Implementing the sustainable development goals at University level

Abstract

Purpose The purpose of this case study is to explore the principles and practices of sustainable development (SD) in the university curriculum. Design/methodology/approach To explore the principles linked with the sustainable development goals (SDGs) and the learning and teaching practices in sustainability at the International University of Catalonia (Universitat Internacional de Catalunya, UIC, in Catalan), an empirical study was carried out by using a mixed methodology for data collection. Indicators related to SDGs found in the University curriculum (quantitative analysis) were measured using Excel, combined with in-depth semi-structured interviews to the deans of different faculties (qualitative study), which were analysed using Atlas.ti. Findings Several visions, difficulties and challenges were identified in this mixed-method study around the concept of sustainability, which allowed the authors to describe and portray a specific starting position in relation to the SDGs at the UIC. Research limitations/implications The presence of dimensions linked to the SDGs in the University curriculum were analysed by means of a quantitative study. However, global competences related to education for sustainable development were not studied. Practical implications Special emphasis was given to the challenges and opportunities for training future graduates and the whole University community in SD. Originality/value This paper shows a methodological exploration of the principles related to the SDGs and the learning and teaching practices in sustainability in higher education.

Teaching for a Better World. Sustainability and Sustainable Development Goals in the Construction of a Change-Maker University

“…The development of works in the field of the Master in Thermal Engineering has been presented by Crespo et al [69]. The Conference of Vice-chancellor of Spanish universities indicated that service-learning could be a tool for the development of sustainability in the university context [32,70]. Other authors have reflected on using Participatory Action Research to promote sustainability and SDGs [14].…”

“…For example, the University of Toronto has recently carried out an inventory that includes subjects-community-engaged learning and co-curricular and extra-curricular activities [72]. Another experience was carried out by Albareda-Tiana et al [32]; in this paper, the curricula of the International University of Catalonia were analyzed in order to find the relationship between the subjects and the SDGs. This information was completed with interviews with deans or directors.…”

“…The relationship between SDG and ethics has been previously addressed [13,31]. In this context, universities can be builders and catalysts required for SDGs achievement [4,7,12,32]. Development cooperation was the following dimensional line.…”

“…Consequently, the university must be aware of this broader vision that could probably develop new relationships with nature and between human beings, reaching almost every dimension of society, because it involves the entire relationship between human beings and nature [13]. In this sense, the SDGs are an opportunity to extend the concept of sustainable development in the university [12,32].…”

“…Secondly, the workload must be carefully estimated to meet expectations [55,56]. The success of the initiatives that will be implemented must take into account the needs, expectations and characteristics of the students [4,32]. In the case we are working on, sustainability and SDGs should be included in the curricular development under the specific student's interest.…”