Integrating Sustainable Development Goals in Saudi Arabia’s Secondary Curriculum: A Qualitative Analysis of Selected Textbooks

The <scp>SDGs</scp>: A change agenda shaping the future of business and humanity at large

Given the interconnectedness of climate change and sustainable development, policymakers and scholars have started to investigate how climate actions can contribute to achieving the Sustainable Development Goals (SDGs), and vice versa. To date, research has mainly focused on the national and international levels, while little is known about the interlinkages between climate actions and the SDGs at the transnational level. Not only nation states, but also non-state actors undertake ambitious actions designed to reduce greenhouse gas emissions and to promote sustainable development. Using content analysis and network analysis techniques, we examine the interlinkages between the climate actions of 72 transnational initiatives and the 169 targets of the 17 SDGs. We find that actions of 71 initiatives contribute to achieving 16 SDGs, thus generating valuable co-benefits. Besides SDG 13 on climate action and SDG 17 on partnerships for the goals, transnational climate actions frequently address SDGs 9 on industry, innovation and infrastructure, SDG 7 on affordable and clean energy, and SDG 12 on responsible consumption and production. While SDG 3 on good health and well-being and SDG 4 on quality education are barely addressed, SDG 5 on gender equality is not at all covered by transnational climate actions. Additionally, the network reveals that SDG 9 is highly synergistic with many other frequently addressed SDGs and functions as an important connector between them. Finally, our results indicate that transnational initiatives fill a governance gap left by states with regards to SDG 12. Climate initiatives of non-state actors can thus complement state-led actions to implement the Paris Agreement and the SDGs jointly.

Recent changes in the Spanish Educational System, including the Organic Law 3/2020 (LOMLOE), require universities to integrate sustainability into their study programs to address the Sustainable Development Goals (SDGs) of the 2030 Agenda. The Universidad Rey Juan Carlos (URJC) has been a pioneer in this effort, with the strategic plan URJC 2030 and a dedicated Green Office in place for over a decade. These initiatives aim to incorporate sustainability across all university activities, including teaching, research, and administration. However, developing the necessary skills to achieve the SDGs in higher education remains an ongoing challenge.This communication describes an innovative educational activity developed during the 2023-24 academic year within the Soil and Water Resource Management subject, aimed at third-year graduate students of Environmental Sciences. The central theme was the analysis of a practical case in a familiar environment: the M&amp;#243;stoles campus of the URJC, where the Environmental Science degree is taught. Here, the URJC Green Office implemented a water conservation project by suspending irrigation in certain areas. Although necessary, this action led to soil erosion in non-irrigated grass areas, highlighting the need for detailed soil property analysis to develop effective water management strategies. At the same time, it provided a natural laboratory to study soil reactions to drought, offering a hands-on learning experience that heightened students&amp;#8217; awareness and engagement with the SDGs.The learning experience combined practical fieldwork, laboratory analyses, and active methodologies to foster the critical thinking and analytical skills necessary to relate the course content to the SDGs. Case-Based Learning linked sustainability concepts to tangible scenarios, while Cooperative Learning involved a group practical project to evaluate soil conditions and suggest practical solutions for improving campus sustainability. This sustainability analysis required prior Flipped Classroom work, which included analyzing historical or recent soil degradation case studies through concept maps, interactive videos, and text analysis.This approach enhanced motivation, concept assimilation, and reflection, connecting classroom content with the environmental issues addressed by the 2030 Agenda, particularly SDG 6 (Clean Water and Sanitation) and SDG 15 (Life on Land). It also highlighted how the SDGs are interconnected, demonstrating that achieving one can have positive or negative impacts on others. Therefore, the activity also addressed the direct or indirect contributions to other goals such as Quality Education (SDG 4), Sustainable Cities and Communities (SDG 11), Responsible Consumption (SDG 12), Reduced Inequalities (SDG 10), Climate Action (SDG 13), and Partnerships for the Goals (SDG 17).The integration of field practices, laboratory analysis, and real-case scenarios provided a practical and tangible learning experience, enabling students to progressively assimilate theoretical concepts and adopt a more active role in their learning process. Student feedback indicates a strong interest in expanding this activity in future iterations, underscoring its potential to enhance the university&amp;#8217;s commitment to achieving the SDGs.

