Luke Farhall: What constitutes effective SDG integration in Higher Education? A comparative analysis of SDG integration methodologies in core curricula across UK universities

Luke Farhall (BSc Environmental Science) joins us to discuss his research project "What constitutes effective SDG integration in Higher Education? A comparative analysis of SDG integration methodologies in core curricula across UK universities".One way a shared blueprint of peace and prosperity provided by the Sustainable Development Goals (SDGs) could be achieved is by recognising HEIs as change agents, as they have a unique ability to foster sustainability mindsets via curriculum design and teaching. Despite a growing policy emphasis on sustainability, previous studies suggest that UK universities exhibit wide variation in how, and how deeply, SDGs are embedded within core curricula along with wider sustainability embedding practices. Data was collected through semi-structured interviews with curriculum and sustainability leads then thematically coded in NVivo to reveal trends in frequency of methodology type, key barriers and enablers to implementation and finally connectivity between methods such as whole-institution and mixed-method approaches. These both demonstrated greater curricular coherence, particularly when supported by cross-institutional communities of practice. In contrast, reliance on extracurricular or symbolic approaches presented weaker student reach. However, few institutions exhibit systematic, long-term impact monitoring. Amid escalating resource and staff capacity constraints in higher education, ensuring the value and strategic focus of sustainability integration has become an institutional imperative. By identifying key barriers and enablers, and drawing on insights from curriculum professionals, this study aims to inform strategically coherent and evidence-based approaches to SDG integration. Interesting further reading: Leal, S. (2016). Conceptualizations of sustainability in Portuguese higher education:roles, barriers and challenges toward sustainability. [online] Academia.edu. Available at: https://www.academia.edu/82963733/Conceptualizations_of_sustainability_in_Portuguese_higher_education_roles_barriers_and_challenges_toward_sustainability [Accessed 5 Feb. 2026].Price, E., Dawn Theresa Nicholson, Dunk, R., Lawler, C., Carney, M., Valeria Ruiz Vargas, Veitch, S., Leigh, S., Singleton, M. and Mottram, S. (2024). Enabling change agents for sustainable development: a whole-institution approach to embedding the UN Sustainable Development Goals in higher education. International Journal of Sustainability in Higher Education, 25(7). doi:https://doi.org/10.1108/ijshe-02-2024-0112.Weiss, M., Barth, M., Wiek, A. and von Wehrden, H. (2021). Drivers and Barriers of Implementing Sustainability Curricula in Higher Education - Assumptions and Evidence. Higher Education Studies, 11(2), p.42. Doi:https://doi.org/10.5539/hes.v11n2p42.If you are interested further about my work or want to see parts of my dissertation: please contact me at [email protected] or message me on LinkedIn here:  www.linkedin.com/in/luke-farhallEpisode guest: Luke Farhall, BSc Environmental ScienceEpisode host: Prof Simon KempEpisode producer and editor: Mya HarveyThe Meliora Podcast Student Research Symposium is part of the 2026 Student Takeover Season where we celebrate the fantastic sustainability research work of our Undergraduate Students.