The implementation of the SDGs in universities: a systematic review

Currently, in the field of Sustainable Development (SD), one of the most significant debates is the necessary incorporation of the Sustainable Development Goals (SDGs) in education and, specifically, in higher education institutions (HEIs). A sharp increase of scientific publications has been observed in this field, especially since the launch of the SDGs; however, there is a lack of studies that contribute to the analysis of the empirical results of the research conducted to date. In the process of truly integrating the SDGs in HEIs, it is necessary to know and identify what is already being done and evaluate the efficacy or deficiency with which universities are carrying out studies and actions to integrate the SDGs. This article aims to respond to this claim by analysing the most recent scientific evidence published in the period of 2015-2020 regarding SDGs in the university context at the international level. A set of specific objectives focused the interest on identifying and analysing concrete aspects of how SDGs are being implemented: which SDGs are being addressed, from which approach and dimension, which areas are more involved, which actions are being carried out and in which geographic and university contexts is research generated in this topic. To this end, a systematic review was conducted, following the strategy of the PRISMA statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), in the Web of Science and Scopus databases and in the Google Scholar search engine. A total of 325 records were identified from 16 search routes based on the descriptors used. Of these, 63 sources met the inclusion criteria. The results of this study allow identifying some key aspects: (1) there is a general approach on the SDGs from a global dimension in the reviewed studies, with SDG 4 (Education) being the most frequently referenced SDG; (2) the university area from which SDGs are addressed is research, followed by education; (3) the most frequent action gathered in the reviewed studies is the integration of the SDGs in the curricular schedule, in the area of education and learning; (4) with respect to the geographic and university context in which the SDGs are developed, the review showed studies in four geographic areas (Asia and the Pacific, America, Africa and Europe), with most studies being published from European and Latin American universities. This analysis shows what the scientific literature gathers about the SDGs through a rigorous mapping and analysis of the state of incorporation of the 17 SDGs in the universities of the recent publications.