Higher educational institutions play an important role in the realization of SDGs as an institution and as a member of a society. San Beda University launched the realignment of its programs and projects with the Sustainable Development Goals (SDGs) starting the academic year 2019-2020. An Office was created to oversee the promotion and realization of the SDGs in the University’s programs and projects. This study was conceptualized primarily to look into the extent of implementation, promotion and realization of SDGs in the University’s programs and projects. The University is in infancy stage when it comes to the implementation of SDG. However, at this stage it has demonstrated practices that are aligned with SDGs particularly with SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 10 (Reduced Inequalities), SDG 16 (Peace, Justice, and Strong Institutions), and SDG 17 (Partnership for Goals). But it has to overcome and improve on particularly in the areas of faculty research citation, formulation and implementation of policies and programs on Climate Action (SDG 13), documentation of pertinent information that will demonstrate commitment to reducing inequality (SDG 10), and the documentation of programs and activities that fall under other SDGs.ReferencesAleixo, A.M., Azeiteiro, U. M., &amp; Leal, S. (2018). The implementation of sustainability practices in Portuguese higher education institutions. International Journal of Sustainability in Higher Education, 19(1), 146-178, https://doi.org/10.1108/IJSHE-02-2017-0016Alshuwaikhat, H.M. and Abubakar, I. (2008), An integrated approach to achieving campus sustainability: assessment of the current campus environmental management practices. Journal of Cleaner Production, 16(16), 1777-1785.Amaral, L.P., Martins, N. and Gouveia, J.B. (2015), Quest for a sustainable university: a review. International Journal of Sustainability in Higher Education, 16, 155-172.Cortese, A.D. (2003). The critical role of higher education in creating a sustainable future. Planning for Higher Education, 31(3), 15-22.Disterheft, A., Caeiro, S., Azeiteiro, U.M. &amp; Filho, W.L. (2013), Sustainability Science and Education for Sustainable Development in Universities: A Way for Transition. In S. Caeiro, W. Leal Filho, C. Jabbour and U.M. Azeiteiro (Eds.) Sustainability Assessment Tools in Higher Education Institutions: Mapping Trends and Good Practices Around the World. Springer International Publishing. 3-28.Findler, F., et. al. (2019). The impacts of higher education institutions on sustainable developments: A review and conceptualization. International Journal of Sustainability in Higher Education. 20(1), Emerald Publishing Limited, 1467-6370. https://www.doi.org/10-1108/1JSHE-07-2017-0114.Francis. (2015). Laudato Si. Paulines Publishing House.Gual, C. (2019). Ready to house a real impact on achieving the sustainable development goals (SGDs)? Implementing the 2030 Agenda at the Higher Education Institutions: Challenges and Responses. Global University Network for Innovation.Jorgensen, T. (2019). Universities to achieve the SDGs and approach the next hurdle. Implementing the 2030 Agenda at the Higher Education Institutions: Challenges and Responses. Barcelona: Global University Network for Innovation.Leal Filho, W., Manolas, E. and Pace, P. (2015), The future we want: Key issues on sustainable development in higher education after Rio and the UN decade of education for sustainable development. International Journal of Sustainability in Higher Education, 16, 112 - 129.Lozano, R. (2011). The state of sustainability reporting in universities. International Journal of Sustainability in Higher Education, 12, 67-78.Lozano-Ros, R. (2003). Sustainable development in higher education. Incorporation, assessment and reporting of sustainable development in higher education institutions, Lund University. National Economic Development Authority. (2019). The 2019 voluntary national review of the Philippines: Review of the status of the implementation of Sustainable Development Goals in the Philippines focusing on empowering people and ensuring inclusiveness and equality.Sammalisto, K., Sundstrom, A. and Holm, T. (2015). Implementation of sustainability in universities as perceived by faculty and staff e a model from a Swedish university. Journal of Cleaner Production 106, 45-54.Tilbury, D. (2019). Beyond snakes and ladders: Overcoming obstacles to the implementation of SDGs in higher education institutions. Implementing the 2030 Agenda at the Higher Education Institutions: Challenges and Responses. Global University Network for Innovation.United Nations. (2020). The Sustainable Development Goals Report 2020.United Nations. (2015). 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Scholars of language believe that where there is no language there is no development, thus language is pivotal in the implementation of Sustainable Development Goals (SDGs). This study aims to explore a language-based approach to the achievement of SDGs. Studies and reports describe language theories such as Edward Sapir-Benjamin Lee Whorf Linguistic Determinism Theory, Geoffery Leech’s five characteristics of language, Lev Vygotsky Developmental Theory, Jim Cummins Principles of Language – Basic Interpersonal Skills/Cognitive Academic Language Proficiency and other relevant linguistic concepts vis-à-vis sustainability goals and enumerate how the SDGs can be translated into a plan of action through the language-based approach. Specifically, the study focuses on Goal 3- Good health and wellbeing, Goal 4 - Quality education, Goal 16 - Peace, justice, and strong institutions, and Goal 