Evaluating Financial Support Mechanisms in Higher Education through Performance Indicators and SDG Integration
DOI:
https://doi.org/10.56177/12icmie2025.193Keywords:
Higher Education, Sustainable Development Goals, Education for Sustainable Development, Sustainability Competencies, Curriculum Integration, Bibliometric AnalysisAbstract
Objectives: As key players in sustainable development, higher education institutions (HEIs) must integrate the UN Sustainable Development Goals (SDGs) into all aspects of their work. This study examines the degree of SDG integration, identifying the predominant sustainability themes in the literature and uncovering gaps where integration remains limited. By applying bibliometric analysis to the sample and supplementing it with qualitative information, the paper highlights the progress and shortcomings of the process. The objective is to provide evidence-based guidance to help universities move from isolated sustainability initiatives to a comprehensive, institutional-level approach.
Implications: University leaders and faculty are encouraged to adopt a systemic, institutional-level approach to sustainability, integrating SDGs into policies, curricula, and operations. This ensures that students across all disciplines receive education in sustainability skills, preparing them as future agents of change. Policymakers and funding bodies can treat sustainability in higher education as a high-impact investment, supporting it through grants, incentives, and specific support policies. The findings guide researchers and practitioners in the field of sustainability, identifying under-explored areas and encouraging new methods and collaborations to promote the integration of SDGs into educational practice.
Value of originality: The originality of this study lies in mapping the sample on scientific data on the integration of sustainability in academia. Unlike previous work that focused on isolated cases or individual objectives, it synthesizes a wide range of recent literature to reveal system-level patterns and neglected areas. The key contribution is the identification of both dominant themes and critical gaps in how universities engage with all 17 SDGs. This information provides added value to sustainability researchers, higher education leaders, and policymakers by clarifying where efforts should be concentrated.
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Copyright (c) 2025 Ionut Marius CROITORU, Luciana DRAGOMIR , Paula-Paraschiva DRAGAN (SPIRIDON), Liviu Mihail MATEESCU
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