Teaching with UN SDGs

Teaching with/through the UN SDGs 

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  • Most directly, education is itself one of the SDGs: quality education (SDG 4), to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (United Nations, 2023, p. 61). Thus, in and of itself, improving the quality of and access to education helps in achieving the SDGs. 
  • Education is also directly mentioned among the 169 targets associated with other SDGs, for instance, SDG 3 (good health and well-being, target 3.7); SDG 8 (decent work and economic growth, target 8.6); and SDG 13 (climate action, target 13.3) (United Nations, 2015). 
  • In addition, quality education “leads to improved development outcomes” (SDSN, 2017, p. 12) for people and communities, impacting other SDGs. 
  • More globally, education is a means to attaining all 17 SDGs and the vision of the world they represent. “Global issues…urgently require a shift in our lifestyles and a transformation of the way we think and act. To achieve this change, we need new skills, values, and attitudes that lead to more sustainable societies. Education systems must respond to this pressing need by defining relevant learning objectives and learning contents, introducing pedagogies that empower learners, and urging their institutions to include sustainability principles in their management structures” (UNESCO, 2017, p. 1). 
  • Education for Sustainable Development (ESD) has developed as an approach that “empowers learners to make informed decisions and responsible actions for environmental integrity, economic viability, and a just society for present and future generations” (UNESCO, 2017, p. 7).  
  • Teaching about the SDGs (i.e., what they are, why they are important, how they are related to one’s field of study) 
  • Imparting knowledge, skill, and competencies (e.g., critical thinking, communication, integrated problem-solving) to implement the SDGs 
  • Instilling attitudes and socio-emotional skills (e.g., worldview, values) to empower and mobilize people to advocate for and work toward the SDGs 
  • Building capacity (vocational expertise) to generate and implement SDG solutions 

The University of Saskatchewan’s Sustainable Development Goals (SDGs) in Teaching & Learning Workbook is a practical guide designed to help educators integrate the SDGs into their curriculum. It provides strategies, reflective exercises, and examples for embedding sustainability into teaching practices across disciplines. This workbook supports educators in aligning course objectives with the UN SDGs, fostering interdisciplinary learning, and promoting global citizenship among students. 

The University of Saskatchewan’s Sustainable Development Goals (SDGs) in Teaching & Learning Workbook is a practical guide designed to help educators integrate the SDGs into their curriculum. It provides strategies, reflective exercises, and examples for embedding sustainability into teaching practices across disciplines. This workbook supports educators in aligning course objectives with the UN SDGs, fostering interdisciplinary learning, and promoting global citizenship among students. 

  • Integrate ESD into curricula, learning materials, learning outcomes, and assessments 
  • Examples of integrating the UNSDGs into learning outcomes 
    • Learning Outcomes or LOs include four components listed below.  Integrating the UNSDGs can be best suited at the KSA (Knowledge, Skill, Attitude) level: 
  1. Sentence Stem: helps contextualize the learning and identify the level 
  1. Verb: confirm the level of the Educational Activity; consider Bloom’s Taxonomy 
  1. KSA (Knowledge, Skill, Attitude) Specific Competencies: This is where instructors can leverage the UNSDG to recommend competencies; it is also recommended that instructors tailor this part to meet KPU Contexts (e.g., Academic Plan, Anti-Racism efforts, KPU sustainability framework, KP’s EDI vision and commitments, etc.) 
  1. Demonstration/Assessment of KSA: How instructors measure the integration of the learning outcomes or related gaps, these are different for different levels of learning outcomes. E.g., Course outcomes are focused on summative assessments, while Lesson outcomes relate to formative assessments. 

Graduates of the BA in Sociology will be able to hypothesize social factors that likely contributed to specific cultural norms supporting reduced inequalities (SDG 10) and gender equality (SDG 5) in specific local contexts. 

Students who have completed CHEM 1100 will be able to summarize opportunities for current and future chemists to solve chemistry challenges articulated in the UNSDGs. 

Students will be able to design and implement sustainable engineering solutions that align with the UN SDGs, specifically addressing issues like clean energy (SDG 7), sustainable infrastructure (SDG 9), and climate action (SDG 13).  

Graduate students will critically evaluate and develop sustainable supply chain strategies that align with the UNSDGs, particularly focusing on responsible consumption and production (SDG 12) and decent work and economic growth (SDG 8).  


The University of Saskatchewan’s Sustainable Development Goals (SDGs) in Teaching & Learning Workbook is a practical guide designed to help educators integrate the SDGs into their curriculum. It provides strategies, reflective exercises, and examples for embedding sustainability into teaching practices across disciplines. This workbook supports educators in aligning course objectives with the UN SDGs, fostering interdisciplinary learning, and promoting global citizenship among students. 

UNESCO provides a guide to help educators adopt teaching techniques for ESD. You can access it here. 

  • Adopt a whole-institution approach to learning, where sustainable development is not limited to the classroom. “Schools and universities should see themselves as places of learning and experience for sustainable development and should therefore orient all their processes towards principles of sustainability” (p. 53). 
  • Examples of how instructors can adopt a whole-institution approach to learning, where sustainable development is not limited to the classroom: 
    • Campus Sustainability Projects: Instructors can involve students in sustainability initiatives across the institution, such as energy audits, waste reduction campaigns, or designing eco-friendly infrastructure. By collaborating with different departments and campus facilities, students can apply classroom knowledge to real-world sustainability challenges, integrating learning with tangible environmental impact across the institution. 
    • Community Partnerships for Service Learning: Instructors can create partnerships with local organizations or businesses to address sustainability issues within the community, such as clean water access, urban farming, or renewable energy implementation. Through service learning, students actively participate in projects that extend beyond the classroom, fostering a sense of social responsibility and reinforcing the role of sustainable development in everyday life. 
  • Adopt a whole-institution approach to learning, where sustainable development is not limited to the classroom. “Schools and universities should see themselves as places of learning and experience for sustainable development and should therefore orient all their processes towards principles of sustainability” (p. 53). 
  • Examples of how instructors can adopt a whole-institution approach to learning, where sustainable development is not limited to the classroom: 
    • Campus Sustainability Projects: Instructors can involve students in sustainability initiatives across the institution, such as energy audits, waste reduction campaigns, or designing eco-friendly infrastructure. By collaborating with different departments and campus facilities, students can apply classroom knowledge to real-world sustainability challenges, integrating learning with tangible environmental impact across the institution. 
    • Community Partnerships for Service Learning: Instructors can create partnerships with local organizations or businesses to address sustainability issues within the community, such as clean water access, urban farming, or renewable energy implementation. Through service learning, students actively participate in projects that extend beyond the classroom, fostering a sense of social responsibility and reinforcing the role of sustainable development in everyday life. 
  • Embed ESD in educational policy and strategy. (Educators, while perhaps not in a position to directly implement this, can advocate for it.) 
  • Examples of how instructors can embed Education for Sustainable Development in educational policy and strategy: 
    • Incorporating ESD into Curriculum Design: Instructors can work with Teaching & Learning to embed Education for Sustainable Development (ESD) into curriculum frameworks across various disciplines. This could include integrating SDG-related goals and competencies—such as critical thinking, ethical decision-making, and environmental stewardship—into learning outcomes, assessment methods, and course content at every level of education. The Program Review provides an opportune time to incorporate ESD into Curriculum Design.  
    • Sustainability in Institutional Goals and Professional Development: Instructors can advocate for the inclusion of sustainability-focused objectives in their institution’s strategic plans and policies. They can also promote professional development programs that train educators on ESD principles and teaching methods, ensuring that all faculty are equipped to integrate sustainability into their courses and promote a culture of sustainability throughout the institution. 
  • Reorient teacher education toward ESD. (Increased demand for this will help facilitate such a pivot.) 
  • Examples of how instructors can reorient teacher education toward Education for Sustainable Development: 
    • Embedding ESD in Teacher Training Programs: Instructors can redesign teacher education programs to include ESD as a core component, ensuring that future educators are equipped with the knowledge and skills to teach sustainability. This could involve mandatory courses on sustainable development, curriculum design for ESD, and strategies for integrating the UNSDGs into various subjects, preparing teachers to foster sustainability mindsets in their students. 
    • Practical ESD Projects in Teaching Practice: Instructors can incorporate hands-on ESD projects into teacher education, where trainee teachers design and implement sustainability-focused lessons or initiatives in schools. This real-world experience helps future educators practice applying ESD concepts in diverse educational settings, encouraging innovation in teaching methods that promote sustainability across the curriculum. 

