marg, O., Stelzer, F., Lang, D. J., Bossert, M., … & Sußmann, N. (2021). Transdisciplinary sustainability research in real-world labs: success factors and methods for change. Sustainability Science, 16, 541-564.

Borrero, J.D. and Yousafzai, S. (2024), “Circular entrepreneurial ecosystems: a Quintuple Helix Model approach”, Management Decision, Vol. 62 No. 13, pp. 141-177. https://doi.org/10.1108/MD-08-2023-1361

Chiu, T. K., & Chai, C. S. (2020). Sustainable curriculum planning for artificial intelligence education: A self-determination theory perspective. Sustainability, 12(14), 5568.

Cook, D.J., Greengold, N.L., Ellrodt, A.G., and Weingarten, S.R. (1997), The relation between systematic reviews and practice guidelines, Annals of internal medicine, Vol. 127 No. 3, pp. 210- 216.

Hadgraft, R. G., & Kolmos, A. (2020). Emerging learning environments in engineering education. Australasian Journal of Engineering Education, 25(1), 3-16.

Hermann, R. R., & Bossle, M. B. (2020). Bringing an entrepreneurial focus to sustainability education: A teaching framework based on content analysis. Journal of Cleaner Production, 246, 119038.

Leal Filho, W., Frankenberger, F., Salvia, A. L., Azeiteiro, U., Alves, F., Castro, P., … & Avila, L. V. (2021). A framework for the implementation of the Sustainable Development Goals in university programmes. Journal of Cleaner Production, 299, 126915.

Norström, A. V., Cvitanovic, C., Löf, M. F., West, S., Wyborn, C., Balvanera, P., … & Österblom, H. (2020). Principles for knowledge co-production in sustainability research. Nature sustainability, 3(3), 182-190.

Purcell, W. M., Henriksen, H., & Spengler, J. D. (2019). Universities as the engine of transformational sustainability toward delivering the sustainable development goals:“Living labs” for sustainability. International Journal of Sustainability in Higher Education, 20(8), 1343- 1357.

Tranfield, D., Denyer, D., and Smart, P. (2003), Towards a methodology for developing evidence-informed management knowledge by means of systematic review, British journal of management, Vol. 14 No. 3, pp. 207-222.

Walsh, Z., Böhme, J., & Wamsler, C. (2021). Towards a relational paradigm in sustainability research, practice, and education. Ambio, 50, 74-84.

Zguir, M. F., Dubis, S., & Koç, M. (2021). Embedding Education for Sustainable Development

(ESD) and SDGs values in curriculum: A comparative review on Qatar, Singapore and New

Zealand. Journal of Cleaner Production, 319, 128534.

APPENDIX A: Analyzed Articles

1. García-Rico, L., Martínez-Muñoz, L.F., Santos-Pastor, M.L., et al. 2021. “Service-Learning in Physical Education Teacher Education: A Pedagogical Model towards Sustainable Development Goals.” International Journal of Sustainability in Higher Education. doi:10.1108/IJSHE-09-2020-0325.

2. Mitarlis, A., Utiya, Y., Bertha. 2023. “The Integration of Green Chemistry Principles in Basic Chemistry Learning to Support Achievement of Sustainable Development Goals (SDGs) through Education.” Journal of Technology and Science Education. N/A.

3. Fang, J., O’Toole, J. 2019. “Embedding Sustainable Development Goals (SDGs) in an Undergraduate Business Capstone Subject Using an Experiential Learning Approach: A Qualitative Analysis.” The International Journal of Management Education. doi:10.1016/j.ijme.2022.100749.

4. Ehnberg, J. 2020. “Teaching the Sustainable Development Goals based on Smart Grids and Vice Versa.” Proceedings of the 2022 31st Annual Conference of the European Association for Education in Electrical and Information Engineering, EAEEIE 2022. doi:10.1109/EAEEIE54893.2022.9820505.

5. Mikhailova, E.A., Post, C.J., Nelson, D.G. 2024. “Integrating United Nations Sustainable Development Goals in Soil Science Education.” Soil Systems. doi:10.3390/soilsystems8010029.

