How to integrate SDGs into the educational programs

Assel Akzh
6 days ago
5 min read

Introduction: Why are SDGs the Future of Higher Education in Kazakhstan?

The vision of the President of the Republic of Kazakhstan, outlined in the "New Kazakhstan" concept, clearly orientates us towards creating a modern, diversified economy based on innovation and human capital. The "Kazakhstan-2050 Strategy" emphasizes sustainable development and the country's entry into the top 30 developed nations. The Ministry of Science and Higher Education, in turn, sets tasks to improve the quality of education, develop science and innovation, and train highly qualified specialists.

The SDGs provide a universal language for sustainable development, offering our universities a powerful tool for:

Alignment with National Priorities: Directly supporting state policy on economic modernization, digitalization, green economy development, and improving the quality of life.
Enhancing Graduate Competitiveness: Preparing specialists with globally demanded competencies, capable of working in a rapidly changing world and addressing global challenges.
Advancing Science and Innovation: Stimulating interdisciplinary research aimed at solving specific sustainable development problems in Kazakhstan.
Strengthening International Image: Positioning Kazakhstani universities as active participants in the global sustainable development movement.
Attracting Investments and Partnerships: Opening new opportunities for cooperation with international organizations, foundations, and industrial partners.

Strategic Framework for SDG Integration

Successful SDG integration requires a holistic approach that encompasses all aspects of university activity:

Institutional Leadership and Commitment: Clear stance from university leadership and a strategic decision to embed SDGs in the mission, strategy, and policies.
Comprehensive Approach: Integrating SDGs not only into curricula but also into scientific research, campus operations, and community engagement.
Long-Term Vision: Understanding that this is a transformative process requiring sustained effort and continuous evaluation.

Step-by-Step Guide to Integrating SDGs into Curricula

Phase 1: Awareness & Assessment

Leadership and Academic Community Engagement:
- Conducting introductory seminars for rectors, vice-rectors, deans, and department heads on the relevance of SDGs for the university and Kazakhstan.
- International Example: Monash University (Australia) actively conducts university-wide strategic sessions and uses SDSN tools for mapping courses and research projects, fostering engagement at all levels and identifying gaps.
Curriculum and Program Mapping:
- Analyzing current curricula of all educational programs to identify existing SDG-related elements (even if not explicitly named as such).
- Identifying "hidden" connections, gaps, and potential areas for growth.
- KBTU Experience: For instance, Kazakh-British Technical University (KBTU) is already conducting internal mapping of its research and educational projects, identifying direct and indirect links to SDGs. This serves as a valuable starting point for systematization and further integration.
- Tools: Utilizing SDG Compass methodologies or specialized mapping tools developed by SDSN for universities.
Stakeholder Survey and Engagement:
- Conducting surveys among students, faculty, industry representatives, and the public to gauge their understanding of SDGs and expectations from the university.
- International Example: James Cook University (Australia) organizes "SDG Student Leadership Forums" to actively involve students in shaping the university's sustainability agenda.

Phase 2: Strategy & Design

University SDG Prioritization:
- Based on national priorities (e.g., digitalization, green economy, human capital) and the university's specialization (technical, medical, humanitarian), identify 3-5 key SDGs for the university to focus on initially.
- Examples of highly relevant SDGs for Kazakhstan, in line with Presidential and Ministry of Science plans:
  - SDG 4: Quality Education (human capital development, training specialists for "New Kazakhstan").
  - SDG 7: Affordable and Clean Energy (transition to a green economy, development of renewables).
  - SDG 9: Industry, Innovation, and Infrastructure (technological capacity building, digitalization, startup support).
  - SDG 11: Sustainable Cities and Communities (development of "smart cities," urbanization management).
  - SDG 13: Climate Action (global commitments, adaptation to regional climate change).
Developing SDG-Oriented Learning Outcomes:
- For each educational program, define specific knowledge and skills related to SDGs that graduates should acquire (e.g., systemic thinking, critical analysis, interdisciplinary teamwork, ethical decision-making in sustainability contexts, complex problem-solving).
- International Example: Many leading universities (e.g., University of Exeter, UK) integrate "Key Competencies for Sustainability" across all their curricula, following UNESCO recommendations for Education for Sustainable Development.
Curriculum and Program Updates:
- Integration into Existing Courses: Incorporating SDG-related modules, case studies, and assignments into existing disciplines.
- Development of New Courses: Creating specialized courses on sustainable development, green economy, AI ethics, digital solutions for SDGs.
- Interdisciplinary Programs: Establishing joint programs between faculties (e.g., engineering + ecology, IT + urban planning).
- International Example: The University of Sydney (Australia) offers interdisciplinary "Grand Challenges" courses where students from various fields collaborate on real-world SDG problems, fostering teamwork and complex problem-solving skills.

