Abstract

The theme of Education for Sustainable Development necessitates Higher Education Institutions (HEIs) to integrate the 17 Sustainable Development Goals (SDGs) into their operations and program/course offerings. Drawing upon transformative learning theory and brand social responsibility theory, the research analyzes the teaching materials of 156 courses from seven programs within the School of Communication & Design at RMIT Vietnam, a prestigious Australian university. The findings reveal that the School currently aligns with 14 out of the 17 SDGs, encompassing a total of 60 indicators. On average, each program within the School addresses more than 10 goals and 24 indicators via collaborative partnership projects, case studies, and assessments. However, the study highlights that the incorporation of SDGs has yet to be deeply and comprehensively embedded within the curriculum. The research contributes to the theoretical framework of sustainability by offering recommendations on how to evaluate the integration of SDGs in teaching materials.

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