6. Andreoni, V., Richard, A. 2020. “Exploring the Interconnected Nature of the Sustainable Development Goals: The 2030 SDGs Game as a Pedagogical Tool for Interdisciplinary Education.” International Journal of Sustainability in Higher Education. doi:10.1108/IJSHE-11- 2022-0378.

7. Annan-Diab, F., Molinari, C. 2023. “Interdisciplinarity: Practical Approach to Advancing Education for Sustainability and for the Sustainable Development Goals.” International Journal of Management Education. doi:10.1016/j.ijme.2017.03.006.

8. Nabila, N., Tapilouw, M.C., Sucahyo, S. 2024. “Biology Learning Innovation in the Water Pollution Sub Material Based on Sustainable Development Goals (SDGs) Using the Problem- Based Learning.” Bio-Inoved: Jurnal Biologi-Inovasi Pendidikan. doi:10.20527/bino.v5i3.16718.

9. Avelar, A.B.A., Farina, M.C., da Silva Oliveira, K.D. 2024. “The Integration of the Sustainable Development Goals into Curricula, Research and Partnerships in Higher Education.” International Review of Education.

10. Ohta, R., Yata, A., Sano, C. 2023. “Students’ Learning on Sustainable Development Goals through Interactive Lectures and Fieldwork in Rural Communities: Grounded Theory Approach.” Sustainability. doi:10.3390/su14148678.

11. Ramirez-Mendoza, R.A., Morales-Menendez, R., Melchor-Martinez, E.M., et al. 2022. “Incorporating the Sustainable Development Goals in Engineering Education.” International Journal on Interactive Design and Manufacturing (IJIDeM). doi:10.1007/s12008-020-00661-0.

12. Sanchez-Carracedo, F., Segalas, J., Bueno, G., et al. 2023. “Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education.” Sustainability.

13. Sprenger, S., Peter, C. 2022. “An Analysis of the Representation of Sustainable Development Goals in Textbook Maps and Atlases in Educational Contexts.” International Journal of Cartography. doi:10.1080/23729333.2019.1613615.

14. Saitua-Iribar, A., Corral-Lage, J., Pena-Miguel, N. 2022. “Improving Knowledge about the Sustainable Development Goals through a Collaborative Learning Methodology and Serious Game.” Sustainability.

15. Crespo, B., Míguez-Álvarez, C., Arce, M.E., et al. 2022. “The Sustainable Development Goals: An Experience on Higher Education.” Sustainability. doi:10.3390/su9081353.

16. Pan, A.-J., Cheng, B.-Y., Chou, P.-N., et al. 2023. “Using Augmented Reality Games to Support Sustainable Development Goal Learning among Young Students: A True-Experimental Study.” Library Hi Tech.

17. García-Puchades, W., Martos-García, D. 2023. “Politicizing the Learning of Sustainable Development Goals through Drama Performances and Agonistic Debates: A Teacher Training Experience from the Perspective of Radical Democracy.” Environmental Education Research. doi:10.1080/13504622.2022.2085248.

18. Cottafava, D., Cavaglià, G., Corazza, L. 2023. “Education of Sustainable Development Goals through Students’ Active Engagement: A Transformative Learning Experience.” Sustainability Accounting, Management and Policy Journal. doi:10.1108/SAMPJ-05-2018-0152.

19. Dean, B.A., Gibbons, B., Perkiss, S. 2020. “An Experiential Learning Activity for Integrating the United Nations Sustainable Development Goals into Business Education.” Social Business. doi:10.1362/204440818X15445231830058.

20. Llopis-Albert, C., Rubio, F., Mata-Amela, V., et al. 2023. “Project-Based Learning Methodology (PBL) for the Acquisition of Transversal Competences (TCs) and Integration of Sustainable Development Goals (SDGs) in Mechanical Engineering Subjects.” Multidisciplinary Journal for Education, Social and Technological Sciences. doi:10.4995/muse.2024.21101.

21. Klemow, K.M., Cid, C.R., Jablonski, L.M., et al. 2018. “How a Multidimensional Ecology Education Approach Can Enhance College Curricula to Implement the United Nations Sustainable Development Goals.” Sustainable Earth Reviews. doi:10.1186/s42055-024-00082-x.

