Bridging the SDG awareness gap

The United Nations Sustainable Development Goals (UN SDGs) were designed with ambitious targets in mind – ending poverty, protecting the planet and ensuring prosperity for all by 2030. Awareness of these important targets has grown since their adoption in September 2015.

Across the world, 50 per cent of people are now aware of the SDGs, compared with 38 per cent in 2017, according to a recent international study. While that’s good progress, it’s not evenly distributed. Awareness in Europe is lower than in other parts of the world, with around three in 10 people being aware of the goals in the UK, compared with roughly eight in 10 in other nations, such as India and China. 

Bridging the awareness gap

The 17 SDGs encapsulate the pressing challenges of our time. Yet the ongoing lack of individual awareness in Western nations hampers global efforts from governments and others to mobilise action and resources. 

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Universities, as bastions of knowledge, learning and innovation, have a crucial role to play in achieving these goals and their collective vision for a sustainable and equitable future. If we are to unlock their full potential, it is vital that the higher education sector becomes their vocal champion, creating pathways for broader societal engagement with the goals and their objectives. Arguably, without the work of universities, the SDGs will never be achieved. In fact, the University of the West of Scotland (UWS) is ranked 16th in the world for reducing inequalities (SDG 10), highlighting our commitment to addressing one of the core goals.

Show how they work in practice

The diagnosis is the easy part; it’s the solution that can be difficult. No one could disagree with the first SDG, which aims to end poverty in all its forms everywhere. It’s easy to commit to something, but taking steps to make that commitment is another thing entirely. 

It’s imperative that we, as higher education institutions, not only shout about the goals but actively demonstrate how they shape the decisions we make and in turn how each decision addresses one or more of the 17 goals. 

One way of doing this is by making impactful research visible to a wider audience. This can offer up something tangible and gives us the opportunity to highlight something that is clearly making a difference in the world and to the lives of the general public. 

For example, our partnership with a company called Safe Sol has led to the development of a product that has the potential to increase the efficiency of heating and cooling systems by 25 per cent. This project ties into SDG 7 – affordable and clean energy – and also offers up something relatable, with an obvious benefit that could improve lives. 

It’s the SDGs in action, an example of how universities work with external organisations to help drive change outside our campus walls. 

Another example of the SDGs in action is our collaboration with FIDO Tech, a company focused on developing cutting-edge technology to tackle global water scarcity. Through this partnership, our researchers have worked with FIDO Tech to create artificial intelligence (AI)-driven leak detection systems, which identify and address water leaks with unprecedented precision. This innovation supports SDG 6 (clean water and sanitation) by conserving one of the planet’s most vital resources. It also demonstrates how universities can work with external organisations to make meaningful contributions towards solving real-world challenges.

Demonstrate influence

It’s helpful to demonstrate how the SDGs influence all disciplines. 

At UWS, we have BA performance colleagues working on a project in which survivors of modern slavery and human trafficking in Ghana were upskilled to tell their stories on the stage, raising awareness in at-risk communities. The project also uncovered new information about traffickers and how they operate.

This initiative aligns with several SDGs, including SDG 1 (no poverty), SDG 4 (quality education), SDG 5 (gender equality), SDG 8 (decent work and economic growth) and SDG 16 (peace, justice and strong institutions). By empowering survivors, uncovering new information about traffickers and promoting awareness, the project contributes to reducing inequalities and building resilient, inclusive communities.

Community is key

Universities are an integral part of the communities in which they are based, making active contributions to the betterment of these areas. 

With that in mind, community engagement provides a strong case study in demonstrating the practical application of SDGs. We support our communities because it is the right thing to do – but the SDGs help steer our actions. 

For instance, we’re leading a project to deliver support and training to enable organisations across South Ayrshire to meet national net zero goals, positioning the region as a national leader in green working practices. Thirty participating organisations accessed fully funded consultancy and training to support plans for decarbonisation and improved sustainability. They have become “carbon champions”, able to recognise challenges and opportunities for improvement and to influence change. 

In addition, our commitment to fostering partnerships, particularly through knowledge transfer partnerships (KTPs), ensures that academic knowledge and innovation are effectively embedded in businesses and the wider community, fully supporting SDG 9 (industry, innovation and infrastructure), SDG 11 (sustainable cities and communities), SDG 12 (responsible consumption and production) and SDG 17 (partnerships for the goals). These collaborations not only drive economic development but also enhance environmental responsibility, reinforcing the role of universities in advancing sustainable growth.

This is a powerful example of how international goals and local ambitions tie together and, once again, of the SDGs in action.

Create an awareness of the SDGs on campus

At UWS, we are proud ambassadors of the SDGs. The goals are embedded in our curriculum as well as our research, and visible displays exist on our campuses highlighting the SDGs and what they mean. 

This encourages students to consider sustainability in diverse contexts, from engineering to education to the arts, and also empowers them to embark on bold, difference-making projects and research and to become advocates for SDGs in their future careers. 

A good example of this from UWS would be a former chemical engineering master’s student called Callum Russell, who was driven to pursue research on turning microalgae into sustainable biofuel, a subject he continued to pursue as a PhD student and now as a valued colleague at the university.

Role models such as this highlight how the SDGs can shape and drive forward a career, providing a template not only for difference-making but also towards success within your chosen vocation. 

Normalising the SDGs

Ultimately, if we are to bridge the awareness gap, we must normalise them and make them part of everyday life in a university community – whether you’re a researcher, a student or professional services staff. 

Being vocal about case studies and openly tying the goals into our learning and teaching as well as our research is invaluable when it comes to normalising their role within society and demonstrating why they matter. 

If we live by the goals, then we may well encourage others to do the same. 

James Miller is principal and vice-chancellor and Andrew Hursthouse is professor of environmental geochemistry, both at the University of the West of Scotland.

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