Education 2030 ::creating courses and initiatives that align sustainable development goals (SDGS) with higher education

The UNESCO report entitled “Education 2030” posits the need to address the 17 Sustainable Development Goals (SDGs) at all stages of education. The SDGs aim to respect four underlying principles; being universal, oriented toward sustainability, leave no one behind, and ongoing participation of all stakeholders towards the 17 goals. Although higher education institutions (HEIs) have played a significant role in imparting sustainable knowledge of the three pillars (environmental, social, and economic), understanding students’ sustainable knowledge is essential for HEI educators to adapt and develop their programs accordingly. Previous researchers have examined the implementation of sustainability in education, both on and off-campus. However, scant research has studied what sustainability concepts are being taught or how they are directly linked to the SDGs put forth by the UN. One solution posited in earlier research projects could be to create a bridge between content and discipline-specific educational programs and the SDGs that most affect their industry or sector. For example, the United Nation’s World Tourism Organization (UNWTO) identified SDGs 8 (Decent Work Conditions), 12 (Responsible Consumption and Production), and 14 (Life below Water) as the most relevant for the hospitality/tourism sector. The International Tourism Partnership (ITP) selected SDG 8 as well for the hospitality/tourism industry but added SDGs 4 (Quality Education), 6 (Clean Water and Sanitation), 10 (Reduced Inequalities), and 13 (Climate Action). To examine pre-existing knowledge of sustainability concepts and SDGs and create new courses, programs, and initiatives, researchers at one international hospitality management program in Switzerland have gathered data over five years using the Sustainability Literacy test (SULITEST). The SULITEST an open online training and assessment tool designed to assess sustainability literacy. The test offers the possibility to analyze student responses by theme or by SDG. For this study, an analysis of the results from the past five years revealed the gaps in sustainability knowledge about the SDGs within our student body. These gaps, mainly linked to the hospitality/tourism industry, have been used to create new sustainability courses and initiatives that align with specific SDGs to ensure that their education mirrors the UN’s 2030 Agenda for Sustainable Development. The purpose of this study is to assist all HE institutions, regardless of level or domain, to develop a more effective framework for aligning SDGs with their specific programs and strategy based on their resources and relevance to the overall program objectives. As HE institutions are responsible for preparing the next generation of change agents who make sustainable decisions for the future, the curriculum and program objectives need to be assessed and, potentially, reworked to ensure that students learn and embrace sustainability initiatives and actions. This paper concludes with specific recommendations for all HEI stakeholders to create authentic engagement with sustainability practices that will continue upon graduation