17 - Partnership for the goal. Qualitative meta-analysis was employed using a five-step synthesis approach: 1) Exploring the field and defining research questions 2) search, selection, and appraisal of studies (sampling procedure) 3) data extraction 4) aggregation and 5) synthesis to analyze data from reports, symposiums, and studies as the main sources of data. In the iterative analyses, aggregates of concepts were identified: 1) language 2) language users 3) inclusiveness, equality, and sustainability 4) Sustainable Development Goals and language-based approaches. Other concepts were extracted from data such as diversity of language, language and culture, multilingualism, plurilingualism, multiculturalism, multilingualism, mother tongue-based multilingual education, literacy and reading skills, communication disabilities, minority vs. dominant languages, language loss and language maintenance, rights language to health care, inclusivity, vulnerability, diversity, equality, global citizenship, transparency and integrity, nationalism, national unity and collective identity and their centrality in the development, implementation, and successful completion of the SDGs.ReferencesBaart, J. L.G. (2003). Sustainable development and the maintenance of Pakistan’s indigenous languages. Conference on the state of the social sciences and humanities: Current scenario and emerging trends Islamabad, September 26-27, 2003Balčiūnaitienė Asta (2018). Challenges of foreign language teaching and sustainable development competence implementation in higher education 10.2478/vtrr-2018-0004 Vocational Training: Research and Realities, 29(1), 2018 44Brisset, N. &amp; Radhika M. (March 2017). For function or transformation? A critical discourse analysis of education under the Sustainable Development Goals. Journal for Critical Education Policy Studies, 15(1). ISSN 1740-2743 https://www.researchgate. net/ publication/314243582Creswell, J. W. &amp; Poth, C. N. (2018). Qualitative inquiry and research design: Choose among five approaches, 4th ed. Sage.Drape, T., Westfall-Rudd, LDM., &amp; Lawrence, C. (May 2020). A qualitative meta-analysis examining equity and inclusion in undergraduate and graduate populations. https://www.researchgate. net/publication/341323420Ezeh. N. G. &amp; Obiageli, U.R. (2020). The role of language in achieving the world’s Sustainable Development Goals (SDGs). European Journal of English Language and Literature Studies. 8(6), pp.53-61Forman, L., Ooms, G &amp; Brolan, C. E. (Dec., 2015). Rights language in the Sustainable Development Agenda: Has right to health discourse and norms shaped health goals? International Journal Health Policy Management. ; 4(12). 799–804. Published online 2015 Sep 29. https://doi.org.10.15171/ijhpm.2015.171Hussain, N., Jagoe, C., Mullen, R., O’Shea, A., Sutherland, D., Williams, C., &amp; Wright, M. (2018). The importance of speech, language and communication to the United Nations sustainable development goals: A summary of evidence. International Communication Project.Language, the sustainable development goals, and vulnerable populations at the church center for the United Nations, 777 United Nations Plaza, New York, on 11 and 12 May 2017 Symposium: Study Group on Language and the United Nations. an independent group of scholars and practitioners on matters related to the international use of language (Final Report)Mweri, J. G. (2020). Sustainable development goals: Reaching people through their mother tongue. Linguistics and Literature Studies. http://doi.org.10.13189/lls.2020.080103Nwanyanwu, A. U. (2017). The place of indigenous languages in sustainable national development in the twenty-first Century: The Nigerian perspective. International Journal of English Language and Communication Studies 3(3), ISSN 2545 - 5702Obiegbu, I. (2015), The English language and sustainable development in Nigeria Open Journal of Political Science, 5(2) Article ID:54264,4 pages DOI: 10.4236/ojps.2015.52009.Ollinger, A. (2012) Communication strategies in ELF. Academia. Communication_strategies_in_ELF-with-cover-page-v2.pdfReyes, C. M., Albert, R.G., Tabuga, A. D., Arboneda, A.A., Vizmanos, V. &amp; Cabaero, C. C. (2019). The Philippines’ voluntary national review on the sustainable development goals. Philippine Institute for Development Studies.Stein-Smith, K. (2016). The role of multilingualism in effectively addressing global issues: The sustainable development goals and beyond. ISSN 1799-2591 Theory and practice in language studies, 6(12), pp. 2254-2259Sustainability | Free Full-Text | Quality education as a sustainable development goal in the context of 2030 agenda: Bibliometric approach | HTML (mdpi.com) International communication project(www.internationalcommunicationproject.com)The Sustainable Development Goals Report (2021). United Nations. Department of Economic and Social Affairs in collaboration with more than 50 international agencies. http://The-Sustainable-Development-Goals-Report-2021.pdf (un.org)Traore, D. (2017). The role of language and culture in sustainable development 30th - 31st October - 1st - 3rd November 2017, International Conference of the Consortium for Comparative Research on Regional Integration and Social Cohesion (RISC).Vuzo, M. (2019). Implementation of sustainable language education in the Tanzanian context: A Critical review. School of Education, University of Dar es Salaam, Dar es Salaam, Tanzania African Education Indices, 11(1). ISSN 2276 – 982XWilhite, Z. B. (2013). Local languages of instruction as a right in education for sustainable development in Africa Sustainability, 5, 1994-2017; http://doi.org./10.3390/su505199

