Abstract
Insertion of Sustainable Development Goals (SDGs) into higher education is an important concern. This article aims to address the influences of SDGs in higher and engineering educational system in Egypt. The present study focuses on SDGs 3, 4, 6, 7, 9, and 11. SDG 3 is related to occupational health and SDG 4 is related to higher education development. However, SDGs 6, 7, 9, and 11 are related to both mechanical and environmental engineering, and occupational safety. The study approach involves case risk analysis, investigations, and review for design concepts of occupational health and safety before and after the Coronavirus disease (COVID-19). A number of cross-sectional studies that constitute 125 multidisciplinary research plans (MDRPs) are grouped to monitor and evaluate two main factors which are an influence of involving SDGs into engineering education and selected curriculum of occupational health and safety. Then the results of these research-based studies, which performed over four academic years started from 2017 up to date 2021, are depicted and discussed. These results reveal the importance of interlink between engineering education and the intended SDGs. The latest 25 MDRPs demonstrate that Egypt response to alleviate the COVID-19 is rapidly pronounced specially on SDGs 3 and 4 simultaneously. However, those MDRPs show that neither record impacts nor delays on SDGs 6, 7, 9 and 11. The conclusions prioritize both the advanced educational mechanisms and verify the engineering curriculums to raise awareness of SDGs among both staff members and students in Egyptian universities. Finally, future work is recommended at the end of this article to focus on each specific goal to gain deep insight to state of the art for each SDG around globe using education development.
Highlights
On 25th September 2015, the United Nations (UN) presented Sustainable Development Goals (SDGs) to be achieved within the bounded time frame of fifteen years, starting from 1st January 2016 until 31st December 2030
The results explore the cross-sectional studies to identify their impacts among students in Egyptian universities
The distribution of multidisciplinary research plans (MDRPs) is presented on the Egypt full map, and on enlarged maps for the greater Cairo zone map and new Capital zone
Summary
On 25th September 2015, the United Nations (UN) presented Sustainable Development Goals (SDGs) to be achieved within the bounded time frame of fifteen years, starting from 1st January 2016 until 31st December 2030. The SDGs can be classified into social, economic, and environmental goals. The 2030 Agenda is a set of 17 Sustainable Development Goals (SDGs) with 169 targets stimulating actions to shift the world onto a sustainable and resilient path. The SDGs have been classified by different research interests, vision, mission, and researcher’s perspectives, as reported by Giannetti et al (2020). This classification of SDGs is presented by many studies based on their objectives on social basis, economic basis, and environment basis. The SDGs have their impacts on all humanitarian fields such as combating poverty (SDG 1) and hunger (SDG 2), raising the quality of education (SDG 4), gender equality (SDG 5), reducing differences between the spectrums of society (SDG 10), divulging peace and justice (SDG 16), and in practice areas that include water conservation and purity (SDG 6), the use of clean energies (SDG 7), developing industry and infrastructure (SDG 9), establishing smart cities and societies (SDG 11), rotating responsible production (SDG 12), preserving the climate (SDG 13), underwater life (SDG 14) and above the earth (SDG 15)
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