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Sustainable Development Goals in the curriculum

One of the aims of ESD within higher education is that students develop the knowledge required to address the global challenges identified by UNESCO. These challenges are articulated in the form of the 17 Sustainable Development Goals (SDGs). The curriculum is therefore a critical engine for ESD.

In this section we will explore the SDGs in more detail and determine what level of SDG knowledge, if any, is already embedded in our curricula. This will enable us to examine the extent to which our programmes and modules address the SDGs. It is not intended that the content in modules and programmes focus solely on SDGs, but that, where appropriate, content relevant to an SDG is foregrounded within the context of the curriculum.

More information on the SDGs

In order to embark on embedding ESD it is important that you have an understanding of the SDGs.

The United Nations has developed these handy flip cards to find out more about each SDG and how it is being addressed.

The full set is available on the UN Sustainable Development Goals website.

One goal in which we have particular interest is SDG 4, Quality Education:

SDG 4 - Quality Education

SDG 4 (Quality Education - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all) aims to ensure that all learners acquire the knowledge, skills, values and attitudes needed to promote sustainable development. Thus, ESD connects SDG 4 with all other SDGs.

Putting the SDGs into action

The following resources can be used to find out more about how the goals are being put into action and how we are progressing towards achieving them:

The United Nations Development Programme (UNDP) have developed a resource that examines the SDGs in action.
Follow Ireland’s progress towards the goals on the GeoHive Census Data Hub and the Central Statistics Office website.

If you have more time and would like to explore key SDGs including peace, healthcare, sustainable cities, and water and sanitation, try the Trinity Future Learn MOOC: Achieving Sustainable Development.

The SDGs Wedding Cake

In 2016 Johan Rockström and Pavan Sukhdev suggested a new way of viewing the economic, social and ecological aspects of the SDGs that links the goals to sustainable and healthy food. This became known as the SDGs Wedding Cake, and it has been adopted by the Trinity ESD Fellows as a way to consider how the goals are embedded in the curriculum. In this representation, 16 of the SDGs are categorised into three layers using the visual metaphor of a cake: the Biosphere, Society and the Economy form the three tiers, with the 17th Goal, Partnerships, crosscutting each (Figure 1).

SDG Wedding Cake — *Figure 1: The SDGs Wedding Cake* (CC BY-ND 3.0)

In order to fully support the SDGs and ensure ESD is embedded in the curriculum, it is important that the intersection and inseparability of the biosphere, society, and economy are addressed within a programme. In this understanding, a healthy, stable, and resilient biosphere is the foundation on which just and equal societies and economic models that respect planetary boundaries can be built. Within a module, this interdependence might be achieved by addressing one of the SDGs from each layer and linking them through partnerships (SDG 17).

Planetary boundaries, social justice and equality & Donut Economics

A representation related to the wedding cake is Kate Raworth’s Doughnut Economics, according to which, economies should strive not for endless growth, but to inhabit the ecologically safe and socially just space in which humanity can thrive.
Inspired by Kate Raworth’s Doughnut Economics, the academic doughnut is proposed to help us rethink academia so that it works better for people and the planet (Urai & Kelly, 2023).

How can I find out if my programme or module already addresses the SDGs?

You may already be familiar with how and to what extent your programme or module addresses the SDGs. However, it can be useful to document this formally, particularly at a module level. Gaps can then be identified across a programme when all modules are mapped.

For some disciplines it can be difficult to readily pinpoint relevant SDGs. However, you may find that topics in your discipline intersect with some of the goals. For example, mathematics programmes and modules in and of themselves may not directly address an SDG, but the development of mathematical models that support sustainable environments crosscut many SDGs (as explored in this recent opinion piece from Notices of AMS).

EXAMPLE – SDGs in Medieval History A Humanities programme can encompass a number of SDGs. Through exploring medieval culture, societies and politics, learners could consider SDG 11, Sustainable Cities and Communities, and SDG 16, Peace, justice, and strong institutions. They could discuss critically the differences between our understanding of these themes today, those from the historical period in question, and how the future is envisaged in terms of the SDGs.

In order to determine if your module addresses any of the SDGs, you should examine your module descriptor and content, listing those SDGs that are present and to what extent. You can then examine whether you are addressing all three layers of the SDGs Wedding Cake. GenAI tools can be very useful, when prompted correctly, for identifying such information. The Centre for Academic Practice GenAI Hub can help with this.

What if my module does not address any of the SDGs?

If you find that no SDGs are addressed within your module, or that you are not addressing all the layers of the SDG’s Wedding Cake within your programme, consider how the SDGs could be incorporated into existing or revised Learning Outcomes. A number of pages on this Hub can help (Sections on ESD Competencies, Learning Outcomes, Quick Start Guide).

Key Takeaways

It is important to have an awareness of the 17 SDGs prior to embarking on embedding ESD into your curricula.
There are plenty of resources available to support you in developing this knowledge.
It can be useful to document whether your current module address any of the SDGs and to what extent.
For curricula that appear to have no connection to a single SDG, consider how some integration can be developed through review and revision of Learning Outcomes.

Additional Resources

Rockström, J. & Sukhdev, P. (2016). The SDGs Wedding Cake. Stockholm Resilience Centre, Stockholm University.
Stockholm Resilience Centre (n.d.) Planetary Boundaries
UNDP (n.d) The SDGs in Action
UN/UNESCO. (2015). UN Sustainable Development Goals.
UNESCO. (2017). Education for Sustainable Development Goals: learning objectives.
Urai, A.E., & Kelly, C. (2023). Rethinking academia in a time of climate crisis. eLife 12.

The content of this publication has not been approved by the United Nations and does not reflect the views of the United Nations or its officials or Member States. Please see their Sustainable Development Goals communications page for more details.

If you are looking for further assistance with ESD curriculum design in Trinity, please contact the Academic Practice team.

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