Integrating Sustainable Development Goals (SDGs) into Quality Subjects for Higher Education Students

Purpose: The purpose of this study is to explore how quality tools can be applied to develop sustainable education among higher education students, with a particular focus the analysis and understanding the challenges associated with the Sustainable Development Goals (SDGs).
Design/Methodology/Approach: In a master’s course in an Engineering School, focusing on quality tools, the SDGs were introducedas a subject of study for students to apply the aforementioned tools. Later, students’ assignments were analyzed employing a mixed-methods approach to understand the impact of integrating SDGs into the curriculum.
Findings: The assessment of the conducted exercise was well-received by students, demonstrating proficient use of the assigned tool. It has been proven that the introduction of basic quality tools to analyze problems related to the SDGs is effective, demonstrating that their use extends beyond the analysis of quality-related issues.
The gender analysis reveals differing perspectives on sustainable development among male andfemale students, providing valuable insights for inclusive educational interventions. Moreover,preliminary results show variations in students’ preferences for specific SDGs, indicating potentialareas for targeted educational campaigns and interventions.
Research Limitations/Implications: The study’s scope may be limited by sample size or specific institutional contexts. However, these findings contribute to sustainable development education by demonstrating the efficacy of quality tools in the integration of the SDGs, identifying gender-based differences in engagement, and highlighting variations in SDG popularity among higher education students. These insights are crucial for educators, curriculum developers and policy makers seeking to develop informed and committed individuals for the SDGs.

Higher education, teaching quality, SDGs, quality tools