Seven years of embracing the sustainable development goals

Perspectives from University of South Africa’s academic staff

Bibliographic Data

ID22164285
AuthorsGodwell Nhamo (0000-0001-5465-2168, University of South Africa, corresponding author), Lazarus Chapungu (0000-0002-4309-1630, University of South Africa)
Year2024
Volume9
Publication date2024-05-16
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2024.1354916
OpenAlexW4396954242
LanguageEN
Citations received2
References cited31

As this article was being finalised, the world was left with less than 7 of the 15 years of Sustainable Development Goals (SDGs) implementation to 2030. There were still huge gaps in the attainment of the SDGs in institutions of higher learning globally, especially that COVID-19 brought a barrier leading to a known pushback. However, the pandemic did not imply there was no work done prior, during and after COVID-19. This article investigates the extent to which the University of South Africa’s academic staff activated and mainstreamed the SDGs in their core mandates between 2016 and 2022. Data was generated through a survey ( n = 121), participatory action research, and document analysis. It emerged there is a greater degree of awareness of the SDGs, with 78% of academic respondents confirming this. However, the percentages drop across the four core mandate areas when it comes to SDGs implementation. About 52.6% of academics indicated they were promoting SDGs in their teaching, research (63.3%), community engagement (55.5%) and academic citizenship (54.5%). Findings further reveal key enabling institutional policies like the SDGS Localisation Declaration, and the Africa-Nuanced SDGs Research Support Programme. Large gaps remain on the publication front, where over 60% of the responding academics had not published an article explicitly on SDGs. There is also bias in publications towards certain SDGs. The work recommends that University of South Africa management continue raising awareness on the SDGs and systematically address barriers identified in the main article to enhance the mainstreaming of the SDGs across all core mandate areas

Economic growth · Economics · Engineering ethics · Engineering management · Library science · Political science · Sociology · Sustainable development · Computer Science · Engineering · Environmental Education and Sustainability · Sustainability in Higher Education

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