https://orcid.org/0000-0002-5978-0211
![Sample our Politics & International Relations journals, sign in here to start your FREE access for 14 days]({"type":"image" , "src" : "/sda/5947/TOC-Subject-Sample-2021-Politics-International-Relations.jpg"})
ABSTRACT
Background
In 2015, the United Nations adopted the 2030 Agenda for Sustainable Development, including the 17 Sustainable Development Goals (SDGs). Higher education institutions have a role in raising awareness and building skills among future professionals for implementing the SDGs. This review describes how the SDGs have been integrated into higher education globally.
Objectives
Determine how have the SDGs been integrated into higher education globally. Describe the differences in the integration of the SDGs in higher education across high-income countries (HICs) and low- and middle-income countries (LMICs).
Methods
Following a scoping review methodology, we searched Medline, Web of Science, Global Health, and Educational Resources Information Center, as well as websites of key institutions including universities, identifying peer-reviewed articles and grey literature published between September 2015 and December 2021.
Results
We identified 20 articles and 38 grey literature sources. Since 2018, the number of publications about the topic has been increasing. The SDGs were most frequently included in bachelor-level education and disciplines such as engineering and technology; humanities and social sciences; business, administration, and economics. Methods of integrating the SDGs into higher education included workshops, courses, lectures, and other means. Workshops and courses were the most frequent. The methods of integration varied in high-income countries compared to low- and middle-income countries. High-income countries seemed to follow a more academic approach to the SDGs while low- and middle-income countries integrate the SDGs with the aim to solve real-world problems.
Conclusion
This study provides examples of progress in integrating the SDGs into higher education. Such progress has been skewed to high-income countries, bachelor-level initiatives, and certain disciplines. To advance the integration of the SDGs, lessons learned from universities globally should be shared broadly, equitable partnerships formed, and students engaged, while simultaneously increasing funding for these processes.
Responsible Editor Stig Wall
Responsible Editor Stig Wall
Acknowledgments
We are grateful for the support we received from the KI Library and the members of the Health Systems and Policy research group, especially in the Global Child and Sustainable Development Goals team.
Disclosure statement
No potential conflict of interest was reported by the authors.
Author contributions
OB and TA conceived the study. OB developed the search strategy together with a medical librarian from Karolinska Institutet. AAM screened titles and abstracts, and then full-text articles. AAM extracted, charted, analysed, and interpreted the data. OB and DH verified the data extraction. AAM wrote the first draft of the manuscript. OB, DH, and TA were consulted at various stages of the scoping review to provide input on the search strategy, data extraction, charting, analysis, and interpretation of the results. All authors provided comments on the manuscript, read, and approved its final version.
Paper context
Higher education institutions have a role in implementing the Sustainable Development Goals (SDGs) by raising knowledge and awareness among their students. The SDGs can be integrated into higher education in various ways, e.g. through courses, workshops, lectures, and others. Progress on integrating the SDGs across educational levels, disciplines, and countries is needed. To accelerate the integration of the SDGs in higher education, lessons learned on the ‘how’ of integration should be shared.
Correction Statement
This article has been corrected with minor changes. These changes do not impact the academic content of the article.