On influencing factors for Sustainable Development goal prioritisation in the automotive industry

Artificial Intelligence (AI) has become an avant-garde with high potential to guide, monitor and accelerate the fulfilment of Sustainable Development Goals (SDGs). The considerable role of AI to achieve three significant SDGs: SDG 3 (Good Health and Well-being), SDG 4 (Quality Education) and SDG 13 (Climate Action) are comprehensively explored by this study. This study employs a systematic thematic analysis of relevant literature reviews on the role of AI in healthcare, quality education, and climate action taken from different academic databases. Strict inclusion criteria were included to prioritise the studies. Non-academic, technical and irrelevant studies were not taken into account. A total of 25 studies are thoroughly examined to identify the main patterns, themes and trends. The review follows systematic steps, which include repeated familiarisation with the literature, coding, refinement, and synthesis. Finally, the report highlights how AI incorporation increases the quality of healthcare, education and climate activities. This would raise awareness the learners and commoners about the ethical use of artificial intelligence, highlighting health care, quality education, and climate action. The appropriate use of AI should remove the barrier of the digital divide to let all learners access the AI tools. Proper utilisation of the same should focus on the most beneficial way of medical care. It should not cause damage to the environment.

Impact of COVID-19 pandemic on health system & Sustainable Development Goal 3.

