Universities in Global Transformation: Re-Thinking Curriculum Integration and Collaboration to Co-Create Our Future
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| Title: | Universities in Global Transformation: Re-Thinking Curriculum Integration and Collaboration to Co-Create Our Future |
|---|---|
| Language: | English |
| Authors: | Roberta Piazza (ORCID |
| Source: | Journal of Adult and Continuing Education. 2025 31(1):232-243. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Global Approach, College Curriculum, Curriculum Development, Sustainable Development, Foreign Countries, Educational Change, Educational Cooperation, Integrated Curriculum, Universities, Climate, Environmental Education |
| Geographic Terms: | Italy, Australia |
| DOI: | 10.1177/14779714241263779 |
| ISSN: | 1477-9714 1479-7194 |
| Abstract: | University-based curriculum development often involves adding new content. This 'just add' approach has also been applied to integrating the UN SDGs into curricula, reducing them to a checklist rather than embracing their holistic and transformative aims. This is particularly concerning for SDG 4 and SDG 4.7, which require deep, cross-cutting understanding for educational transformation towards a more equitable and sustainable world. In this short reflection paper, colleagues from the University of Catania and RMIT University reflect on integrating SDGs into university curricula, emphasizing collaboration to transform education. They explore the context within universities, the commitment, and challenges in preparing students to understand the complex world through the SDGs' vision. The authors discuss SDGs and Education for Sustainable Development (ESD) as frameworks guiding successful SDG integration. Using climate change education as an example, they highlight the need for coordinated actions across multiple scales, aligning with transformative learning principles. The authors argue that SDGs offer an opportunity for transformative processes requiring effective collaboration among colleagues and students. They call for university leadership to support ongoing staff capacity building, resource collaborative, and cross-disciplinary teaching and learning projects and promote self-reflexivity on universities' roles in addressing global challenges. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464845 |
| Database: | ERIC |
| Abstract: | University-based curriculum development often involves adding new content. This 'just add' approach has also been applied to integrating the UN SDGs into curricula, reducing them to a checklist rather than embracing their holistic and transformative aims. This is particularly concerning for SDG 4 and SDG 4.7, which require deep, cross-cutting understanding for educational transformation towards a more equitable and sustainable world. In this short reflection paper, colleagues from the University of Catania and RMIT University reflect on integrating SDGs into university curricula, emphasizing collaboration to transform education. They explore the context within universities, the commitment, and challenges in preparing students to understand the complex world through the SDGs' vision. The authors discuss SDGs and Education for Sustainable Development (ESD) as frameworks guiding successful SDG integration. Using climate change education as an example, they highlight the need for coordinated actions across multiple scales, aligning with transformative learning principles. The authors argue that SDGs offer an opportunity for transformative processes requiring effective collaboration among colleagues and students. They call for university leadership to support ongoing staff capacity building, resource collaborative, and cross-disciplinary teaching and learning projects and promote self-reflexivity on universities' roles in addressing global challenges. |
|---|---|
| ISSN: | 1477-9714 1479-7194 |
| DOI: | 10.1177/14779714241263779 |
