What universities can do to become fairer and more sustainable

Find out how higher education institutions can work towards the UN’s Sustainable Development Goals

An illustration of the SDGs arranged as part of a flower

With the launch of the Times Higher Education 2024 Impact Rankings, which assess universities against the UN’s Sustainable Development Goals, we are sharing advice from experts across the sector on what can be done to tackle global challenges. In this collection of resources, find out how higher education institutions can drive progress towards six of the SDGs, harnessing teaching and research to encourage sustainable behaviour, take climate action, rebalance inequalities, make good health global, provide quality education for all, advocate for gender equality and innovate for a better future.

A whole-university road map to sustainability impact

Top-ranked Western Sydney University combines immediate action with long-term planning to drive progress in achieving impact aligned with the SDGs. Here, Deborah Sweeney and Kevin Dunn share insights learned from their institution-wide approach

Deborah Sweeney, Kevin Dunn

Western Sydney University

Climate action

A power station

Moving beyond climate change to teach the climate crisis

Ways to scale up education relating to the climate crisis and the questions it must guide students to answer

Adam R. Aron

University of California San Diego

An image of solar panels in a field at sunset

Start your university on a path to resilient net zero

Practical tips on how institutions can improve their resilience to climate threats while on a path towards net zero emissions, by Rob Wilby and Shona Smith

Robert Wilby, Shona Smith

Loughborough University, University of Leeds

Accounting student working on a laptop

How to distinguish sustainability in your accounting and business teaching

In this resource, Nick Rowbottom offers ways to help students distinguish and evaluate how sustainability is translated within different international reporting standards

Nick Rowbottom

University of Birmingham

A tiny glass globe sits next to green shoots

A practical approach to tackling eco-anxiety

We induce eco-anxiety by teaching students about climate change, so training them in practical and achievable solutions to it are needed, too, write Helen Hicks and Dawn Lees

Helen Hicks, Dawn Lees

University of Exeter

Driving change: creating student-NGO partnerships for climate solutions

Luis Ricardo Fernández Carril and Luis Gerardo Rojas Solorio reveal how to energise and empower students to take part in the fight against climate change

Luis Ricardo Fernández Carril , Luis Gerardo Rojas Solorio

Monterrey Institute of Technology

Reduced inequalities

Pottery wheel

Fostering student co-creation to give back to the community

Engaging in local civic projects offers students meaningful learning opportunities, fosters co-creation and supports the community at large. Here, Martha Sullivan outlines the benefits based on working with the Empty Bowls project

Martha Sullivan

Virginia Tech

Female waste pickers in India

Bring the SDGs into the classroom through role play and gamification

A case study showing how simulations, role playing and gamification can develop students’ global citizenship and help grand challenges feel more surmountable

Shelini Surendran, Kat Mack, Anand Mistry

University of Surrey

Australian Indigenous artwork (detail)

Indigenising teaching and learning through the Big Five ideas of traditional knowledge

Educators should familiarise themselves with the foundational values and beliefs that inform Indigenous Knowledges in order to integrate them into their teaching in a meaningful way, write three First Nations lecturers

Cally Jetta, Emerson Zerafa-Payne , Paul Carmody

University of Southern Queensland

Stones are arranged to represent unqueal scales

Decolonisation as a driver for the Sustainable Development Goals

How decolonial approaches can underpin and drive work to achieve the Sustainable Development Goals across higher education

Sean Porter, Eleanor Cook

University of Exeter

Fulfilling a mission and serving Indigenous students

Universities can do much to support Indigenous students, strengthening the institution’s community, increasing visibility and highlighting the needs of Native Nations students and faculty through deliberate action, writes Melissa Faircloth

Melissa Faircloth

Virginia Tech

Promoting good health for all

Gender-specific health issues need to be tackled in academia

Breaking barriers for women: closing the gender health gap in academia

In the final part of their ‘breaking barriers for women’ series, eight female academics propose ways to tackle the stigma and career deficits caused by women’s health issues

Nicola Hemmings , Ellie Harrison , Jo L. Fothergill

University of Sheffield, University of Liverpool

Building equitable scientific research partnerships with the global south requires trust and equality in decisionmaking

Creating equitable research partnerships across continents

Shabbar Jaffar provides tips for successful international collaborations built on trust, appropriate recognition and inclusiveness in decision-making

Shabbar Jaffar

Liverpool School of Tropical Medicine

Healthcare professionals need help from universities and higher education when implementing new tech into their practice

Health workers need tech training – for themselves and their patients

There are huge risks involved if current and future healthcare professionals have to take up new forms of practice such as video consultations without sufficient training

Stefan Rennick-Egglestone

University of Nottingham

A smiling woman sits in a park, basking in sunshine

A case study in developing the next STEM generation

University ‘taster days’ can introduce teenagers to what global health research and advocacy might be like as a future career. Here four academics describe a pilot training session and what they learned from it

Michael Head, Jessica Boxall, Winfred Dotse-Gborgbortsi, Kathryn Woods-Townsend

University of Southampton

Medical teaching resources need to represent all skin colours to enable doctors to serve a diverse population

Medical education must diversify its learning resources away from a focus solely on white patients to prepare students to diagnose and treat patients of all ethnicities, write Musarrat Maisha Reza and Naabil Khan

Musarrat Maisha Reza, Naabil Khan

University of Exeter

Quality education

Advice on embedding sustainable development into university curricula by aligning it with core subject learning outcomes

Achieving SDG 4.7 by matching sustainability learning outcomes to subject-specific curricula: a guide

Ron Johnston provides a guide to embedding education for sustainable development into university courses by linking it with the learning outcomes of the core subject being taught

Ron Johnston

UNESCO

International HE collaborations can help progress towards the SDGs in this Decade of Action

International partnerships drive SDG progress – how do we support them?