Börsenverein des Deutschen Buchhandels is the German publishers and booksellers association. Sustainability and working towards achieving the 17 UN Sustainable Development Goals (SDGs) are top priorities for the organization. This includes the aim of reducing carbon emissions. Börsenverein is a member of the International Publishers Association, the Federation of European Publishers and the European and International Booksellers Federation as well as a corresponding member of STM and collaborates with all these associations in its work on sustainability. At the domestic level, Börsenverein has established a Sustainability Working Group with three task forces to lead its efforts, focusing on promoting the book sector’s achievement of selected SDGs, such as SDG 12 (Responsible Consumption) and SDG 13 (Climate Action). At the same time, the book sector has an outstanding role and opportunity in promoting other SDGs through the works it publishes, distributes, and makes accessible to readers. Börsenverein strives to foster the positive impacts of this “carbon handprint” on SDGs such as SDG 4 (Quality Education), SDG 5 (Gender Equality), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice and Strong Institutions). Concrete first steps include an external sustainability audit, member-facing events, and a conference.

The increasing severity of economic, environmental, and social issues determines the transformational and positive role of accounting researchers in the context of climate change. This study aims to bibliometric analysis of the interest of Romanian accounting scholars to publish articles in journals from the Business, Management, and Accounting areas, respectively the Accounting Q1 and Q2 categories that contribute to accounting research, as well as analyzing their interest in publishing articles that are assessed by the WOS database as contributing to SDGs research. The research is based on 161 articles collected from the WOS database, of which 79 articles are assessed by the WOS database as contributing to the research of one or more SDGs. The results support the involvement of Romanian accounting scholars from HEIs in accounting research, as well as their contribution through the articles published as part of the relevant and important SDGs for the accounting profession. The contribution to SDGs research was noted as follows: 4 – quality education; 5 – gender equality; 8 – decent work and economic growth; 9 – industry, innovation, and infrastructure; 12 – responsible consumption and production; 13 – climate action. They target all components of sustainability, namely economic (SDG 8 and 9), environmental (SDG 12 and 13), and social (SDG 4 and 5), but with a significantly greater emphasis on the economic component. This study fills the gap in investigating the interest of Romanian accounting scholars from HEIs in accounting research for the SDGs. Accounting scholars should consider increasing attention to the publication of articles that will contribute to SDGs research, while HEIs should adopt initiatives to implement the SDGs in accounting research.

Purpose Construction stakeholders often prioritise the environmental and economic aspects of sustainability over its social dimensions. There is a limited understanding of how the Sustainable Development Goals (SDGs) and occupational health and safety (OHS) intersect and mutually contribute to each other. This study aims to explore the connection between SDGs and OHS in construction. Design/methodology/approach Using a systematised review approach, 46 publications related to the SDGs and OHS from 2015 to 2023 were identified. The data was analysed through thematic analysis, with the SDGs as the main themes. Additionally, examples from Australian Work Health and Safety laws have been used as a case study to illustrate the connection between the SDGs and OHS. Findings Upon in-depth analysis, it was discovered that construction OHS closely relates to ten SDGs: no poverty (SDG 1), good health and well-being (SDG 3), quality education (SDG 4), gender equality (SDG 5), decent work and economic growth (SDG 8), industry, innovation and infrastructure (SDG 9), reduced inequalities (SDG 10), sustainable consumption and production (SDG 12), climate action (SDG 13) and peace, justice and strong institutions (SDG 16). Furthermore, the study revealed that the relationship between the SDGs and OHS is mutual, with each contributing to the attainment of the other. Originality/value The study offers comprehensive insights into the relationship between the SDGs and OHS in the construction industry, thereby contributing to the 2030 Agenda for Sustainable Development.