      *Educators, while perhaps not in a position to directly implement some of these, can be powerful, influential advocates 

Suggested guidelines to utilize the SDGs

Instructors can start by reflecting on the following:

  1. Which “cross-cutting skills and ‘key competencies’ are relevant to addressing all of the SDGs: systems thinking, critical thinking, self-awareness, integrated problem-solving, and anticipatory, normative, strategic, and collaboration competencies; creativity, entrepreneurship, curiosity and learning skills, design thinking, social responsibility, partnership competencies, and being comfortable in inter-disciplinary settings”? (SDSN, 2017, p. 12) 
  2. What constitutes a basic understanding of the subject areas of each of the SDGs?  (SDSN, 2017, p. 12) 
  3. How to build and integrate knowledge and understanding of the SDG framework itself and its purpose and uses? (SDSN, 2017, p. 12)  
  • Systems thinking competency - understanding relationships and analysing complex systems 
  • Anticipatory competency – creating a vision of the future with a multiplicity of uncertain outcomes 
  • Normative competency - understanding and reflecting upon norms and values as expressed by the individual 
  • Strategic competency - developing and implementing plans for long term actions 
  • Collaboration competency - the ability to function effectively within teams, often aided by the refinement of soft-skills 
  • Critical thinking competency - questioning accepted norms and conventions based on one’s values 
  • Self-awareness competency - reflecting upon one’s place, behaviours, and actions both locally and globally 
  • Integrated problem-solving competency – application of problem-solving methods and skills on complex VUCA scenarios 
  • Draw from and build on principles and approaches of the more established field of education for sustainable development (ESD). ESD is closely aligned with and increasingly focused on the SDGs (SDSN, 2017). 
  • “Integrate the SDGs and the principles of ESD into all undergraduate and graduate courses, as well as graduate research training” (SDSN, 2017, p. 13) 
  • “Provide training on the SDGs and ESD to all curriculum developers, course coordinators, and lecturers” (SDSN, 2017, p. 13) 
  • “Offer executive education and capacity building courses for external stakeholders on the SDGs and the knowledge and skills needed to address them” (SDSN, 2017, p. 13) 
  • “Advocate for national and state education policies that support education for the SDGs” (SDSN, 2017, p. 13) 
  • “Engage students in the co-creation of learning environments and opportunities that support learning on the SDGs” (SDSN, 2017, p. 13) 
  • “Structure courses around real-world collaborative projects for change, in which the students have the opportunities to act and reflect iteratively, and to develop adaptive capacity while working towards a purpose” (SDSN, 2017, p. 13) 
  • “Provide in-depth academic or vocational training to implement SDG solutions” (SDSN, 2017, p. 13) 
  • Ensure that academic programming is geared toward training graduates for jobs that are needed to achieve the SDGs and ensuring that graduates are ready “not just for the jobs that exist today, but for those that will exist in the future” (SDSN, 2017, p. 13):  
  • Partner with industry to stay updated on trends regarding jobs and skill requirements 
  • Bolster avenues for lifelong learning (e.g., executive education, online learning, vocational training) 
  • “Give young people opportunities to be heard and participate in university governance decisions relating to the SDGs” (SDSN, 2017, p. 13) 
  • “Use the SDG framework and the identification of solutions to the challenges of the SDGs as the basis for student co-curricular activities, such as courses, learning, and teaching programs, student leadership programs, hackathons, innovation and entrepreneurship challenges, and study tours, as well as for recruitment activities for high schools’ students” (SDSN, 2017, p. 13) 
  • “Encourage and support all student clubs and societies to engage with the SDGs and collaborate with each other on SDG-related events and activities” (SDSN, 2017, p. 13) 
  • “Promote student volunteering activities that address the SDGs” (SDSN, 2017, p. 13) 
  • “Help students set up a network or club to mobilize the campus and student groups behind the SDGs through events, campaigns, and projects” (SDSN, 2017, p. 13)  
  • “Support students to engage in national and global leadership programs for young people on the SDGs, such as SDSN Youth” (SDSN, 2017, p. 13) 
  • “Develop free quality online courses on sustainable development and how to address SDG challenges” (SDSN, 2017, p. 14) 
  • “Develop exchange relationships with universities in developing countries and in-country training programs around addressing the SDGs” (SDSN, 2017, p. 14)  
  • “Provide SDG-related scholarships for students from developing countries” (SDSN, 2017, p. 14) 
  • “Advocate for overseas development assistance funding towards scholarships and improved in-country education to support the achievement of the SDGs” (SDSN, 2017, p. 14) 

Sample Learning and Assessments Activities by UN SDGs Goals 

The United Nations Sustainable Development Goals (UNSDGs) provide an inspiring framework for KPU educators to connect classroom learning with real-world challenges.

This section of the resource site is designed to provide KPU faculty and instructional staff with practical tools and ideas to bring the UNSDGs into their teaching and learning contexts. By integrating these global goals into your teaching practice you can create opportunities for students to critically engage with pressing societal issues, develop innovative solutions, and contribute to sustainable change.

Curated within this section are activity and assignment templates and examples, for diverse disciplines and teaching modalities. Whether you’re new to the UNSDGs or looking to expand your current practices, these resources will help you design meaningful, impactful assignments that foster student engagement and global citizenship.

UN Sustainable Development Goals (SDGs) Aligned Activity Template: Accounting Example  

This sample template provides a clear example of aligning activities with the UNSDGs, promoting a deeper connection between course content and global challenges.  

Course Title/Level: Accounting 4720 or 5800  

Activity Type: Group project, research, present, reflect  

Activity Title: Financing Climate Actions in Local Communities  

Before completing this template, take some time to reflect: How can I empower my students to engage with real-world challenges related to one or more of the UNSDGs in ways that are meaningful and relevant to their personal, academic, and community contexts?     

Select the SDG(s) which align with this activity – One or more goals as applicable

  • SDG 1: No Poverty    
  • SDG 2: Zero Hunger    
  • SDG 3: Good Health and Well-being    
  • SDG 4: Quality Education    
  • SDG 5: Gender Equality    
  • SDG 6: Clean Water and Sanitation    
  • SDG 7: Affordable and Clean Energy    
  • SDG 8: Decent Work and Economic Growth    
  • SDG 9: Industry, Innovation, and Infrastructure    
  • SDG 10: Reduced Inequality    
  • SDG 11: Sustainable Cities and Communities    
  • .SDG 12: Responsible Consumption and Production    
  • SDG 13: Climate Action    
  • SDG 14: Life Below Water    
  • SDG 15: Life on Land    
  • SDG 16: Peace and Justice Strong Institutions    
  • SDG 17: Partnerships to Achieve the Goals  

In this activity, students will work in small groups to develop a financial plan aimed at supporting community efforts to combat climate change and its impacts. Each group will focus on a specific climate-related issue (e.g., carbon emissions reduction, sustainable energy projects, waste management, climate-resilient infrastructure) and design a culturally sensitive financial intervention (community-based, reflecting diverse perspectives and the participation or representation of the community’s voice, and that addresses a cultural or community-specific need)  that aligns with SDG 13: Climate Action and its related targets. Students will research existing environmental and financial challenges, identify solutions, and create a plan to implement their intervention in a real-world setting, ensuring economic viability and environmental sustainability.  

Outcome 1:  Analyze climate change-related challenges in local communities.  

Outcome 2:  Develop evidence-based financial interventions for climate adaptation and mitigation in local communities.  

Outcome 3: Design a financial plan that addresses specific local climate-related challenges aligned with SDG 13 and its related targets and indicators.  

A) Select a topic or case study:  

  • In your group, research the selected climate-related issues in a specific local community (assigned by the instructor) or review the case study available below.  

B) Research and Analysis: 

  •  Investigate existing environmental challenges in Riverbend related to your chosen focus area. 
  • Assess current financial challenges and potential resources available, such as government grants, private investments, or community funding. 

C) Solution Development: 

  • Based on your research, propose a financial intervention aimed at addressing your specific climate-related issue, focusing on SDG 13’s targets (e.g., strengthening resilience and adaptative capacity to climate-related disasters, building knowledge and capacity to meet climate change, integrating climate change measures into policies and planning, etc.).  
  • Ensure that your intervention is culturally sensitive, and feasible within the community context of Riverbend. 

D) Financial Plan Creation: 

  • Outline a financial plan that supports the community efforts to combat climate change and its impacts. Make sure the plan includes estimated costs, funding sources, and a timeline for implementation. 
  • Describe how the plan will remain economically viable over time, supporting both community needs and long-term sustainability (i.e., reducing environmental impacts, improving socio-economic conditions, supporting reciprocity, etc.) 

E) Implementation Strategy: 

  • Develop an action plan that specifies steps for launching the intervention, engaging community stakeholders, and measuring progress. 
  • Identify any potential risks or barriers and propose solutions for overcoming them. 

 F) Create a Presentation:  

  • Prepare a 10-minute group presentation outlining your findings and proposed intervention. Include data and insights from your research, and demonstrate alignment with SDG 13 goals, targets, and indicators.  

G) Submit your financial plan:  

  • Along with your presentation, submit a written community financial plan (2–3 pages) detailing the intervention strategy, the SDG targets addressed, and how the success of your financial plan will be measured over time.