22. Addo, R., Koers, G., Timpson, W.M. 2024. “Teaching Sustainable Development Goals and Social Development: A Case Study Teaching Method.” Social Work Education. doi:10.1080/02615479.2022.2112168.

23. Collier, E., Odell, K.E., Rosenbloom, A. 2023. “Teaching Sustainable Development: An Approach to Rapidly Introducing the UN Sustainable Development Goals into an Undergraduate Business Curriculum.” Journal of Global Responsibility. doi:10.1108/JGR-11-2021-0100.

24. Ghazali, M., Musa, M., Yakob, N., et al. 2023. “Promoting Sustainable Development Goals (SDGs) in an Undergraduate Preservice Teachers’ Mathematics Course Using DeCoRe+ Methodology and Assessing Students’ SDG Understanding through Concept Mapping.” Asian Journal for Mathematics Education. doi:10.1177/27527263241231997.

25. Chen, P.-H. 2023. “Integrating Sustainable Development Goals into Project-Based Learning and Design Thinking for the Instructional Design of a Virtual Reality Course.” Engineering Proceedings. doi:10.3390/engproc2023055078.

26. Hübscher, C., Hensel-Börner, S., Henseler, J. 2017. “Social Marketing and Higher Education: Partnering to Achieve Sustainable Development Goals.” Journal of Social Marketing. doi:10.1108/JSOCM-10-2020-0214.

27. Weber, J.M., Lindenmeyer, C.P., Liò, P., et al. 2022. “Teaching Sustainability as Complex Systems Approach: A Sustainable Development Goals Workshop.” International Journal of Sustainability in Higher Education. doi:10.1108/IJSHE-06-2020-0209.

28. Weybrecht, G. 2023. “How Management Education is Engaging Students in the Sustainable Development Goals.” International Journal of Sustainability in Higher Education. doi:10.1108/IJSHE-10-2020-0419.

29. Kioupi, V., Voulvoulis, N. 2023. “Education for Sustainable Development as the Catalyst for Local Transitions Toward the Sustainable Development Goals.” Frontiers in Sustainability. doi:10.3389/frsus.2022.889904.

30. Mitchell, S., Swayne, H., Fulton, K.A., et al. 2022. “Infusing the UN Sustainable Development Goals into a Global Learning Initiative.” International Journal of Development Education and Global Learning. doi:10.14324/IJDEGL.12.2.02.

31. Larrondo Ureta, A., Meso Ayerdi, K., Peña Fernández, S., et al. 2021. “University Teaching Experiences with Sustainable Development Goals (SDG): Promoting Transversal Competencies in Online Journalism.” Applied Environmental Education and Communication. doi:10.1080/1533015

32. Vasconcelos, C., Silva, J., Calheiros, C.S.C., et al. 2023. “Teaching Sustainable Development Goals to University Students: A Cross-Country Case-Based Study.” Sustainability. doi:10.3390/su14031593.

33. Alvarez, I., Etxeberria, P., Alberdi, E., et al. 2019. “Sustainable Civil Engineering: Incorporating Sustainable Development Goals in Higher Education Curricula.” Sustainability. doi:10.3390/su13168967.

34. Manolis, E.N., Manoli, E.N. 2022. “Raising Awareness of the Sustainable Development Goals through Ecological Projects in Higher Education.” Journal of Cleaner Production. doi:10.1016/j.jclepro.2020.123614.

35. Michalopoulou, E., Shallcross, D.E., Atkins, T., et al. 2019. “The End of Simple Problems: Repositioning Chemistry in Higher Education and Society Using a Systems Thinking Approach and the United Nations’ Sustainable Development Goals as a Framework.” Journal of Chemical Education. doi:10.1021/acs.jchemed.9b00270.

36. Kopnina, H. 2024. “Teaching Sustainable Development Goals in The Netherlands: A Critical Approach.” Environmental Education Research. doi:10.1080/13504622.2017.1303819.

