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Education for Sustainable Development: Mapping the SDGs to University Curricula

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  • Thomas Adams

    (School of Engineering, College of Science and Engineering, University of Galway, University Road, H91W2TY Galway, Ireland
    MaREI, The Science Foundation Ireland Research Centre for Energy, Climate and Marine, Ryan Institute, University of Galway, University Road, H91W2TY Galway, Ireland)

  • Syed Muslim Jameel

    (School of Engineering, College of Science and Engineering, University of Galway, University Road, H91W2TY Galway, Ireland)

  • Jamie Goggins

    (School of Engineering, College of Science and Engineering, University of Galway, University Road, H91W2TY Galway, Ireland
    MaREI, The Science Foundation Ireland Research Centre for Energy, Climate and Marine, Ryan Institute, University of Galway, University Road, H91W2TY Galway, Ireland
    Construct Innovate, Ireland’s National Construction Technology Centre, University of Galway, University Road, H91W2TY Galway, Ireland)

Abstract

Education for sustainable development (ESD) is a growing research field, particularly over the last decade. Measuring the level of ESD that is currently embedded in curricula is useful for planning the further implementation of sustainability-related teaching. The Sustainable Development Goals (SDGs) are a useful benchmark for sustainability topics and so this paper follows a methodology in which a keyword scanning tool was created to quantify the level of SDG coverage within a list of learning outcomes for a module. The aim of the research is to further develop this methodology and compare the results from the keyword tool with results from a survey of the academic staff who deliver the modules. SDG-related keyword lists were collected from multiple sources for a meta-analysis, examining the performance of various lists. These lists were then compiled into one list of over 12,000 SDG keywords and a team of reviewers conducted a critical analysis on the relevancy of the context in which the keywords were found when scanned. This process reduced the list to 222 “crucial keywords” and gave the keywords a relevancy label based on the STARS definitions, the sustainability tracking assessment and rating system. Finally, ChatGPT was also investigated as a method of enriching the critically analysed list with contextually relevant synonyms. A survey was carried out within the College of Science and Engineering at the University of Galway. It asked staff to rate the level of SDG coverage within their own modules, in their own opinion. This gave results which could be compared with the keyword scanning tool. The findings show success in improving the accuracy of the SDG keywords. ChatGPT added synonyms to the crucial keywords identified and this list was the most accurate out of all keyword lists used in the study. Using these keywords and the modules that staff rated in the survey, a correlation was found in the SDG trend.

Suggested Citation

  • Thomas Adams & Syed Muslim Jameel & Jamie Goggins, 2023. "Education for Sustainable Development: Mapping the SDGs to University Curricula," Sustainability, MDPI, vol. 15(10), pages 1-32, May.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:10:p:8340-:d:1151863
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    References listed on IDEAS

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    1. Christine Meschede, 2020. "The Sustainable Development Goals in Scientific Literature: A Bibliometric Overview at the Meta-Level," Sustainability, MDPI, vol. 12(11), pages 1-14, June.
    2. Masaru Yarime & Yuko Tanaka, 2012. "The Issues and Methodologies in Sustainability Assessment Tools for Higher Education Institutions," Journal of Education for Sustainable Development, , vol. 6(1), pages 63-77, March.
    3. Idiano D’Adamo & Massimo Gastaldi, 2023. "Perspectives and Challenges on Sustainability: Drivers, Opportunities and Policy Implications in Universities," Sustainability, MDPI, vol. 15(4), pages 1-6, February.
    4. Philip Hallinger & Chatchai Chatpinyakoop, 2019. "A Bibliometric Review of Research on Higher Education for Sustainable Development, 1998–2018," Sustainability, MDPI, vol. 11(8), pages 1-20, April.
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