Research & Analysis (30%): Depth of research into the climate issues and understanding of local climate adaptation and mitigation strategies.  

Intervention Plan (30%): Creativity (i.e., originality, problem-solving skills, innovative thinking), feasibility, and alignment with SDG 13 and its related targets, and indicators, including cultural appropriateness and sustainability.  

Presentation (20%): Clarity, professionalism, and ability to effectively communicate the financial intervention to peers.  

Reflection (20%): Individual reflection on the group work process and understanding of SDG 13’s relevance to the accounting profession.  

(Include 2–3 questions that prompt students to reflect on the SDG impact of the activity, their learning process, and any real-world applications.)  

Question 1:  How does your proposed financial plan address the specific SDG 13 targets related to climate adaptation and mitigation outcomes in local communities?  

Question 2:  What are the potential challenges in implementing this plan, and how might they be overcome?  

Question 3: How can professionals in the accounting field advocate for policies that support improved climate strategies in local communities?  

  • Accounting Journals on Climate-Related Interventions (provided by the instructor)  

This activity connects to real-world challenges faced by professionals in the accounting field working in local communities. By focusing on climate adaptation and mitigation strategies and SDG 13, students will explore how professionals in the accounting field can play a crucial role in addressing local climate impacts and promoting climate resiliency.   

Students will also consider how professionals in the accounting field can contribute to achieving SDG 13 by advocating for improved climate strategies and by designing sustainable financial strategies that improve local climate resiliency outcomes.  

Case Study: Developing a Financial Plan for Climate Action in Riverbend

Background:

Riverbend is a culturally rich, small town located along a vulnerable coastal region increasingly impacted by climate change. The town’s economy relies heavily on small businesses, local agriculture, and tourism, all of which are at risk due to the growing effects of climate change. Over recent years, Riverbend has faced several climate-related challenges, including more frequent and severe storms, rising sea levels causing periodic flooding, and warmer temperatures affecting local crop yields and wildlife. 

The town’s residents, a close-knit and diverse community, are concerned about preserving their environment and livelihoods. Riverbend’s local government and community leaders recognize the urgent need for climate action but are constrained by limited funding, competing budget priorities, and a lack of expertise in designing effective environmental interventions. Additionally, with Riverbend’s strong cultural heritage and commitment to inclusivity, any climate action initiatives must be designed to respect community values and ensure fair participation across different demographic groups. 

Despite these challenges, Riverbend is committed to achieving sustainable change. The town council has pledged support for projects aligned with the United Nations Sustainable Development Goals (SDGs), particularly SDG 13: Climate Action. However, there is a need for actionable, financially sustainable plans that address specific local challenges while honoring the community’s social and cultural fabric. 

Challenges:

Riverbend faces a variety of financial, environmental, and social challenges in addressing its climate-related issues:

  1. Financial Constraints
    • The town’s limited budget means that funding for climate initiatives is sparse. While there are potential sources of funding such as government grants, environmental charities, and local sponsorship, these are often competitive and require detailed planning to secure. Additionally, some funding options may come with restrictions or requirements that could impact the project’s implementation. 
  2. Environmental Pressures
    Riverbend’s climate-related issues are multifaceted: 
    • Flooding: Due to its coastal location, the town is increasingly exposed to rising sea levels and coastal erosion, leading to frequent flooding that damages property and infrastructure. 
    • Air Quality and Emissions: Riverbend’s dependency on fuel-powered vehicles and older agricultural practices contribute to poor air quality and greenhouse gas emissions, impacting residents’ health and contributing to climate change. 
    • Agricultural Impacts: Warmer temperatures and unpredictable weather patterns have begun to affect local farms, leading to crop failures and reduced yields, which impact food supply and income for local farmers. 
  3. Community-Centered Solutions

    The people of Riverbend are deeply connected to the area’s traditions, cultural values, and history. Climate interventions must be culturally sensitive and inclusive, ensuring representation from various demographic groups within the town. The solutions must consider diverse perspectives and prioritize fair access to resources and benefits. 
  4. Lack of Technical Expertise

    While the community is motivated, there is a lack of expertise in designing and managing sustainable initiatives that integrate financial sustainability with climate resilience. The town needs a comprehensive approach that balances environmental goals with economic feasibility and respects cultural values. 

The Task: 

You, as part of a group of financial consultants, are tasked with developing a comprehensive financial plan to address one of Riverbend’s pressing climate challenges. Each group will focus on a specific issue (e.g., flood management, sustainable energy, emissions reduction, or resilient agriculture) and design a financially viable, culturally respectful intervention that aligns with SDG 13: Climate Action. Your plan should aim to secure funding, support long-term economic resilience, and provide measurable environmental benefits. The community eagerly awaits innovative solutions that can guide them toward a sustainable future while preserving Riverbend’s heritage and way of life. Please review the instructions above for more details

 

BusUN Sustainable Development Goals (SDGs) Aligned Activity Template: Business Example 

This sample template provides a clear example for aligning activities with the UNSDGs, promoting a deeper connection between course content and global challenges. 


Course Title/Level: Business Education 4XX or 5XX 

Activity Type: Research, presentation & proposal, reflection 

Activity Title: Building Strategic Partnerships for Global Sustainable Development 


Before completing this template, take some time to reflect: How can I empower my students to engage with real-world challenges related to one or more of the UNSDGs in ways that are meaningful and relevant to their personal, academic, and community contexts?  

Select the SDG(s) Which align with this activity – One or more goals as applicable  

  • SDG 1: No Poverty   
  • SDG 2: Zero Hunger   
  • SDG 3: Good Health and Well-being   
  • SDG 4: Quality Education   
  • SDG 5: Gender Equality   
  • SDG 6: Clean Water and Sanitation   
  • SDG 7: Affordable and Clean Energy   
  • SDG 8: Decent Work and Economic Growth   
  • SDG 9: Industry, Innovation, and Infrastructure   
  • SDG 10: Reduced Inequality   
  • SDG 11: Sustainable Cities and Communities   
  • SDG 12: Responsible Consumption and Production   
  • SDG 13: Climate Action   
  • SDG 14: Life Below Water   
  • SDG 15: Life on Land   
  • SDG 16: Peace and Justice Strong Institutions   
  • SDG 17: Partnerships to Achieve the Goals 

In this activity, students will work in teams to develop a strategic partnership proposal that aligns with SDG 17: Partnerships for the Goals. The task involves selecting an industry or sector (e.g., renewable energy, healthcare, technology, infrastructure development, education) and identifying a business, government agency, and NGO that can collaborate to address a sustainable development challenge. Students will create a culturally sensitive proposal (community-based, reflecting diverse perspectives and the participation or representation of the community’s voice, and that addresses a cultural or community-specific need ) outlining how these entities can work together, the shared value they will create, and how they will contribute to achieving goal SDG 17: Partnerships for the goals and its related targets. 

Outcome 1:  Analyze the role of partnerships in achieving global sustainable development goals, with a focus on SDG 17 

Outcome 2:  Assess how businesses can collaborate with governments and NGOs to drive sustainable development in international markets 

Outcome 3: Design a partnership strategy for a business that aligns with SDG 17 and promotes sustainable development goals in a specific industry or region. 

  1. Select an Industry: Choose an industry or a sector of activities (or the instructor can assign an industry) relevant to global sustainable development, such as renewable energy, healthcare, technology, infrastructure development, education, etc. 
  1. Identify Partners: Select a business, a government agency, and an NGO that could form a strategic partnership. Ensure that the chosen partners align with the goals of SDG 17. 
  1. Research Sustainable Development Challenges: Analyze a specific sustainable development challenge within your selected industry or region. For example, access to clean energy in developing countries, infrastructure development in rural areas, access to communication technologies, such as the Internet in developing countries, etc. 
  1. Develop a Partnership Strategy: Design a detailed proposal for how these three entities will collaborate to address the sustainable development challenge. Define roles, goals, shared value, and how the partnership contributes to SDG 17. 
  1. Presentation: Prepare a 10-minute team presentation summarizing the partnership strategy, how it supports SDG 17, and the potential impact of the collaboration. 
  1. Submit Proposal: Along with the presentation, submit a 2–3 page strategic proposal outlining the partnership plan and expected outcomes. 

Partner Selection & Research (30%): Quality of the research on chosen partners and relevance to the SDG 17 goal of building global partnerships. 

Partnership Strategy (30%): Feasibility, creativity (i.e., originality, problem-solving skills, innovative thinking), and potential impact of the proposed collaboration on sustainable development. 

Presentation (20%): Clarity, professionalism, and effectiveness in communicating the partnership strategy. 

Reflection (20%): Individual reflection on how businesses can play a role in global partnerships for sustainable development. 

Question 1:  How does your partnership strategy align with SDG 17 and contribute to achieving sustainable development in your selected industry or region? 

Question 2:  What challenges might arise when forming partnerships between businesses, governments, and NGOs, and how can they be addressed? 

