Abstract:

In September 2015, the United Nations General Assembly approved the 2030 Agenda for Sustainable Development. This agenda establishes a transformative approach towards economic, social and environmental sustainability under the proposal of 17 Sustainable Development Goals (SDGs). This presents an opportunity for countries and their societies to embark on a new path to improve the lives of everybody. The SDGs include different aspects such as the education, equality for women, the defense of the environment or the design of our cities.

Since its inception, governments, companies and organizations in most countries have been interested in the SDGs. This interest also extends to Universities because education, research, innovation and leadership are essential to help society achieve the SDGs. The generation and dissemination of knowledge, intrinsic to the work of the university, makes this institution play a fundamental role in achieving the SDGs.

There are several SDGs in which universities play a leading role: in those in which education and research appear explicitly. But its contribution to the SDGs is broader, extending to those in which other areas such as institutional governance, management policies or social leadership are working on. Universities are already carrying out actions to achieve compliance with the SDGs, although in many occasions these actions do not reach their members.

This academic year 22-23, the MEiiTOR Teaching Innovation Group (GID_MEiiTOR) of the University of Valladolid (through its associated Teaching Innovation Project (PID), entitled "The Eii Mentor Project committed to the Sustainable Development Goals in the UVa") has been involved in disseminating the SDGs among teachers and students of the Faculty of Industrial Engineering (Eii) since the contribution of engineering is key to achieving a better and more sustainable world. To find out what the starting situation was in the Eii, a survey was carried out among the members of the GID_MEiiTOR and the results collected show a great lack of knowledge on this subject, and the majority would consider it interesting to disseminate in the Eii the work carried out by the university community in this field. The objective of this communication is to study/analyze the SDGs and verify which SDGs can impact our PID and what actions can be carried out to disseminate the SDGs in the Eii.

The work carried out shows that it has an impact on several of them:
- In SDG4 (Quality education) and in SDG8 (Decent work and economic growth) the PID contributes to an adequate integration of people in the university system (in favor of quality education), also to improve the transversal competences of the mentor students that companies currently demand from university graduates.
- In SDG16 (Peace, justice and strong institutions) creating effective, accountable and inclusive institutions at all levels is very important, mentoring for all new students at the Faculty helps to achieve this.
- In SDG17 (Partnerships to achieve the objectives) because the SDGs can only be achieved with solidarity institutions that promote principles and values to care for people and the planet. Mentoring programs are one of the recognized solidarity activities at our university.

Therefore, as a conclusion of this work, it can be said that the "training + accompaniment" formula of our mentoring program is aligned with the SDGs and helps to fulfill the 2030 Agenda.

Keywords:

University mentoring project, 2030 Agenda, Sustainable Development Goals.