Phase 3: Implementation & Development

Faculty Capacity Building:
- Organizing training and seminars for faculty on SDG teaching methodologies, using SDG-oriented case studies, and developing systemic thinking.
- Incentivizing faculty to incorporate SDGs into their disciplines through internal grants, competitions, and recognition.
- International Example: Climate University (Finland) actively develops the pedagogical skills of educators for integrated learning on climate and sustainability issues, offering courses and resources for continuous professional development.
Project-Based Learning (PBL) and "Living Labs":
- Actively implementing PBL: Introducing project-based learning where students work on real-world, SDG-related problems, often in partnership with city administration, businesses, or NGOs. This fosters critical thinking, interdisciplinary collaboration, and practical skills.
- Creating "Living Laboratories": Utilizing university campuses and urban spaces as experimental platforms for testing and implementing innovative solutions that contribute to SDG achievement.
- KBTU Experience: Our own experience at KBTU with the project to develop AI and quantum-enhanced blockchain solutions for urban governance, successfully presented at the Kainuu Digital Summit, is a prime example of a project-based approach. Students and researchers worked on a concrete, practical challenge directly linked to SDG 9 (Innovation) and SDG 11 (Sustainable Cities). This not only led to a tangible prototype but also developed participants' real-world problem-solving skills.
- Examples from Top Universities:
  - Aalto University (Finland) is renowned for its interdisciplinary project-based learning, where students from different faculties collaborate on sustainability challenges, often in partnership with the city or industry.
  - MIT D-Lab (USA) employs a project-based approach to develop innovative solutions for global poverty and sustainable development issues, actively involving students in fieldwork projects in developing countries.
Development of Learning Materials and Resources:
- Creating libraries of case studies, textbooks, and online modules, adapted to the local context of Kazakhstan but reflecting global trends.
- KBTU Experience: The collaboration between KBTU and Climate University (Finland) for exchanging climate and sustainability courses, alongside access to DigiCampus, exemplifies how international resources and platforms can enrich educational content.
Integrating Research into Teaching:
- Encouraging students to participate in SDG-related research projects under faculty supervision.

Phase 4: Monitoring, Evaluation & Communication

Developing Indicators and Reporting Systems:
- Defining specific, measurable indicators of progress for SDG integration into curricula.
- Establishing a mechanism for regular data collection and impact assessment on graduates and society.
- International Example: Universities participating in the Times Higher Education Impact Rankings develop detailed data collection systems for their SDG contributions, stimulating internal assessment and improvement processes.
Reporting and Disseminating Best Practices:
- Regularly publishing reports on the university's contribution to SDG achievement.
- Sharing experiences and best practices with other Kazakhstani universities and the international community.
- KBTU Experience: KBTU's presentations at the Kainuu Digital Summit serve as an example of effective international communication, where we share our achievements in AI and quantum computing for sustainable development, contributing to knowledge dissemination and inspiring other academic institutions.
Continuous Feedback and Adaptation:
- Regularly reviewing curricula and approaches based on feedback from students, alumni, employers, and experts.