Question 3: How can businesses leverage these partnerships to not only meet SDG goals but also create long-term economic, environmental, and social value? 

  • Harvard Business Review – Strategic Partnerships for Sustainability (articles provided by the instructor) 

This activity connects to real-world business strategies that drive sustainable development through partnerships. By focusing on SDG 17, students will explore how businesses can work with governments and NGOs to tackle global challenges such as poverty, inequality, and climate change. The strategic partnership proposal will provide insights into how collaboration can create shared value and contribute to long-term sustainable goals, benefiting both the private sector and society. 

UN Sustainable Development Goals (SDGs) Aligned Activity Template: Education Example  

This sample template provides a clear example for aligning activities with the UNSDGs, promoting a deeper connection between course content and global challenges.  


Before completing this template, take some time to reflect: How can I empower my students to engage with real-world challenges related to one or more of the UNSDGs in ways that are meaningful and relevant to their personal, academic, and community contexts?  

Select the SDG(s) Which align with this activity – One or more goals as applicable  

  • SDG 1: No Poverty   
  • SDG 2: Zero Hunger   
  • SDG 3: Good Health and Well-being   
  • SDG 4: Quality Education   
  • SDG 5: Gender Equality   
  • SDG 6: Clean Water and Sanitation   
  • SDG 7: Affordable and Clean Energy   
  • SDG 8: Decent Work and Economic Growth   
  • SDG 9: Industry, Innovation, and Infrastructure   
  • SDG 10: Reduced Inequality   
  • SDG 11: Sustainable Cities and Communities   
  • SDG 12: Responsible Consumption and Production   
  • SDG 13: Climate Action   
  • SDG 14: Life Below Water   
  • SDG 15: Life on Land   
  • SDG 16: Peace and Justice Strong Institutions   
  • SDG 17: Partnerships to Achieve the Goals 

In this activity, students will work in small groups to develop an educational plan aimed at improving access to quality education in underserved communities. Each group will focus on a specific educational issue related to SDG 4: Quality Education and its related targets (e.g., early childhood education, quality primary, secondary, and tertiary education, equal access to education, gender disparities in education) and design a culturally sensitive intervention (community-based, reflecting diverse perspectives and the participation or representation of the community’s voice, and that addresses a cultural or community-specific need) that aligns with SDG 4: Quality Education. Students will research existing challenges, identify solutions, and create a plan to implement their educational intervention in a real-world setting, promoting inclusive, equitable, and quality learning opportunities for all. 

Outcome 1:  Analyze key educational disparities in underserved communities. 

Outcome 2:  Identify evidence-based educational strategies to improve access to quality education in marginalized populations. 

Outcome 3: Design a community educational plan that addresses specific public education challenges aligned with SDG 4 and its related targets and indicators.

  1. Research: In your group, research the selected educational issue in a specific underserved community (assigned by the instructor).  
  1. Identify Gaps: Analyze key barriers to achieving inclusive, equitable, and quality educational outcomes in this community, focusing on SDG 4’s targets (e.g., early childhood education, quality primary and secondary education, equal access to education, gender disparities in education, technical and vocational skills acquired, literacy and numeracy achievements, etc.) 
  1. Design the Intervention: Based on evidence-based practices, design an educational plan that addresses the educational disparity. Be sure to incorporate culturally appropriate methods and consider long-term sustainability (i.e., reducing environmental impacts, improving socio-economic conditions, supporting reciprocity, etc.)   
  1. Create a Presentation: Prepare a 10-minute group presentation outlining your findings and proposed intervention. Include data, research, and alignment with SDG 4 goals, targets, and indicators.  
  1. Submit: Along with your presentation, submit a written community educational plan (2–3 pages) detailing the intervention strategy, the SDG targets addressed, and how success will be measured over time (i.e., feedback, regular community consultation, impact measurement, etc.)  

Research & Analysis (30%): Depth of research into the educational issue and understanding of educational disparities.  

Intervention Plan (30%): Creativity (i.e., originality, problem-solving skills, innovative thinking), feasibility, and alignment with SDG 4 and its related targets and indicators, including cultural appropriateness and sustainability.  

Presentation (20%): Clarity, professionalism, and ability to effectively communicate the educational intervention to peers.  

Reflection (20%): Individual reflection on the group work process and understanding of SDG 4’s relevance to educational studies and the teaching profession.  

(Include 2–3 questions that prompt students to reflect on the SDG impact of the activity, their learning process, and any real-world applications.)  

Question 1:  In what ways does your proposed intervention directly target and improve SDG 4 outcomes, specifically for ensuring inclusive and equitable quality education and/or enhancing educational access and lifelong learning opportunities in underserved populations? 

Question 2:  What are the potential challenges in implementing this intervention, and how might they be overcome?  

Question 3: How can education institutions and teachers advocate for policies that support inclusive, equitable, and quality education in vulnerable communities?  

  • Education Journals on Educational Interventions/Strategies (provided by the instructor)  

This activity connects to real-world challenges faced by teachers working in underserved communities. By focusing on educational disparities and SDG 4, students will explore how educators can play a crucial role in addressing educational inequalities and promoting inclusive, equitable, and quality education for all.   

Students will also consider how teachers can contribute to achieving SDG 4 by advocating for inclusive and equitable access to quality education services and by designing strategies that improve educational outcomes.  

   


UN Sustainable Development Goals (SDGs) Aligned Activity Template: Engineering Example 

This sample template provides a clear example for aligning activities with the UNSDGs, promoting a deeper connection between course content and global challenges. 


Course Title/Level: Engineering 4XX or 5XX 

Activity Type: Research, presentation & proposal, reflection 

Activity Title: Design Solutions to Protect, Restore, and Promote the Sustainable Use of Terrestrial Ecosystems 


Before completing this template, take some time to reflect: How can I empower my students to engage with real-world challenges related to one or more of the UNSDGs in ways that are meaningful and relevant to their personal, academic, and community contexts?    

Select the SDG(s) Which align with this activity – One or more goals as applicable  

  • SDG 1: No Poverty   
  • SDG 2: Zero Hunger   
  • SDG 3: Good Health and Well-being   
  • SDG 4: Quality Education   
  • SDG 5: Gender Equality   
  • SDG 6: Clean Water and Sanitation   
  • SDG 7: Affordable and Clean Energy   
  • SDG 8: Decent Work and Economic Growth   
  • SDG 9: Industry, Innovation, and Infrastructure   
  • SDG 10: Reduced Inequality   
  • SDG 11: Sustainable Cities and Communities   
  • SDG 12: Responsible Consumption and Production   
  • SDG 13: Climate Action   
  • SDG 14: Life Below Water   
  • SDG 15: Life on Land   
  • SDG 16: Peace and Justice Strong Institutions   
  • SDG 17: Partnerships to Achieve the Goals 

In this activity, the instructor will assign a specific case to each group, and students will work in teams to develop a sustainable land management proposal that aligns with SDG 15: Life on Land. The task involves selecting a specific challenge related to terrestrial ecosystems (e.g., forest conservation, habitat restoration, biodiversity protection, soil and land degradation, sustainable agricultural practices, combating desertification, or halting biodiversity loss). Students will focus on addressing these challenges in a rural or peri-urban context to promote ecosystem resilience and sustainable use of natural resources. 

Outcome 1: Analyze key terrestrial ecosystem challenges, such as habitat degradation, deforestation, soil erosion, poaching and trafficking, invasive alien species, and biodiversity loss, and their impact on sustainable land use and environmental health. 

Outcome 2: Assess how governments, environmental organizations, businesses, and local communities can collaborate to protect and restore terrestrial ecosystems, promoting sustainable land management practices and nature-based solutions. 

Outcome 3: Design a comprehensive land management plan that integrates nature-based solutions to conserve biodiversity, restore ecosystems, and enhance resilience to environmental degradation, aligned with SDG 15 and its related targets. 

  1. Research: In your group, research the selected terrestrial ecosystem challenges in a specific rural or peri-urban community (assigned by the instructor).  
  1. Identify Gaps: Analyze key barriers to achieving terrestrial ecosystem protection and restoration outcomes in this community, focusing on SDG 15’s targets (e.g., terrestrial and freshwater ecosystems protection, halting deforestation, restoring degraded land, mountain ecosystems conservation, biodiversity, and natural habitats protection, invasive and alien species prevention, etc.). 
  1. Develop the Proposal: Based on evidence-based practices, design a sustainable land management proposal that addresses the terrestrial ecosystem challenges. Be sure to incorporate culturally appropriate methods (community-based, reflecting diverse perspectives and the participation or representation of the community’s voice, and that is tailored to the cultural and environmental needs of the community) and consider long-term sustainability (i.e., reducing environmental impacts, improving socio-economic conditions, supporting reciprocity, etc.)   
  1. Presentation: Prepare a 10-minute group presentation outlining your findings and proposed intervention. Include data and insights from your research and demonstrate alignment with SDG 15 goals, targets, and indicators. 
  1. Submit Proposal: Along with the presentation, submit a 2–3 page strategic proposal outlining the sustainable land management proposal, the SDG targets addressed, and how the success of your proposal will be measured over time. 