37. McLean, M., Phelps, C., Smith, J., et al. 2023. “An Authentic Learner-Centered Planetary Health Assignment: A Five-Year Evaluation of Student Choices to Address Sustainable Development Goal 13 (Climate Action).” Frontiers in Public Health. doi:10.3389/fpubh.2022.1049932.

38. Mammadova, A. 2022. “Sustainable Development Goals as Educational Tools to Raise Students’ Awareness of the Rural Development of Biosphere Reserves: A Case Study of Mount Hakusan Biosphere Reserve.” Business Strategy & Development. doi:10.1002/bsd2.88.

39. Voola, R., Carlson, J., Wyllie, J. 2022. “Transformational Learning Approach to Embedding UN Sustainable Development Goal 1: No Poverty, in Business Curricula.” Social Business. doi:10.1362/204440818X15445231830049.

Appendix B: Thematically Clustered Teaching Techniques for Sustainable Development Goals (SDGs)

Project-Based Learning (PBL) Methodology:

Combining PBL with industry collaboration to understand SDGs in a business context (3)
Implementing PBL methodology to integrate SDGs and transversal competences in mechanical engineering (20)
Integrating PBL and design thinking using VR for SDG education (25)
Integrating SDGs into real-world civil engineering projects (33)
Creating web-only reports linked to SDGs through PBL (31)
Students working on sustainability projects and presenting to the community (34)

Interdisciplinary Learning:

Using the SDGs Game for interdisciplinary sustainability education (6)
Combining different perspectives of sustainability in education (7)
Employing collaborative learning methodologies for SDG education (14)
Engaging students across departments in global citizenship through SDG workshops (30)
Adopting an interdisciplinary approach to education for sustainable development (7)
Assessing master’s programs with an interdisciplinary case study approach for SDG integration (29)

Collaborative Learning and Critical Reflection:

Employing critical reflection for transformational learning on SDGs (39)
Utilizing artistic performances and debates to teach SDGs (17)
Engaging students in cooperative learning through web-based reports (31)
Analyzing student attitudes and career choices post SDG course (10)

Innovative Learning Tools:

Improving learning outcomes with 360° video learning media and water purification tools (8)
Comparing augmented reality and traditional board games for SDG learning (16)
Developing transversal competences through multimedia journalism projects (40)
Creating a free online course (MOOC) for teaching sustainability (35)
Using interactive learning platforms like Kahoot! and PollEverywhere for workshops (30)

Integrating SDGs into Curricula:

Incorporating SDGs into soil science curriculum (5)
Embedding and assessing SDGs in engineering education (11, 12)
Developing SDG-focused mathematics modules using DeCoRe+ methodology (24)

Reviewing and mapping curricula to align with SDGs (29)
Creative and integrated approaches to curriculum development for sustainability (35)
Analyzing the global integration of SDGs in higher education (9)
Meta-review of university reports on SDG activities (28)

Real-World Case Studies:

Using case studies to teach SDGs in social development education (22)
Case-based teaching to enhance SDG knowledge (32)
Focusing on real-world civil engineering problems from the SDG perspective (33)

Practical and Field-Based Learning:

Developing sustainability-oriented products as final projects (37)
Conducting field practice and coursework in rural universities (26)
Field trips featuring sustainability-oriented community service activities (38)
Employing project-based learning for web-based reports linked to SDGs (31)
Experiential learning on CSR practices and SDGs through real-world organizations (19)
Conducting workshops for sustainable development leadership training (18)

Traditional Classroom Teaching Methods:

Lectures and in-class discussions to critically evaluate SDGs (36)
Combining business cases, literature, and data analysis for SDG education (23)
Reflecting on student attitudes and career choices post SDG course (10)
Combining 4DEE framework and SDGs in ecological education (21)

Appendix C: Academic Fields of the studies

Fields (Frequency): Education (5) / Chemistry (3) / Business/Management/Economics (6) / Engineering, Technology (8) / Geography, Soil Science (2) / Arts/Journalism/Communication (2) / Medicine/Health Sciences (1) / Humanities/Social Sciences (1) / Mixed and Interdisciplinary Education (5)

09/09/2024

Mirjam Glessmer

This entry was posted in

Experiences from the field Literature