Signs of the United Nations SDGs in University Curriculum: The Case of the University of Iceland

Auður Pálsdóttir,Lára Jóhannsdóttir

doi:10.3390/su13168958

Abstract

Sustainability is a pressing topic in all universities. Institutions are determining what the implications of such a development are, e.g., on how courses that students are provided with should develop, what to change, what to add, and how these changes could be brought about. The purpose of this research was to provide an overview of the United Nations Sustainable Development Goals (SDGs) in the curriculum of five schools at the University of Iceland and an overview of individual SDGs for the university, to identify the main challenges and opportunities for improvement. Data collection included analysis of every single university’s course description and learning outcomes using a curriculum analysis key designed for the SDGs. Results indicated strong signs of SDG 4 (quality education) at the School of Education and the School of Social Sciences and SDG 3 (good health and well-being) at the School of Health Sciences. For the university, the results revealed a very limited emphasis on four SDGs, i.e., SDG 1 (no poverty), SDG 2 (zero hunger), SDG 6 (clean water and sanitation), and SDG 13 (climate actions). The results can serve as a benchmark for other universities, e.g., for comparison of results and their situation when creating policy and practices that include implementing the SDGs. Additionally, they can be used for comparison within the University of Iceland as a whole or within each school to monitor change.

Highlights

Extensive research indicates that human behaviour on the planet is characterised by unsustainability [1]
The results are presented in three sections, first for the University of Iceland as a whole, for each school of the university, and for each Sustainable Development Goals (SDGs)
The highest number of analysed courses was for the School of Humanities (770 courses), but the lowest number was for the School of Education (463 courses)

Summary

Introduction

Extensive research indicates that human behaviour on the planet is characterised by unsustainability [1]. The task facing humanity is to change the way people think and behave if the limits of nature are to be respected [2]. This means that sustainable development and sustainability does concern the environment and social justice, health and well-being, culture, and the economic life of societies. To tackle these challenges collectively on a global scale, the United Nations defined Sustainable. The integration of sustainable development, and the SDGs, has become a relevant topic in Higher Education Institutions (HEIs) that are increasingly attempting to take responsibility as agents in its promotion [3]

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Results

Conclusion