Cámara, E.S.; Fernández, I.; Castillo-Eguskitza, N. A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country. Sustainability2021, 13, 392.
Cámara, E.S.; Fernández, I.; Castillo-Eguskitza, N. A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country. Sustainability 2021, 13, 392.
Cámara, E.S.; Fernández, I.; Castillo-Eguskitza, N. A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country. Sustainability2021, 13, 392.
Cámara, E.S.; Fernández, I.; Castillo-Eguskitza, N. A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country. Sustainability 2021, 13, 392.
Abstract
This paper presents a practical case illustrating how the Sustainable Development Goals (SDGs) of the 2030 Agenda have been designed and articulated in the context of the University of the Basque Country (UPV/EHU). Even though there is a widespread formal adherence of universities to the SDGs, there is a lack of solid commitment to go beyond the compartmentalization of their implementation and to contribute to a holistic approach. The EHUagenda 2030 is a roadmap to move towards an integrated, verifiable and pragmatic contribution to this international agenda. It describes the UPV/EHU's contribution to 12 of the 17 SDGs, with the addition of its own commitment to linguistic and cultural diversity (SDG 17 + 1), along with the three sectoral plans: the Equality Campus, the Inclusion Campus and the Planet Campus. It also describes the refocus of its education model IKD i3; i3 is ikaskuntza x ikerketa x iraunkortasuna, Basque for learning x research x sustainability. Additionally, it includes the UPV/EHU’s Panel of Sustainable Development Indicators, which addresses the technical aspects of monitoring the implementation of the SDGs. The systematic methodology used in this process (mapping; mainstreaming; diagnosis and definition and, finally, estimation) and presented in this paper could be replicated in other universities yet to embark on this integration. The steps and findings presented here can also be applied to other organizations and help the integration process.
Keywords
sustainable development goals; university; institutional policy; learning strategy; indicators
Subject
Business, Economics and Management, Accounting and Taxation
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
