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Sustainable Development Goals (SDGs) in Latin-American Universities

Author

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  • Paulo Guilherme Fuchs

    (Federal Institute of Santa Catarina—IFSC, Florianópolis 88075-010, Brazil
    Center for Sustainable Development (Greens), University of Southern Santa Catarina—UNISUL, Florianópolis 88015-010, Brazil)

  • Carla Patrícia Finatto

    (Center for Sustainable Development (Greens), University of Southern Santa Catarina—UNISUL, Florianópolis 88015-010, Brazil)

  • Robert Samuel Birch

    (Center for Sustainable Development (Greens), University of Southern Santa Catarina—UNISUL, Florianópolis 88015-010, Brazil
    School of Engineering, University of Liverpool, Liverpool L69 3GH, UK)

  • Ana Regina de Aguiar Dutra

    (Center for Sustainable Development (Greens), University of Southern Santa Catarina—UNISUL, Florianópolis 88015-010, Brazil)

  • José Baltazar Salgueirinho Osório de Andrade Guerra

    (Center for Sustainable Development (Greens), University of Southern Santa Catarina—UNISUL, Florianópolis 88015-010, Brazil)

Abstract

Higher education institutions (HEIs) are notable promoters of sustainable development (SD). Thus, it is understood that the sustainable development goals 2015–2030 (SDGs) need to be substantially operationalized in these institutions. Based on this idea, the QualEnv (quality and environment) consortium of universities stands out for having as its main objective the increase in contribution to sustainable development (SD) by universities through the implementation of systematic environmental practices and quality processes in line with the SDGs. The objective of this article is to present how the QualEnv consortium of HEIs adopts the SDGs and demonstrates their contribution to SD. For this purpose, a qualitative analysis was performed based on documentary research, a systematic review of the literature, and notes collected from participant observations. The results show that the adoption of the SDGs in the QualEnv consortium was enhanced by the contribution of the social relations within the partnership, which promoted the exchange of experiences and synergy between participants that promoted improvements in the necessary strategies. Along with the highlighted actions and concentration of different axes with dispersed interventions, a potential for central cohesion and focus on evolution in each SDG was noted. The adoption of the same indicators involves the unification of the actions planned for the SD and the common objective of involving communities more consistently, which impacts mainly SDG 04. This article discusses the practical implications in HEIs and the need to integrate the SDGs into their activities, as it demonstrates how universities belonging to the QualEnv consortium have been creating their own strategies to achieve the 2030 agenda and adopt the SDGs.

Suggested Citation

  • Paulo Guilherme Fuchs & Carla Patrícia Finatto & Robert Samuel Birch & Ana Regina de Aguiar Dutra & José Baltazar Salgueirinho Osório de Andrade Guerra, 2023. "Sustainable Development Goals (SDGs) in Latin-American Universities," Sustainability, MDPI, vol. 15(11), pages 1-23, May.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:11:p:8556-:d:1155121
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    References listed on IDEAS

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    1. Aurélien Décamps & Oihab Allal-Chérif & Anne Gombault, 2021. "Fostering Knowledge of the Sustainable Development Goals in Universities: The Case of Sulitest," Sustainability, MDPI, vol. 13(23), pages 1-17, November.
    2. Ana-Inés Renta-Davids & Marta Camarero-Figuerola & Juana-María Tierno-García, 2020. "Assessment of the Quality Education Awareness Competence of Pre-Service Educators Using Vignettes," Sustainability, MDPI, vol. 12(23), pages 1-18, December.
    3. Afe Babalola & Damilola S. Olawuyi, 2021. "Advancing Environmental Education for Sustainable Development in Higher Education in Nigeria: Current Challenges and Future Directions," Sustainability, MDPI, vol. 13(19), pages 1-14, September.
    4. Deirdre Hogan & Joanne O’Flaherty, 2021. "Addressing Education for Sustainable Development in the Teaching of Science: The Case of a Biological Sciences Teacher Education Program," Sustainability, MDPI, vol. 13(21), pages 1-22, October.
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    Cited by:

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