Abstract:

In September 2015, the 2030 Agenda is approved by the United Nations (UN) General Assembly. The countries that compose it signed a document that included 17 Sustainable Development Goals (SDGs), with which an international political framework was established from which to interpret the sustainability paradigm, it emerged in 1987 with the publication of the Brundtland Report. The potential of this new international political agreement lies in the fact that, unlike the Millennium Development Goals (MDGs) adopted in 2000, the SDGs were endowed with a transversality in the Global South-Global North axis, which managed to involve all local and global actors of civil and political society. Among these actors are the Universities, which have a fundamental role in the path towards the contribution of the SDGs.

Universities are institutions that move in two ways: they are centers in which knowledge is promoted through teaching and from which knowledge is created through research. Therefore, they are presented as an essential tool for the promotion of the SDGs in society through students, on the one hand, at the same time that their full potential is configured as a fundamental instrument for the real implementation of the SDGs through its main role in civil society as a promoter of citizen policies and practices. But, in these six years of Agenda 2030, what have universities done to incorporate it into their academic curriculum? We pretend to answer this question by placing the focus of research on something very specific: the scientific production that is published from the sector of university education about the process of implementation of SDGs in the academic curriculum.

In the most recent academic literature, we find bibliometrics studies that address the role of the Academy as the nerve centre of research around the 2030 Agenda (Sianes, 2021), delimiting it as a field of study. However, we did not find bibliometrics or systematic reviews that go beyond addressing the study of a discipline and its contribution to deepening the 2030 Agenda through the SDGs. To achieve this objective, we carried out a robust analysis using bibliometric techniques. We will approach bibliometrics in two phases: a first approach that consists of a study in which we apply bibliometric evaluative techniques in which a map of scientific production that is published from the universities around the process is drawn through different indicators implementation of the SDGs in the curriculum. In this communication we will address this first phase, leaving the second phase in progress, and in which we will work once the results of the first phase of the study have been established. The second phase will consist of a relational study, in which, using bibliometric relational techniques, the intellectual structure is deepened.

Keywords:

SDG, Higher Education, Teaching, Bibliometrics, VOSViewer.