oday, academic libraries have progressively developed beyond their traditional roles to become vital enablers of sustainability, equity, and innovation within higher education institutions. Over the past decade, many scholars have aimed to align library practices with the United Nations Sustainable Development Goals (SDGs). However, in the Sri Lankan context, studies focusing on the SDGs in libraries are scattered and abstract. Therefore, this study aims to explore and map the sustainable library practices of the Science Faculty Library at the University of Colombo to the SDGs. This library operates as an academic blended library and was awarded the Green Building Certification in 2021. It serves approximately 4,000 students enrolled in the Faculty of Science, of whom 54% are female. Using a qualitative research approach, data were collected through document analysis, service audits, and direct observations. The mapping of library practices against the SDGs shows that they are directly or indirectly aligned with all 17 SDGs. The direct contributions include 13 goals, such as no poverty (SDG 1), good health and well-being (SDG 3), quality education (SDG 4), gender equality (SDG 5), clean water and sanitation (SDG 6), clean energy (SDG 7), decent work and economic growth (SDG 8), industry, innovation, and infrastructure (SDG 9), reduced inequalities (SDG 10), sustainable cities and communities (SDG 11), responsible consumption (SDG 12), climate action (SDG 13), and partnerships for the goals (SDG 17). Findings highlight the library’s multifaceted impact, ranging from providing inclusive access to information to promoting mental well-being, sustainable infrastructure, and ethical academic practices. Notably, the library's certified green building design, utilisation of solar energy, and digital platforms support broader environmental and innovation objectives. Additionally, career guidance programmes and outreach activities address employability and lifelong learning. This research also demonstrates that academic libraries can serve as operational models of sustainability, effectively bridging educational missions with global development agendas. Furthermore, the study recommends incorporating SDG-aligned indicators into library strategic plans and expanding collaborative partnerships to enhance impact.

This article calls for the need for integration of physical literacy into Physical Education (PE) curricula in Africa to support the United Nations Sustainable Development Goals (SDGs), particularly good health and well-being (SDG 3), quality education (SDG 4), and climate action (SDG 13). Traditional PE often emphasizes competitive sports and physical benchmarks, overlooking inclusive, ecological, and lifelong development. Physical literacy defined by motivation, confidence, competence, and knowledge for lifelong physical activity offers a transformative approach to align PE with sustainability goals. The proposed framework promotes active lifestyles, inclusive teaching practices, and environmental stewardship through curriculum redesign, teacher training, outdoor learning, community engagement, and multidimensional assessments. Despite challenges such as limited resources, lack of teacher preparedness, and definitional ambiguity, opportunities exist through technology, cultural relevance, and alignment with global Education for Sustainable Development (ESD) goals. By embedding physical literacy, PE can become a vehicle for nurturing health-conscious, environmentally aware, and socially responsible individuals. This article reimagines PE as a critical tool for addressing modern health, education, and environmental challenges, advocating for systemic reforms that position physical literacy at the core of sustainable development strategies. The urgency of this transformation underscores the need for equity, inclusivity, and intersectoral collaboration in educational practice.

Biochar, a stable carbon rich material produced through the pyrolysis of biomass, has emerged as a promising tool in addressing multiple global challenges aligned with the United Nations Sustainable Development Goals (SDGs). Its multifunctional properties make it a green solution for improving soil health, enhancing crop productivity, mitigating climate change and managing organic waste. The present title explores the potential of biochar as a sustainable and integrative approach to support various SDGs, particularly those related to zero hunger (SDG 2), clean water and sanitation (SDG 6), climate action (SDG 13), and life on land (SDG 15). The application of biochar to the soils improves nutrient retention power, water holding capacity and microbial activity, leading to enhanced soil fertility and crop yields. At the same time, it offers a long-term carbon sequestration pathway, contributing to the reduction of greenhouse gas emissions and climate mitigation. Additionally, biochar can aid in waste valorization by utilizing agricultural residues, municipal waste, and other biomass sources, thus promoting responsible consumption and production (SDG 12). Despite its benefits, the widespread adoption of biochar faces challenges such as variable quality, lack of standardized guidelines, economic feasibility, and region-specific outcomes. Addressing these limitations through interdisciplinary research, supportive policy frameworks, and community engagement can enhance its integration into sustainable land and resource management strategies. This paper highlights the need for a systems thinking approach to scale up biochar use while ensuring environmental safety, economic viability and social acceptance. By aligning biochar applications with national and global sustainability agendas, it has the potential to serve as a pivotal tool in transitioning toward greener, more resilient agricultural and environmental systems. Harnessing biochar in this way offers a compelling path forward in achieving a more sustainable and equitable future.

A systematic literature review of integration of industry 4.0 and warehouse management to achieve Sustainable Development Goals (SDGs)