The role of educational institutions in transformations to achieve sustainable development

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The study aims to assess the role of educational institutions in achieving sustainable development goals (SDGs) during wartime in Ukraine. The focus is on the education sector, namely, adapting educational strategies to contemporary challenges. The paper employs a content analysis of information published by ten leading pedagogical universities in Ukraine to assess their success in implementing sustainable development goals. Special attention is given to such sustainable development goals as quality education (SDG 4), gender equality (SDG 5), sustainable cities and communities (SDG 11), peace and justice (SDG 16), and partnerships for the goals (SDG 17). University strategies and publication activity on addressing global sustainable development challenges in the Scopus database were analyzed. The research results demonstrate the variability of university development strategies, which determines their uneven focus on certain aspects of sustainable development. The results highlight the need to improve management strategies, integrate sustainable development principles into educational programs, and strengthen international partnerships. Finally, the study offers recommendations for further adaptation of educational institutions to changing conditions to ensure the sustainable development of Ukrainian society.

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    • Figure 1. Total number of scientific publications vs. publications on SDGs
    • Figure 2. Ranking positions of universities by selected sustainable development goals
    • Figure 3. Distribution of universities by G4
    • Figure 4. Distribution of universities by G5
    • Figure 5. Distribution of universities by G11
    • Figure 6. Distribution of universities by G16
    • Figure 7. Distribution of universities by G17
    • Figure 8. Gender composition of pedagogical university administration
    • Table 1. Publication performance in the Scopus database
    • Table 2. Ranking positions of universities by selected SDGs
    • Table 3. Gender composition of pedagogical university administration
    • Conceptualization
      Olha Kurylo, Olena Kryvylova, Viktoriia Zhyhir, Valentyna Peregudova
    • Data curation
      Olha Kurylo
    • Investigation
      Olha Kurylo, Olena Kryvylova, Viktoriia Zhyhir, Valentyna Peregudova
    • Project administration
      Olha Kurylo, Olena Kryvylova
    • Resources
      Olha Kurylo, Olena Kryvylova, Viktoriia Zhyhir, Valentyna Peregudova, Yuliia Bielova-Oleynik, Serhii Onyshchenko, Olena Revutska
    • Software
      Olha Kurylo, Valentyna Peregudova
    • Validation
      Olha Kurylo, Olena Kryvylova, Viktoriia Zhyhir, Valentyna Peregudova, Yuliia Bielova-Oleynik, Serhii Onyshchenko, Olena Revutska
    • Visualization
      Olha Kurylo, Valentyna Peregudova
    • Writing – original draft
      Olha Kurylo, Olena Kryvylova, Valentyna Peregudova
    • Writing – review & editing
      Olha Kurylo, Olena Kryvylova, Yuliia Bielova-Oleynik, Serhii Onyshchenko, Olena Revutska
    • Formal Analysis
      Olena Kryvylova, Viktoriia Zhyhir, Valentyna Peregudova
    • Methodology
      Olena Kryvylova, Valentyna Peregudova
    • Supervision
      Olena Kryvylova