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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 0000-0002-0478-9577), Giovanni Castiglione (ORCID 0000-0002-7254-466X), Jose Roberto Guevara (ORCID 0000-0003-2363-5087)
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
FullText Text:
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  Data: Universities in Global Transformation: Re-Thinking Curriculum Integration and Collaboration to Co-Create Our Future
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  Data: <searchLink fieldCode="AR" term="%22Roberta+Piazza%22">Roberta Piazza</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0478-9577">0000-0002-0478-9577</externalLink>)<br /><searchLink fieldCode="AR" term="%22Giovanni+Castiglione%22">Giovanni Castiglione</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7254-466X">0000-0002-7254-466X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jose+Roberto+Guevara%22">Jose Roberto Guevara</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2363-5087">0000-0003-2363-5087</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adult+and+Continuing+Education%22"><i>Journal of Adult and Continuing Education</i></searchLink>. 2025 31(1):232-243.
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  Data: 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
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  Data: Y
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  Data: 12
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22College+Curriculum%22">College Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+Development%22">Sustainable Development</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Curriculum%22">Integrated Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Climate%22">Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Italy%22">Italy</searchLink><br /><searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1177/14779714241263779
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  Data: 1477-9714<br />1479-7194
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  Data: 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.
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  Data: 2025
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  Data: EJ1464845
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1464845
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        Value: 10.1177/14779714241263779
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        PageCount: 12
        StartPage: 232
    Subjects:
      – SubjectFull: Global Approach
        Type: general
      – SubjectFull: College Curriculum
        Type: general
      – SubjectFull: Curriculum Development
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      – SubjectFull: Sustainable Development
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      – SubjectFull: Integrated Curriculum
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      – SubjectFull: Universities
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      – SubjectFull: Climate
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      – SubjectFull: Environmental Education
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      – SubjectFull: Italy
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      – SubjectFull: Australia
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    Titles:
      – TitleFull: Universities in Global Transformation: Re-Thinking Curriculum Integration and Collaboration to Co-Create Our Future
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