Teaching For Sustainability In Higher Education: Methods, Barriers, And Institutional Practices In Kazakhstan

Abstract

The integration of the Sustainable Development Goals (SDGs) into higher education requires not only the inclusion of relevant content in academic curricula but also a shift in pedagogical approaches toward more active, interdisciplinary, and context-oriented forms of teaching and learning. This study analyzes the effectiveness of various teaching methodologies for sustainable development in Kazakhstani universities, with particular attention to active learning formats, case-based methods, the use of digital tools, and interdisciplinary integration. The empirical part is based on surveys of students and faculty members, as well as the implementation of a modular teaching guide covering all 17 SDGs. The results indicate that project-based learning and assignments related to local case studies significantly enhance student engagement and support the development of key competencies. However, barriers remain, particularly in technical disciplines, due to a lack of methodological resources and institutional support. The article concludes with practical recommendations for universities aimed at systematically integrating the SDGs into educational practice and strengthening pedagogical training for faculty.