Integrating Sustainable Development Goals In Undergraduate Curricula: A Comparative Study Of Universities In Ankara

Abstract

The United Nations’ Sustainable Development Goals (SDGs), adopted in 2015, provide a universal framework for addressing urgent global challenges such as poverty, inequality, and climate change. Higher education institutions play a critical role in advancing these goals through curriculum design, research, and institutional practices. This study examines how 21 universities in Ankara, Turkey, integrate the SDGs into their undergraduate curricula. Using a mixed-methods approach, the research combines qualitative content analysis with a systematic review of course catalogs to identify sustainability-related courses and their alignment with specific SDGs. The findings reveal significant disparities among universities: while institutions such as Hacettepe University and Gazi University demonstrate stronger engagement, others display fragmented or limited integration. Across the board, sustainability content is often present only in elective courses rather than embedded within core curricula, which limits the scope of institutional impact. The study argues for a more systematic and policy-driven approach to mainstreaming sustainability in higher education, emphasizing the need for interdisciplinary learning, governance structures, and cross-institutional collaboration. By addressing these gaps, Turkish universities can contribute more effectively to the 2030 Agenda and strengthen their role in shaping future-ready graduates with sustainability competencies.