Embedding the SDGs into curricula via an interdisciplinary approach
Incorporating the SDGs into teaching involves facilitating project collaboration among students from different disciplines. Here are examples of how this can work in practice
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Universities have a duty to prepare students to embrace the Sustainable Development Goals (SDGs). These 17 goals are not only benchmarks for governments and businesses but also act as a crucial framework for shaping education.
Incorporating the SDGs into university curricula is about much more than offering isolated courses on sustainability. It involves embedding them throughout the learning experience in ways that overtly and covertly guide students to align their professional and personal practices with sustainable development and meet the growing sustainability challenges of the 21st century.
Interdisciplinary sustainable development education
Sustainable development requires collaboration across multiple domains because no single discipline holds all the answers to global challenges. Universities can integrate the SDGs into the curriculum by promoting interdisciplinary education.
For example, to address SDG 1 (no poverty), students studying economics, public health and law can collaborate to explore how economic growth, healthcare access and legal frameworks can reduce poverty. Similarly, SDG 2 (zero hunger) can be explored not only in agricultural sciences but also in business, engineering and law through the collaborative development of sustainable food production systems and policies that ensure equitable food distribution.
SDG 3 (good health and well-being) presents opportunities for medical, engineering and social science students to investigate how technology, public health systems and social policies intersect to improve health outcomes. Additionally, courses on global health can include discussions on the impacts of environmental degradation, aligning with SDG 13 (climate action) and SDG 6 (clean water and sanitation).
Embedding SDGs into core curricula
Integrating the SDGs directly into core curricula allows students in every field to see how their chosen profession can contribute to sustainable development. For instance, engineering programmes can incorporate SDG 7 (affordable and clean energy) by teaching students how to design energy-efficient technologies. Business programmes can examine how entrepreneurship and corporate responsibility can support SDG 8 (decent work and economic growth) by fostering inclusive economic growth and ensuring ethical labour practices.
Fields such as language studies or philosophy can integrate SDG 5 (gender equality) by addressing how cultural narratives shape gender roles or by fostering critical discussions on human rights and ethics. Through such integration, students in every discipline gain an understanding of how their work can drive positive social change.
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Real-world application through community engagement
Learning must extend beyond the classroom to ensure that students truly internalise SDG principles. Universities can establish partnerships with local communities, industries and government bodies to give students hands-on opportunities to apply their knowledge in real-world settings. This approach aligns with SDG 11 (sustainable cities and communities) because it enables students to collaborate on projects to design inclusive, resilient urban environments or work on community-driven solutions for sustainable infrastructure.
On law programmes, students might engage in pro bono work that promotes SDG 16 (peace, justice and strong institutions) by providing legal assistance to marginalised communities. Similarly, medical students can work on public health initiatives that target SDG 10 (reduced inequalities), addressing disparities in healthcare access.
Promoting research and innovation for the SDGs
Universities are centres for research and innovation, and this intellectual capacity should be harnessed to address the SDGs. Encouraging both students and faculty to pursue research on sustainability-related topics can drive meaningful progress towards goals such as SDG 9 (industry, innovation and infrastructure), SDG 12 (responsible consumption and production) and SDG 14 (life below water). In fields such as environmental science, architecture and urban planning, research might focus on developing climate-resilient infrastructure or promoting sustainable land use practices relevant to SDG 15 (life on land). This can be achieved through targeted research funding, special grants for SDG-focused projects and the establishment of cross-disciplinary research centres.
Cultivating a culture of sustainability on campus
Beyond course content, the university itself must serve as a living laboratory for sustainability. We can achieve this by aligning campus operations with SDG principles, such as implementing energy-efficient infrastructure, reducing waste, promoting sustainable transport and encouraging green building practices. In this way, universities covertly instil the values of SDG 13 (climate action) and SDG 7 (affordable and clean energy). These can also be tied back to SDG 4 (quality education) by promoting lifelong learning and ensuring that students are continually engaged in issues that matter.
Embedding the SDGs into a multidisciplinary university curriculum is a powerful way to nurture responsible global citizens who are not only well versed in their respective fields but deeply committed to making the world a more sustainable and equitable place. By integrating SDG principles into the core curriculum, fostering interdisciplinary collaboration, encouraging real-world application and promoting a culture of sustainability, universities can play a pivotal role in advancing the global agenda for sustainable development. Ultimately, the success of these efforts will be measured by the ability of graduates to create positive, lasting change in their communities and professions.
Sambit Dash is assistant professor (selection grade) in the department of basic medical sciences, Guruprasad Rao is deputy registrar (health sciences) and Preetham Kumar is deputy registrar (technical), all at Manipal Academy of Higher Education, India.
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