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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: Gregori Giralt, Eva, Benítez Robles, Carmen, Menéndez Varela, José Luis
Source: Articles publicats en revistes (Història de l'Art)
Publisher Information: MDPI
Publication Year: 2025
Collection: Dipòsit Digital de la Universitat de Barcelona
Subject Terms: Desenvolupament sostenible, Avaluació curricular, Currículums (Ensenyament), Educació superior, Competències professionals, Sustainable development, Curriculum evaluation, Curricula (Courses of study), Higher education, 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 in journal/newspaper
File Description: 23 p.; application/pdf
Language: English
Relation: Reproducció del document publicat a: https://doi.org/10.3390/su17146355; Sustainability, 2025, vol. 17, num.14, p. 6355; https://doi.org/https://doi.org/10.3390/su17146355; https://hdl.handle.net/2445/222553; 759485
Availability: https://hdl.handle.net/2445/222553
Rights: cc-by (c) Gregori Giralt, Eva et al., 2025 ; http://creativecommons.org/licenses/by/4.0/ ; info:eu-repo/semantics/openAccess
Accession Number: edsbas.4ABB5A96
Database: BASE
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.