INTEGRATION OF SUSTAINABLE DEVELOPMENT GOALS (SDGS) IN EDUCATIONAL CURRICULA: A CROSS-COUNTRY ANALYSIS

Abstract

The Sustainable Development Goals (SDGs) have positioned education as both a fundamental objective (SDG 4) and a strategic enabler of the broader 2030 Agenda. This paper investigates the degree and manner in which SDGs are embedded within national curricula, with a comparative focus on India and the United Kingdom, and supplementary insights from Finland, Japan, and Sub-Saharan Africa. Drawing upon secondary analysis of scholarly studies, policy frameworks, and international reports, the paper examines curriculum design, teacher training, institutional capacities, and systemic challenges. India’s National Education Policy (NEP) 2020 illustrates a state-led, policy-driven alignment with SDGs, while the UK relies primarily on decentralized and teacher-mediated integration. Finland provides an exemplar of phenomenon-based, holistic sustainability education; Japan highlights the potential of moral education in shaping civic dispositions; and Sub-Saharan Africa underscores the importance of equity and access in contexts of resource scarcity. Findings suggest that effective curriculum integration requires explicit policy commitment, professional development of educators, contextualized pedagogy, adequate resources, and mechanisms for monitoring competencies. The paper proposes a global framework that balances universal benchmarks with localized implementation strategies, thereby advancing the transformative potential of education to achieve sustainable development.