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J. I. J. Ilham et al.
1 Introduction
The United Nations Rio + 20 Conference in 2012 witnessed the establishment of the
Sustainable Development Goals (SDGs) by 193 countries (United Nations Development Programme (UNDP) 2015). The SDGs replace the expiring Millennium
Development Goals (MDGs) in a post-2015 setting, with a vision of achieving the
2030 Agenda. The purpose of the SDGs is to stimulate governments and civil society
to step up and address the interrelatedness of environmental, societal and economic
challenges that we face today (Norström et al. 2014). Although the previous MDGs
was a historic pioneering set of goals for global mobilization, it has been critiqued for
having a narrow focus on the human development, whilst neglecting the significance
of natural capital and ecosystem services (Sachs 2012). There are also little crossreferencing between targets and indicators, as well as lack of universal ambition for
transformation of sustainability pathways (Norström et al. 2014). Unlike the MDGs,
the SDGs puts forward a unified universal framework to enhance human prosperity
in the Anthropocene, where the global environmental risks are ever rising (Griggs
2014).
The urgency for sustainable development is apparent as the triple bottom line
approach is key towards determining human wellbeing (Sachs 2012). Nearly all of
the world’s societies expressed that they strive for a holistic collaboration of economic
development, environmental sustainability and social inclusion. However, specific
objectives may differ globally and between societies. Nonetheless, this proves that
the SDGs concerns everyone and has to adopt an intersectoral approach in terms of
implementation across levels. The 17 goals, for example, highlight different areas
of focus in achieving a sustainable future. Goal 4 in particular, represents quality
education.
Education represents the most fundamental process of facilitated learning, to
inhibit knowledge, values, skills and habits. Education is so important that the United
Nations called for the International Decade of Education for Sustainable Development (IDESD) in 2005. The purpose of IDESD is to provide a platform to integrate the
values, principles and practices of sustainable development in education and learning holistically. UNESCO (2005) stated that education for sustainable development
(ESD) is set to review educational approaches to ensure that they were up to pace
with the evolving challenges of sustainable development. Ultimately, the goal for
IDESD was to encourage behavioural change in hopes to achieve a more sustainable
future, especially in terms of environmental integrity, economic viability and a just
society for all (UNESCO 2005).
At higher institutional levels, ESD is most likely to be associated with integrated
curriculum structure in individual modules or as part as a larger course. However,
this is not often the case. The SDGs are taught in various methods and via a myriad
of platform. More often than not, the SDGs are incorporated in extracurricular activities, may it be student, faculty or campus community led. Mendes (n/a) mentioned
that universities management were not essentially aware of UN campaigns, thus
leaving the task of action and implementation to individual academics, and people
J. I. J. Ilham et al.
1 Introduction
The United Nations Rio + 20 Conference in 2012 witnessed the establishment of the
Sustainable Development Goals (SDGs) by 193 countries (United Nations Development Programme (UNDP) 2015). The SDGs replace the expiring Millennium
Development Goals (MDGs) in a post-2015 setting, with a vision of achieving the
2030 Agenda. The purpose of the SDGs is to stimulate governments and civil society
to step up and address the interrelatedness of environmental, societal and economic
challenges that we face today (Norström et al. 2014). Although the previous MDGs
was a historic pioneering set of goals for global mobilization, it has been critiqued for
having a narrow focus on the human development, whilst neglecting the significance
of natural capital and ecosystem services (Sachs 2012). There are also little crossreferencing between targets and indicators, as well as lack of universal ambition for
transformation of sustainability pathways (Norström et al. 2014). Unlike the MDGs,
the SDGs puts forward a unified universal framework to enhance human prosperity
in the Anthropocene, where the global environmental risks are ever rising (Griggs
2014).
The urgency for sustainable development is apparent as the triple bottom line
approach is key towards determining human wellbeing (Sachs 2012). Nearly all of
the world’s societies expressed that they strive for a holistic collaboration of economic
development, environmental sustainability and social inclusion. However, specific
objectives may differ globally and between societies. Nonetheless, this proves that
the SDGs concerns everyone and has to adopt an intersectoral approach in terms of
implementation across levels. The 17 goals, for example, highlight different areas
of focus in achieving a sustainable future. Goal 4 in particular, represents quality
education.
Education represents the most fundamental process of facilitated learning, to
inhibit knowledge, values, skills and habits. Education is so important that the United
Nations called for the International Decade of Education for Sustainable Development (IDESD) in 2005. The purpose of IDESD is to provide a platform to integrate the
values, principles and practices of sustainable development in education and learning holistically. UNESCO (2005) stated that education for sustainable development
(ESD) is set to review educational approaches to ensure that they were up to pace
with the evolving challenges of sustainable development. Ultimately, the goal for
IDESD was to encourage behavioural change in hopes to achieve a more sustainable
future, especially in terms of environmental integrity, economic viability and a just
society for all (UNESCO 2005).
At higher institutional levels, ESD is most likely to be associated with integrated
curriculum structure in individual modules or as part as a larger course. However,
this is not often the case. The SDGs are taught in various methods and via a myriad
of platform. More often than not, the SDGs are incorporated in extracurricular activities, may it be student, faculty or campus community led. Mendes (n/a) mentioned
that universities management were not essentially aware of UN campaigns, thus
leaving the task of action and implementation to individual academics, and people