Research & Analysis (30%): Depth of research into the terrestrial ecosystem challenges and understanding of key barriers. 

Proposal (30%): Creativity (i.e., originality, problem-solving skills, innovative thinking), feasibility, and alignment with SDG 15 and its related targets, and indicators, including cultural appropriateness and sustainability. 

Presentation (20%): Clarity, professionalism, and ability to effectively communicate the sustainable land management proposal to peers. 

Reflection (20%): Individual reflection on the group work process and understanding of SDG 15’s relevance to professionals in the field of engineering.  

(Include 2–3 questions that prompt students to reflect on the SDG impact of the activity, their learning process, and any real-world applications.) 

Question 1:  How does your proposal address the specific SDG 15’s targets and promote ecosystem resilience and the sustainable use of natural resources in the community you selected? 

Question 2:  What are the potential challenges in implementing this proposal, and how might they be overcome? 

Question 3: How can professionals in the field of engineering advocate for policies that support nature-based solutions and ecosystem protection and restoration in rural or peri-urban communities? 

  • Engineering Journals/Articles on Sustainability and Biodiversity (provided by the instructor)  

This activity connects to real-world challenges faced by professionals in the field of engineering. By focusing on SDG 15, students will explore how professionals in the field of engineering can play a crucial role in addressing terrestrial ecosystems and biodiversity challenges and promoting forest conservation, habitat restoration, biodiversity protection, freshwater management and conservation, degraded land restoration, etc.  

Students will also consider how professionals in the field of engineering can contribute to achieving SDG 15 by designing strategies that support best practices related to the protection, restoration, and promotion of the sustainable use of terrestrial ecosystems. 

UN Sustainable Development Goals (SDGs) Aligned Activity Template: Fashion Marketing Example 

This sample template provides a clear example for aligning activities with the UNSDGs, promoting a deeper connection between course content and global challenges. 


Course Title/Level: Fashion Marketing 4XX or 5XX 

Activity Type: Research, presentation & proposal, reflection 

Activity Title: Promote Solutions for Responsible Consumption and Production 


Before completing this template, take some time to reflect: How can I empower my students to engage with real-world challenges related to one or more of the UNSDGs in ways that are meaningful and relevant to their personal, academic, and community contexts?    

Select the SDG(s) Which align with this activity – One or more goals as applicable 

  • SDG 1: No Poverty   
  • SDG 2: Zero Hunger   
  • SDG 3: Good Health and Well-being   
  • SDG 4: Quality Education   
  • SDG 5: Gender Equality   
  • SDG 6: Clean Water and Sanitation   
  • SDG 7: Affordable and Clean Energy   
  • SDG 8: Decent Work and Economic Growth   
  • SDG 9: Industry, Innovation, and Infrastructure   
  • SDG 10: Reduced Inequality   
  • SDG 11: Sustainable Cities and Communities   
  • SDG 12: Responsible Consumption and Production   
  • SDG 13: Climate Action   
  • SDG 14: Life Below Water   
  • SDG 15: Life on Land   
  • SDG 16: Peace and Justice Strong Institutions   
  • SDG 17: Partnerships to Achieve the Goals

In this activity, students will work in teams to develop a sustainable fashion marketing strategy that aligns with SDG 12: Responsible Consumption and Production. The task involves selecting a specific    challenge within the fashion industry (e.g., waste reduction, sustainable procurement practices, circular fashion, or reducing overconsumption) and creating a marketing proposal aimed at promoting sustainability in fashion. Students will design a strategy that encourages responsible consumption practices, educates consumers about the environmental impact of fashion, and integrates sustainable production methods. 

Outcome 1: Analyze key challenges in the fashion industry related to overproduction, resource depletion, waste, and unsustainable consumption practices and their impact on the use of natural resources, resource depletion, and environmental and human health. 

Outcome 2: Evaluate how fashion brands can implement responsible production practices, such as circular fashion, sustainable sourcing, responsible management of chemicals, production efficiency, and waste reduction strategies to promote responsible production and a circular economy. 

Outcome 3: Design a sustainable fashion marketing strategy that promotes responsible consumer behaviors, educates the public about the environmental impact of fashion, and encourages responsible purchasing decisions in line with SDG 12 and its targets. 

  1. Research: In your group, research the selected fashion industry-related sustainability issues (assigned by the instructor). Focus on key challenges such as waste generation, resource depletion, and unsustainable consumption and production behavior, etc. 
  1. Identify Drivers: Analyze the key drivers of overconsumption and resource depletion in the fashion industry. For example, market distortions that encourage wasteful consumption, developing countries’ capacity for sustainable consumption and production, procurement practices, national policies, etc. 
  1. Develop the Strategy: Based on evidence-based practices, design a sustainable fashion marketing strategy that addresses the challenges identified. Be sure to incorporate methods that consider long-term sustainability (i.e., reducing environmental impacts, improving socio-economic conditions, supporting reciprocity, promote social equity such as fair wages, etc.)  
  1. Presentation: Prepare a 10-minute group presentation outlining your findings and proposed marketing strategy. Include data and insights from your research and demonstrate how your plan aligns with SDG 12 goals, targets, and indicators. 
  1. Submit Proposal: Along with the presentation, submit a 2–3 page strategic proposal outlining the sustainable fashion marketing plan, the SDG 12 targets addressed, and how the success of your strategy will be measured over time. 

Research & Analysis (30%): Depth of research into the fashion industry-related sustainability issues and understanding of key drivers for overconsumption and resource depletion. 

Strategy (30%): Creativity (i.e., originality, problem-solving skills, innovative thinking), feasibility, and alignment with SDG 12 and its related targets, and indicators, including cultural appropriateness and sustainability. 

Presentation (20%): Clarity, professionalism, and ability to effectively communicate the sustainable fashion marketing plan to peers. 

Reflection (20%): Individual reflection on the group work process and understanding of SDG 12’s relevance to professionals in the field of fashion marketing. 

(Include 2–3 questions that prompt students to reflect on the SDG impact of the activity, their learning process, and any real-world applications.) 

Question 1:  How does your proposed strategy align with SDG 12 targets and contribute to promoting responsible consumption and production? 

Question 2:  What are the potential challenges in implementing this strategy, and how might they be overcome? 

Question 3: How can professionals in the field of fashion marketing advocate for policies that support best practices in responsible consumption and production in the fashion industry? 

Question 4: How do your personal consumption habits align with the principles of SDG 12: Responsible Consumption and Production, and what changes could you make to better support sustainable practices in your everyday life and future career in fashion marketing? 

  • Fashion Marketing Journals/Articles on Sustainability (provided by the instructor)  

This activity connects to real-world challenges faced by professionals in the field of fashion marketing. By focusing on SDG 12, students will explore how professionals in the field of fashion marketing can play a crucial role in addressing consumption and production challenges and promoting the responsible use of resources, waste reduction, sustainable procurement practices, circular fashion, or reducing overconsumption, etc. 

Students will also consider how professionals in the field of fashion marketing can contribute to achieving SDG 12 by designing strategies that support best practices related to responsible consumption and production. 

UN Sustainable Development Goals (SDGs) Aligned Activity Template: Nursing Example 

This sample template provides a clear example for aligning activities with the UNSDGs, promoting a deeper connection between course content and global challenges. 


Course Title/Level: Nursing 4XX or 5XX

Activity Type: Group project, research, present, reflect 

Activity Title: Promoting Health and Well-being in Underserved Communities


Before completing this template, take some time to reflect: How can I empower my students to engage with real-world challenges related to one or more of the UNSDGs in ways that are meaningful and relevant to their personal, academic, and community contexts?  

Select the SDG(s) Which align with this activity – One or more goals as applicable 

  • SDG 1: No Poverty   
  • SDG 2: Zero Hunger   
  • SDG 3: Good Health and Well-being   
  • SDG 4: Quality Education   
  • SDG 5: Gender Equality   
  • SDG 6: Clean Water and Sanitation   
  • SDG 7: Affordable and Clean Energy   
  • SDG 8: Decent Work and Economic Growth   
  • SDG 9: Industry, Innovation, and Infrastructure   
  • SDG 10: Reduced Inequality   
  • SDG 11: Sustainable Cities and Communities   
  • SDG 12: Responsible Consumption and Production   
  • SDG 13: Climate Action   
  • SDG 14: Life Below Water   
  • SDG 15: Life on Land   
  • SDG 16: Peace and Justice Strong Institutions   
  • SDG 17: Partnerships to Achieve the Goals

In this activity, students will work in small groups to develop a community health intervention plan aimed at improving health outcomes in an underserved population. Each group will focus on a specific public health issue (e.g., maternal health and mortality, preventable deaths of newborns, vaccination access, or mental health services, substance use, road-related injuries) and design a culturally sensitive intervention (community-based, reflecting diverse perspectives and the participation or representation of the community’s voice, and that integrates culturally specific wellness priorities) that aligns with SDG 3: Good Health and Well-being and its related targets. Students will research existing challenges, identify solutions, and create a plan to implement their intervention in a real-world setting. 