Diverse partnerships encompassing various sectors and organisations help mobilise resources and encourage collaboration that can address societal challenges more efficiently

Joanna Newman, Maddalaine Ansell

The Association of Commonwealth Universities, British Council

A formula one team represents university collaboration to support refugee students

Simple ways universities can collaborate to bring more refugees into higher education

There’s strength in numbers when it comes to meeting the unique learning and support needs of refugee students

Rebecca Granato

Bard College

Two students walk around a well-stocked library

Challenge strategic silencing to improve the experiences of global majority students

Universities have the power to create a more inclusive and empathetic world by promoting open dialogue, accountability and cultural diversity, write Christina Dzineku and Craig Mahoney

Christina Dzineku, Craig Mahoney

Independent academic, The Education Group

Pluralistic campuses will foster the bridge-builders our divided nations need

Students with the skills to treat diverse viewpoints with curiosity and respect will be prepared to navigate the complexities of the real world, say Eboo Patel and Rebecca Russo

Eboo Patel, Rebecca Russo

Interfaith America

Gender equality

A woman sits in a lecture theatre

Six ways to embed an inclusive feminist pedagogy into business education

To challenge the status quo and entrenched biases of business education, we need to implement a feminist pedagogy. Nora Grasselli offers six ways to do so

Nora Grasselli

ESMT Berlin

Advice on the support needed to get more young women into higher education in sub-Saharan Africa

How to change the default settings that exclude women in sub-Saharan Africa from higher education

Angeline Murimirwa outlines the steps necessary to support young women from marginalised communities in sub-Saharan Africa into and through higher education

Angeline Murimirwa

CAMFED (Campaign for Female Education)

Young Asian scientist with test tube

Addressing the leaky pipeline in academia: strategies to attract and retain women scientists

Attracting more female researchers is one part of the work towards gender equity in science. Here, Anna Ginès i Fabrellas offers four actions to support women pursuing academic careers

Anna Ginès i Fabrellas

Esade

A woman in a hard hat writes on a clipboard

‘Gender equality is more rewarding than just ticking a box’

A whole-culture change to dismantle structural barriers has included mentoring, promotions workshops, and childcare and family leave support. Here are reflections on 25 years of advancing gender equality at Queen’s University Belfast

Karen McCloskey

Queen’s University Belfast

‘Strengthening institution-wide commitment to trans inclusion is more important than ever’

Guidance for museums, galleries and heritage has insight for universities as they prepare to bolster freedom of speech, write four academics

Suzanne MacLeod, Richard Sandell , Sharon Cowan, E-J Scott

University of Leicester, The University of Edinburgh, University of the Arts London

Industry, innovation and infrastructure

We must consider the SDGs in local contexts and universities can help

We won’t get anywhere without placing the SDGs in local contexts

Applying the SDGs looks vastly different in a Western city and a rural Asian village. Su Li Chong explains how universities can help us get past a one-size-fits-all approach

Su Li Chong

Universiti Teknologi Petronas (UTP)

Purpose-driven businesses are leading the way for universities

Universities must follow business and place ‘purpose’ front and centre

More and more businesses are shifting from the short-term myopia of financial self-interest to enduring, aspirational reasons to exist. Universities need to do the same

Victoria Hurth, Iain Stewart

University of Cambridge, University of Plymouth

Two accountants calculate the carbon footprint of a factory

The climate crisis heralds an imperative for sustainable accountancy practices

Finance and accounting educators have a moral obligation to embed the principles of the SDGs into their courses. Thankfully, it’s easier than ever to do, write Shona Russell and Ian Thomson

Shona Russell, Ian Thomson

University of St Andrews, University of Dundee

A tree grows between solar panels

To save higher education, we must look beyond traditional university models

If we are to radically transform universities, we must seek solutions from diverse learning projects that have historically been excluded from, or remained separate to, higher education, argue Fern Thompsett, Kristen Lyons and Richard Hil

Fern Thompsett, Kristen Lyons, Richard Hil

Columbia University , The University of Queensland , Griffith University

How can we imagine a new university?

In this existential moment for higher education, the corporate university is not the only end point possible – we can imagine so much more. David J. Staley offers 10 new ways of thinking about universities, in this excerpt from his book ‘Alternative Universities: Speculative Design for Innovation in Higher Education’

David J. Staley

Ohio State University