Education on the Sustainable Development Goals for nursing students: Is Freire the answer?

Abstract

Significant global events in recent years have had a substantial impact on the nursing profession. The COVID-19 pandemic, climate change, and systemic racism are a few of the many complex issues that create a landscape of disruption and uncertainty in healthcare. With the aims of protecting both people and the planet, the United Nations' Sustainable Development Goals offer a road map to combat these global concerns, yet require more widespread consideration as a way forward. Education on the Sustainable Development Goals is recognised as a key aspect for healthcare professionals to take action towards achieving the targets of the goals. For student nurses, the undergraduate curriculum offers an opportunity to enculturate future nurses on the important role they play in the global agenda to transform our world. Brazilian pedagogue Paulo Freire's theoretical approach to education, critical pedagogy, espouses transformation with conscientization, dialogue and liberation, which may create a paradigm shift toward global action. This discussion paper seeks to provide an argument for embedding the Sustainable Development Goals into nursing curricula using the philosophies of Freire's critical pedagogy. It will argue that a critical approach to education is required to create the transformation needed for student nurses to be educated on the Sustainable Development Goals.

Integrating sustainability development education program in nursing to challenge practice among nursing interns in health care

“…Higher education institutions (HEIs) are progressively seen as agents of transformation, which bring about the required adjustments to achieve the 2030 goal and prepare students for global citizenship as well as discipline‐specific knowledge. However, these global issues have gaps because of intermittent knowledge and uptake of the SDGs across fields, particularly nursing, in higher education (Fields et al, 2022).…”

Sustainability consciousness among nursing students in Egypt: a cross-sectional study

“…They are expected to actively apply educational measures to equip graduates with sustainability competencies, which are essential for achieving the SDGs [ 14 ]. This form of education is designed to bring about changes in learners' knowledge, skills, and attitudes, cultivating a society that is more sustainable and equitable [ 15 , 16 ]. Universities can educate students about sustainable development by integrating the concept into their education systems and curricula [ 17 , 18 ].…”

University Students’ Perspectives on Physics Education in Sustainable Development Goals

“…The SDGs, comprising 17 global objectives established by the United Nations in 2015 [14], address a range of social, economic, and environmental challenges, aiming to establish a more sustainable and equitable future by 2030 [15]. Physics education plays a crucial role in advancing several of these goals as Quality Education (SDGs 4), Clean Energy (SDGs 7), Industry, Innovation, and Infrastructure (SDGs 9), Climate Action (SDG 13), Life Below Water and Life on Land (SDGs 14 and 15), Partnerships for the Goals (SDGs 17), Reduced Inequalities (SDGs 10), Good Health and Well-being (SDGs 3) [16][17][18][19][20][21][22][23].…”