Outcome 1:  Analyze key health disparities in underserved communities. 

Outcome 2:  Identify evidence-based nursing interventions to improve health outcomes in marginalized populations. 

Outcome 3: Design a community health plan that addresses specific public health challenges aligned with SDG 3. 

Outcome 1: Analyze key challenges in the fashion industry related to overproduction, resource depletion, waste, and unsustainable consumption practices and their impact on the use of natural resources, resource depletion, and environmental and human health. 

Outcome 2: Evaluate how fashion brands can implement responsible production practices, such as circular fashion, sustainable sourcing, responsible management of chemicals, production efficiency, and waste reduction strategies to promote responsible production and a circular economy. 

Outcome 3: Design a sustainable fashion marketing strategy that promotes responsible consumer behaviors, educates the public about the environmental impact of fashion, and encourages responsible purchasing decisions in line with SDG 12 and its targets. 

  1. Research: In your group, research the selected public health issue in an underserved community (assigned by the instructor) or review the case study available below.  
  1. Identify Gaps: Analyze key barriers to achieving good health outcomes in this community, focusing on SDG 3’s targets (e.g., reducing maternal mortality, improving access to essential medicines, reducing deaths of newborns, preventing substance abuse, etc.). 
  1. Design the Intervention: Based on evidence-based practices, design an intervention plan that addresses the health disparity. Be sure to incorporate culturally appropriate methods and consider long-term sustainability (i.e., reducing environmental impacts, improving socio-economic conditions, supporting reciprocity, etc.) 
  1. Create a Presentation: Prepare a 10-minute group presentation outlining your findings and proposed intervention. Include data, research, and alignment with SDG 3 goals, targets, and indicators. 
  1. Submit: Along with your presentation, submit a written community health plan (2–3 pages) detailing the intervention strategy, the SDG targets addressed, and how success will be measured over time. 

Research & Analysis (30%): Depth of research into the public health issue and understanding of health disparities. 

Intervention Plan (30%): Creativity (i.e., originality, problem-solving skills, innovative thinking), feasibility, and alignment with SDG 3 and its related targets, and indicators, including cultural appropriateness and sustainability. 

Presentation (20%): Clarity, professionalism, and ability to effectively communicate the health intervention to peers. 

Reflection (20%): Individual reflection on the group work process and understanding of SDG 3’s relevance to nursing practice. 

(Include 2–3 questions that prompt students to reflect on the SDG impact of the activity, their learning process, and any real-world applications.) 

Question 1:  How does your proposed intervention address the specific SDG 3 targets related to health outcomes in underserved populations? 

Question 2:  What are the potential challenges in implementing this intervention, and how might they be overcome? 

Question 3: How can nurses advocate for policies that support improved health and well-being in vulnerable communities? 

  • CDC Public Health Strategies for Underserved Populations: [https://www.cdc.gov/](https://www.cdc.gov/) 
  • Nursing Journals on Public Health Interventions (provided by the instructor) 

This activity connects to real-world challenges faced by nurses working in underserved communities. By focusing on health disparities and SDG 3, students will explore how public health nursing can play a crucial role in addressing global health inequalities and promoting well-being.  

Students will also consider how nurses can contribute to achieving SDG 3 by advocating for equitable access to healthcare and by designing sustainable interventions that improve health outcomes. 

Case Study: Designing a Health Intervention for Willowbrook Community 

Background: 

Willowbrook is a rural, underserved community with a population of about 15,000 people, facing significant health disparities due to limited access to healthcare facilities, financial hardship, and cultural barriers. The town’s healthcare resources are minimal, with only one small clinic serving the entire community, which operates with limited hours and lacks specialized care services. Access to preventive care, maternal health services, and mental health support is restricted, leading to higher rates of preventable health issues. 

Willowbrook’s population is diverse, comprising multiple ethnic groups, including Indigenous communities, immigrant families, and longtime residents with deep cultural roots. Each group has unique health beliefs, practices, and language preferences, which can pose challenges in delivering standardized healthcare services. Furthermore, a lack of transportation options to neighboring towns with more robust medical facilities further isolates residents from necessary healthcare services. 

Community leaders, along with local health advocates, have voiced concerns over Willowbrook’s growing health needs, especially with increasing cases of chronic illnesses, high maternal mortality rates, substance abuse issues, and low vaccination rates. Recognizing the need for change, Willowbrook seeks support in developing culturally responsive interventions that address the most urgent health challenges while respecting the community’s cultural diversity. 

Challenges: 

Willowbrook faces a range of interrelated challenges that exacerbate its health disparities: 

  1. Healthcare Access and Availability: 
  1. With only one under-resourced clinic, Willowbrook residents often experience long wait times and limited care options. The clinic lacks specialized services in maternal health, mental health, and chronic disease management, creating a critical gap in accessible healthcare. Additionally, transportation limitations prevent residents from reaching larger healthcare facilities in nearby towns, further restricting access to essential services. 
  1. Cultural and Language Barriers: 

Due to Willowbrook’s diverse population, language differences and cultural beliefs often make communication between healthcare providers and patients challenging. Some community, such as members of the Indigenous communities, are hesitant to seek care due to mistrust or fear that providers won’t understand or respect their cultural practices. This creates barriers in patient-provider relationships and limits the effectiveness of standard health interventions. 

  1. Economic Constraints: 

Many residents in Willowbrook face financial instability, with high rates of unemployment and limited insurance coverage. These economic barriers make it difficult for residents to afford regular medical care, medication, or preventive services. Economic hardship is a significant barrier to health equity and complicates efforts to implement sustainable health interventions that residents can regularly access and afford. 

  1. Limited Health Literacy and Preventive Care: 

Health education programs are scarce in Willowbrook, and awareness around preventive health practices—such as vaccinations, maternal health care, and chronic disease management—is low. Without regular outreach and education, residents may not recognize the importance of preventive care or how to access available resources, resulting in higher rates of preventable conditions. 

  1. Psychosocial Challenges and Stigma: 

Issues like mental health and substance use are prevalent in the community but are often stigmatized, making it difficult to address them openly. Many residents may not seek help due to fear of social judgment, which exacerbates untreated mental health issues and substance use disorders. The absence of mental health services within the community further hinders progress in these areas. 

The Task: 

As a group of nursing students, your role is to develop a practical, culturally sensitive intervention plan that targets one of Willowbrook’s critical health challenges. Each group will choose a specific public health issue—such as maternal health and mortality, preventable newborn deaths, vaccination access, mental health services, substance use, or road-related injuries—and design an intervention aligned with SDG 3: Good Health and Well-being. Your solution should be economically viable, feasible within Willowbrook’s resource limitations, and culturally respectful, with a clear plan for community engagement. 

Your intervention plan should aim to bridge the gaps in healthcare access and improve health outcomes in Willowbrook, setting an example of sustainable, culturally aware healthcare solutions that can make a lasting difference in similar underserved communities. Please review the instructions above for more details 

UN Sustainable Development Goals (SDGs) Aligned Activity Template: Policy Studies or Political Science Example 

This sample template provides a clear example for aligning activities with the UNSDGs, promoting a deeper connection between course content and global challenges. 


Course Title/Level: Policy Studies or Political Science 1XX or 2XX 

Activity Type: Research, presentation & proposal, reflection 

Activity Title: Building Strategic Partnerships for Reducing Inequalities


Before completing this template, take some time to reflect: How can I empower my students to engage with real-world challenges related to one or more of the UNSDGs in ways that are meaningful and relevant to their personal, academic, and community contexts?    

Select the SDG(s) Which align with this activity – One or more goals as applicable 

  • SDG 1: No Poverty   
  • SDG 2: Zero Hunger   
  • SDG 3: Good Health and Well-being   
  • SDG 4: Quality Education   
  • SDG 5: Gender Equality   
  • SDG 6: Clean Water and Sanitation   
  • SDG 7: Affordable and Clean Energy   
  • SDG 8: Decent Work and Economic Growth   
  • SDG 9: Industry, Innovation, and Infrastructure   
  • SDG 10: Reduced Inequality   
  • SDG 11: Sustainable Cities and Communities   
  • SDG 12: Responsible Consumption and Production   
  • SDG 13: Climate Action   
  • SDG 14: Life Below Water   
  • SDG 15: Life on Land   
  • SDG 16: Peace and Justice Strong Institutions   
  • SDG 17: Partnerships to Achieve the Goals

In this activity, students will work in teams to develop a policy proposal aimed at reducing inequalities within a specific sector, aligning with SDG 10: Reduced Inequalities. The task involves selecting a critical issue (e.g., income inequality, access to education, healthcare disparities, social or political inclusion) analyzing the key drivers of inequality in their chosen context, and designing a design a culturally sensitive policy intervention (community-based, reflecting diverse perspectives and the participation or representation of the community’s voice, and that is responsive to a cultural or community-specific need) that addresses these disparities. Students will create a proposal outlining actionable steps for governments, businesses, or non-profits to implement, focusing on creating equitable opportunities, reducing barriers, and promoting inclusive development in line with SDG 10 and its related targets. 

