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Implementing the Sustainable Development Goals in the Curricula of University Degrees: Initial Steps

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Bibliographic Details
Title: Implementing the Sustainable Development Goals in the Curricula of University Degrees: Initial Steps
Authors: Eva Gregori-Giralt, Carmen Benítez-Robles, José-Luis Menéndez-Varela
Source: Articles publicats en revistes (Història de l'Art)
Dipòsit Digital de la UB
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Publisher Information: MDPI AG, 2025.
Publication Year: 2025
Subject Terms: Competències professionals, Currículums (Ensenyament), Educació superior, Sustainable development, Desenvolupament sostenible, Avaluació curricular, Curriculum evaluation, Higher education, Curricula (Courses of study), Vocational qualifications
Description: We introduce a model to gauge the implementation of the Sustainable Development Goals (SDGs) in the course syllabuses of university degree programmes. The model, comprising four category systems, is designed to analyse curricula that are still at an early stage of this process. The model is tested in Spanish public universities that offer master’s degrees in Advanced Studies in Art History. A conventional content analysis is performed on 762 competencies across 82 subjects in five institutions. The results show that (a) 0.92% of competency codes were aligned with the SDGs, while 13.25% were merely related to them; (b) 48.02% were affected by repetitions of supposedly different competencies; (c) there was a mean value of 9.29 competencies per subject, and modal values of 1 and 4 subjects in which each competency was addressed; and (d) only 26.12% of the competencies were associated with high-level cognitive processes. In conclusion, a thorough reconceptualisation and reorganisation of curriculum maps is needed to adapt them for the SDG framework. The first steps are to promote high-level cognitive processes associated with competencies, eliminate repetition, reduce the number of competencies, increase the number of subjects addressing each competency, and organise the competencies into different performance levels.
Document Type: Article
File Description: application/pdf
Language: English
ISSN: 2071-1050
DOI: 10.3390/su17146355
Access URL: https://hdl.handle.net/2445/222553
Rights: CC BY
Accession Number: edsair.doi.dedup.....9fcac973d3f94662abace8cff7ee9c98
Database: OpenAIRE
Description
Abstract:We introduce a model to gauge the implementation of the Sustainable Development Goals (SDGs) in the course syllabuses of university degree programmes. The model, comprising four category systems, is designed to analyse curricula that are still at an early stage of this process. The model is tested in Spanish public universities that offer master’s degrees in Advanced Studies in Art History. A conventional content analysis is performed on 762 competencies across 82 subjects in five institutions. The results show that (a) 0.92% of competency codes were aligned with the SDGs, while 13.25% were merely related to them; (b) 48.02% were affected by repetitions of supposedly different competencies; (c) there was a mean value of 9.29 competencies per subject, and modal values of 1 and 4 subjects in which each competency was addressed; and (d) only 26.12% of the competencies were associated with high-level cognitive processes. In conclusion, a thorough reconceptualisation and reorganisation of curriculum maps is needed to adapt them for the SDG framework. The first steps are to promote high-level cognitive processes associated with competencies, eliminate repetition, reduce the number of competencies, increase the number of subjects addressing each competency, and organise the competencies into different performance levels.
ISSN:20711050
DOI:10.3390/su17146355