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Background <p>The 2030 Agenda for Sustainable Development emphasizes the role of higher education institutions in fostering competencies that support the Sustainable Development Goals (SDGs). Understanding how university students perceive the integration of these goals into their education is essential for guiding curricular transformation.</p> Aim <p>This study analyzes the perceptions of undergraduate students in Education and Nursing programs regarding the integration and relevance of the SDGs within their academic curricula.</p> Methods <p>A quantitative, cross-sectional design was employed. The validated Questionnaire for Evaluating the Alignment of Spanish Master’s Programs with the SDGs (Q-AS-MSDG) was adapted to undergraduate contexts and administered to 457 students from four Ibero-American universities.</p> Results <p>The findings revealed significant differences in students’ awareness and perceptions of the SDGs according to their field of study, academic year, and institutional context. While 45.9% of Nursing students reported that their training addresses the three core dimensions of sustainability—economic, social, and environmental—only 35.9% of Education students expressed the same view. SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 5 (Gender Equality) were most frequently identified as being incorporated into their studies.</p> Conclusion <p>The results highlight an uneven integration of sustainability principles across academic disciplines, underscoring the need for higher education institutions to strengthen the cross-cutting inclusion of the SDGs across all undergraduate programs.</p>

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Perceptions of students in education and nursing studies regarding work on the SDGs

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月28日

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  • Anabel Ramos-Pla,
  • Aleix Olondriz-Valverde,
  • Verónica Pantoja Silva,
  • Anna Espart

摘要

Background

The 2030 Agenda for Sustainable Development emphasizes the role of higher education institutions in fostering competencies that support the Sustainable Development Goals (SDGs). Understanding how university students perceive the integration of these goals into their education is essential for guiding curricular transformation.

Aim

This study analyzes the perceptions of undergraduate students in Education and Nursing programs regarding the integration and relevance of the SDGs within their academic curricula.

Methods

A quantitative, cross-sectional design was employed. The validated Questionnaire for Evaluating the Alignment of Spanish Master’s Programs with the SDGs (Q-AS-MSDG) was adapted to undergraduate contexts and administered to 457 students from four Ibero-American universities.

Results

The findings revealed significant differences in students’ awareness and perceptions of the SDGs according to their field of study, academic year, and institutional context. While 45.9% of Nursing students reported that their training addresses the three core dimensions of sustainability—economic, social, and environmental—only 35.9% of Education students expressed the same view. SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 5 (Gender Equality) were most frequently identified as being incorporated into their studies.

Conclusion

The results highlight an uneven integration of sustainability principles across academic disciplines, underscoring the need for higher education institutions to strengthen the cross-cutting inclusion of the SDGs across all undergraduate programs.