Outcome 1: Analyze the root causes of inequalities within a selected community or sector, with a focus on SDG 10: Reduced Inequalities. 

Outcome 2: Assess how government policies, businesses, and non-profit organizations can collaborate to reduce income and opportunity disparities in underserved populations. 

Outcome 3: Design a policy intervention aimed at addressing inequalities that aligns with SDG 10 and promotes social inclusion and equitable development in a specific context. 

  1. Select a Sector of Activities: Choose a sector of activities (or the instructor can assign one) relevant to local inequalities, such as education, housing, legislation, financial markets and institutions, urban planning, and economic development. 
  1. Identify Partners: Select 2 or 3 partners that could form a strategic partnership (i.e., business, a government agency, an NGO, think tank, grassroots social movements or community groups, Indigenous community). Ensure that the chosen partners align with the goals of SDG 10. 
  1. Research Inequality Challenges: Identify a specific inequality-related challenge and analyze the key drivers of inequality within your selected sector of activities. For example, the role of neoliberal and capitalist policies and their relation to access to education or social services, discriminatory laws, policies, and practices in financial markets, affordable housing, environmental justice, and urban planning.  
  1. Develop a Partnership Strategy: Design a detailed partnership strategy for how these three entities will collaborate to address the inequality challenge. Define roles, goals, shared value, and how the partnership contributes to SDG 10 and its related targets and indicators. 
  1. Presentation: Prepare a 10-minute team presentation summarizing the partnership strategy, how it supports SDG 17, and the potential impact of the collaboration. 
  1. Submit Proposal: Along with the presentation, submit a 2–3 page strategic proposal outlining the partnership plan and expected outcomes. 

Partner Selection & Research (30%): Quality of the research on chosen partners and relevance to the SDG 10 goal of building global partnerships for reducing inequalities. 

Partnership Strategy (30%): Feasibility, creativity (i.e., originality, problem-solving skills, innovative thinking), and potential impact of the proposed collaboration on sustainable development. 

Presentation (20%): Clarity, professionalism, and effectiveness in communicating the partnership strategy. 

Reflection (20%): Individual reflection on how professionals in the field of policymaking can play a role in global partnerships for sustainable development. 

(Include 2–3 questions that prompt students to reflect on the SDG impact of the activity, their learning process, and any real-world applications.) 

Question 1:  How does your partnership strategy align with SDG 10 and contribute to reducing inequalities in your selected sector of activities? 

Question 2: How do corporate interests and profit-driven motives contribute to inequality?  

Question 3:  What challenges might arise when forming partnerships between businesses, governments, and NGOs, and how can they be addressed? 

Question 4: How can professionals in the field of policymaking leverage these partnerships to not only meet SDG goals but also create long-term societal change? 

Question 5: (optional and recommended for more advanced course): How might the historical and ongoing limitations of the UN’s frameworks, as arguably “colonial” constructs, reinforce or challenge existing global power dynamics? Reflect on whether these structures adequately address the needs of marginalized communities and consider the UN’s capacity to drive justice-oriented change within this context. 

Question 6: (optional and recommended for more advanced course): How do factors like racism, ableism, sexism, and ageism intersect to exacerbate inequalities, and in what ways do these intersections shape both systemic and non-systemic drivers of inequality? Reflect on specific policies or policy gaps that might either address or overlook these compounded impacts in society. 

  • Policy-Related Journals on Inequalities Interventions (provided by the instructor)  

This activity connects to real-world business strategies that drive inequality reduction through partnerships. By focusing on SDG 10, students will explore how different social actors can tackle inequalities-related challenges such as poverty, access to education, political inclusion, environmental justice, and the climate emergency. The strategic partnership proposal will provide insights into how collaboration can create shared value and contribute to long-term sustainable goals and societal changes. 

UN Sustainable Development Goals (SDGs) Aligned Activity Template: Urban Ecosystems Example 

This sample template provides a clear example for aligning activities with the UNSDGs, promoting a deeper connection between course content and global challenges. 


Course Title/Level: Urban Ecosystems 4XX or 5XX 

Activity Type: Research, presentation & proposal, reflection 

Activity Title: Design Solutions for Urban and Communities’ Sustainability 


Before completing this template, take some time to reflect: How can I empower my students to engage with real-world challenges related to one or more of the UNSDGs in ways that are meaningful and relevant to their personal, academic, and community contexts?    

Select the SDG(s) Which align with this activity – One or more goals as applicable 

  • SDG 1: No Poverty   
  • SDG 2: Zero Hunger   
  • SDG 3: Good Health and Well-being   
  • SDG 4: Quality Education   
  • SDG 5: Gender Equality   
  • SDG 6: Clean Water and Sanitation   
  • SDG 7: Affordable and Clean Energy   
  • SDG 8: Decent Work and Economic Growth   
  • SDG 9: Industry, Innovation, and Infrastructure   
  • SDG 10: Reduced Inequality   
  • SDG 11: Sustainable Cities and Communities   
  • SDG 12: Responsible Consumption and Production   
  • SDG 13: Climate Action   
  • SDG 14: Life Below Water   
  • SDG 15: Life on Land   
  • SDG 16: Peace and Justice Strong Institutions   
  • SDG 17: Partnerships to Achieve the Goals

In this activity, students will work in teams to develop a sustainable urban ecosystems proposal that aligns with SDG 11: Sustainable Cities and Communities. The task involves selecting a specific urban ecosystem challenge (e.g., green infrastructure and green public spaces, biodiversity conservation, water management, sustainable transport systems, climate resilience, inclusive urbanization) in a city or community. 

Students will design a plan that highlights solutions to improve the urban ecosystem’s sustainability by promoting nature-based approaches that enhance the environmental health of cities. They will identify the roles of municipal authorities, environmental organizations, and local businesses in the development and maintenance of these solutions in line with SDG 11 and its related targets. 

Outcome 1: Analyze key urban ecosystem challenges, such as biodiversity loss, water management, and air quality, and their impact on sustainable urban development. 

Outcome 2: Assess how municipal authorities, environmental organizations, and businesses can collaborate to enhance the sustainability and resilience of urban ecosystems. 

Outcome 3: Design a comprehensive urban ecosystem plan that integrates nature-based solutions to improve environmental health, resilience, and quality of life, aligned with SDG 11 and its related targets. 

  1. Research: In your group, research the selected urban ecosystems-related issues in a specific local community (assigned by the instructor) or review the case study available below.  
  1. Identify Gaps: Analyze key barriers to achieving urban sustainability outcomes in this community, focusing on SDG 11’s targets (e.g., safe and affordable housing, inclusive and sustainable urbanization, world’s cultural and natural heritage protection, green space accessibility, etc.). 
  1. Develop the Intervention: Based on evidence-based practices, design an urban ecosystem plan that addresses the urban ecosystem issues. Be sure to incorporate culturally appropriate methods (community-based, reflecting diverse perspectives and the participation or representation of the community’s voice, and that is responsive to a cultural or community-specific need) and consider long-term sustainability (i.e., reducing environmental impacts, improving socio-economic conditions, supporting reciprocity, etc.) 
  1. Presentation: Prepare a 10-minute group presentation outlining your findings and proposed intervention. Include data and insights from your research and demonstrate alignment with SDG 11 goals, targets, and indicators. 
  1. Submit Proposal: Along with the presentation, submit a 2–3 page strategic proposal outlining the urban ecosystems plan, the SDG targets addressed, and how the success of your plan will be measured over time. 

(Include 2–3 questions that prompt students to reflect on the SDG impact of the activity, their learning process, and any real-world applications.) 

Question 1:  How does your proposed intervention address the specific SDG 11 targets related to sustainable urban ecosystems in the community you selected? 

Question 2:  What are the potential challenges in implementing this intervention, and how might they be overcome? 

Question 3: How can urban planning and ecosystem management professionals promote policies that support the development of sustainable cities and communities? 

(Include 2–3 questions that prompt students to reflect on the SDG impact of the activity, their learning process, and any real-world applications.) 

Question 1:  How does your partnership strategy align with SDG 10 and contribute to reducing inequalities in your selected sector of activities? 

Question 2: How do corporate interests and profit-driven motives contribute to inequality?  

Question 3:  What challenges might arise when forming partnerships between businesses, governments, and NGOs, and how can they be addressed? 

Question 4: How can professionals in the field of policymaking leverage these partnerships to not only meet SDG goals but also create long-term societal change? 

Question 5: (optional and recommended for more advanced course): How might the historical and ongoing limitations of the UN’s frameworks, as arguably “colonial” constructs, reinforce or challenge existing global power dynamics? Reflect on whether these structures adequately address the needs of marginalized communities and consider the UN’s capacity to drive justice-oriented change within this context. 

Question 6: (optional and recommended for more advanced course): How do factors like racism, ableism, sexism, and ageism intersect to exacerbate inequalities, and in what ways do these intersections shape both systemic and non-systemic drivers of inequality? Reflect on specific policies or policy gaps that might either address or overlook these compounded impacts in society. 

  • Urban Ecosystems Journals/Articles on Sustainability (provided by the instructor)  

This activity connects to real-world challenges faced by professionals in the field of urban ecosystems. By focusing on SDG 11, students will explore how professionals in the field of urban ecosystems can play a crucial role in addressing sustainable cities’ challenges and promoting safe and affordable housing, inclusive and sustainable urbanization, protection of the world’s cultural and natural heritage, green space accessibility, etc. 

Students will also consider how professionals in the field of urban ecosystems can contribute to achieving SDG 11 by designing strategies that support best practices related to sustainable cities and communities. 

Case Study: Designing a Sustainable Urban Ecosystems Proposal for River City 

Background: 

River City, a mid-sized urban center with a population of approximately 500,000, is experiencing rapid growth and urbanization. Located along a river with surrounding wetlands, the city’s natural environment has historically supported diverse plant and animal life, clean water sources, and abundant green spaces. However, over the past decade, urban expansion has led to significant environmental issues, including the reduction of green spaces, increased air and water pollution, and a decline in local biodiversity. 

The city’s growth has placed heavy demands on its infrastructure, leading to frequent flooding in lower-lying neighborhoods due to outdated stormwater systems. Additionally, vehicle emissions and industrial activities have contributed to poor air quality, while unchecked urban sprawl has encroached on natural habitats, reducing biodiversity. As River City grows, the local government, along with environmental organizations and community members, recognizes the need for a sustainable, eco-friendly approach to urban development that supports both the city’s population and its environmental health. 

Local leaders have committed to aligning with the United Nations Sustainable Development Goals, particularly SDG 11: Sustainable Cities and Communities, and are seeking innovative solutions to address the city’s environmental challenges. They are eager to explore nature-based approaches that will improve urban resilience, enhance green spaces, and support biodiversity, while fostering collaboration among municipal authorities, environmental organizations, and local businesses. 

Challenges: 

River City faces several interrelated challenges as it seeks to become a more sustainable and resilient urban environment: 

  1. Green Space Depletion and Biodiversity Loss: 

Rapid urbanization has reduced River City’s natural green spaces, leading to a decline in biodiversity as habitats are lost to development. Parks, wetlands, and riverbanks that once supported native plants and wildlife are increasingly fragmented, which negatively impacts ecosystem health and reduces recreational green spaces for residents. 

Water Management and Flooding Risks: 

Due to an outdated stormwater management system, River City is prone to flooding, particularly in neighborhoods located near the river and in low-lying areas. Heavy rains often lead to overflow events that not only damage property but also harm water quality, as pollutants from urban runoff enter the river. The city requires a sustainable water management strategy to manage stormwater while preserving the natural water cycle. 

  1. Air Quality and Sustainable Transport: 

Increased traffic and emissions from vehicles and nearby industrial activities have led to a decline in air quality, affecting public health and contributing to environmental pollution. River City lacks a robust sustainable transport system, such as bike lanes, pedestrian paths, or public transit solutions, that could reduce dependency on cars and improve air quality. 

  1. Climate Resilience and Infrastructure: 

With changing climate patterns, River City faces greater risks from extreme weather events, such as heavy rains, heatwaves, and prolonged dry spells. The city’s infrastructure was not designed with these climate challenges in mind, resulting in increased vulnerability to climate-related impacts. Enhancing climate resilience is essential for the city’s long-term sustainability. 

  1. Community Engagement and Stakeholder Collaboration: 

While there is a shared interest in making River City more sustainable, efforts are fragmented across different groups, with limited collaboration between municipal authorities, environmental organizations, and local businesses. Community members are eager to participate in environmental initiatives, but there is a need for coordinated efforts to ensure inclusive and effective implementation. 

The Task: 

As a team of urban ecosystems students, you are tasked with creating a sustainable urban ecosystems proposal to address one of River City’s pressing environmental challenges. Each team will choose a focus area—such as green infrastructure and public green spaces, biodiversity conservation, water management, sustainable transport systems, climate resilience, or inclusive urbanization—and design a nature-based intervention plan aligned with SDG 11: Sustainable Cities and Communities. 

Your proposal should include innovative, nature-based solutions that enhance River City’s sustainability and resilience. The plan should also highlight the roles and responsibilities of key stakeholders, including municipal authorities, environmental organizations, and local businesses, ensuring collaborative and long-term success. Please review the instructions above for more details 

Purpose of this Guide

This guide outlines six activities/assignments that instructors can facilitate for learners in higher education that connect to the Sustainable Development Goals (SDGs). The focus is on learner-centered and often experiential, place-based activities where students can intentionally engage with sustainable practices, climate action, clean energy, connecting with life on land and water, health and well-being, reducing inequalities, and more. These can be applied in a broad range of courses and displaces.

Purpose of this Guide

These activities are broadly applicable across the disciplines. The intention is for instructors, or other facilitators of learning, to adapt them to their specific course needs or learning outcomes. Use this as a guide to get you well on your way to offering engaging learning connected to the SDGs. These are the recipes; you add any additional ingredients.

Layout for Each Activity:

  1. Overview of the activity and its relevance
  2. Clear time breakdown and required materials
  3. List of relevant SDGs to connect to this activity
  4. Assessment, Location, and Accessibility
  5. A step-by-step process for the activity
  6. How to adapt for your discipline/course, with examples
  7. KPU mentors to contact
  8. Reflection questions to ask students

Avoiding “I do, we do, you do”

As Carolyn Roberts discusses in her 2024 book Re-Storying Education: Decolonizing Your Practice Using a Critical Lens, a colonial, or assimilative, approach to education emphasizes that there is one right answer and one way to do things. Students are shown how to learn, they do this together, and then they do the work on their own. The closer they copy or mimic their instructor, the better their grade. This deters creative and innovative thinking. The activities in this guide disrupt this hierarchical model by using a learner-centered framework, where student ideas, creativity, and approaches are welcome—if not vital—to the learning process.

Place-based Learning

Typically, these activities/assignments are hands-on, collaborative, and many take place outdoors though some can occur in the classroom. The benefits of taking learning outside, or place-based education, are numerous. Learning outdoors is inherently engaging, relevant, and more personalized. Learners are challenged to witness the world through ecological, social, economic, and/or political lenses. Place-based education can cultivate a connection to the land and/or local communities, as well as enhance social-emotional learning, ability to focus, and well-being. The often-interdisciplinary approach of place-based learning aligns with real world situations.

Accessibility

Everyone can experience accessibility barriers, and everyone experiences these uniquely. Regular check-ins with students before, during, and after activities will help illuminate student experience. Traditional educational environments possess their own barriers; outdoor experiential learning can mitigate these but can also introduce new obstacles. This is an opportunity to uncover our own biases regarding where and how education occurs. We can also consider turning obstacles into opportunities such as embracing flexible and compassionate pedagogy. For each activity, specific accessibility considerations are provided, as well as ideas for alternate options and/or aspects to clarify for learners.
Note: the template used for this guide was adapted from Alice Macpherson’s wonderful Cooperative Learning Group Activities for College Courses (used with permission).

Overview: Students research and present on an SDG related to one or more course themes. In alignment with universal design for learning, both the SDG and the format of showing their learning (PowerPoint, infographic, etc.) are selected by the student.

Download SDG Mini-Presentations Below:

SDG-Mini-PresentationsDownload

Overview: The university campus becomes the site for teaching and learning about real-world sustainability solutions. Students engage with the campus grounds as a living lab to inspire projects connected to SDGs through experiential and action-oriented lenses.

Download Campus as a Living Lab below:

Campus-as-a-Living-LabDownload

Overview: Learners walk with imaginative intention in order to change perspectives, encounter the world differently, seek evidence of human-nature relationships, and/or locate natural or human systems in action. This interdisciplinary approach to outdoor learning cultivates relationship to place and can deepen understanding of course topics such as those connected to the SDGs. Students can walk in an urban or rural area, or visit a local park, and explore biodiversity, urban planning, health and well-being, or other sustainability issues. Developed by Gillian Judson, A Walking Curriculum has been applied in 15 countries to over 100,000 K-12 students. It is adapted here to be applied in higher education.

Download Walking Curriculum below:

Walking-CurriculumDownload

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