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Advancing Sustainable Development in the Global South: Aligning Education with the SDGs for Lasting Impact

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  • Joseph Owuondo

    (Doctor of Education, Candidate San Diego California)

Abstract

This research paper delves into the imperative of harmonizing educational objectives within the Global South with the United Nations’ Sustainable Development Goals (SDGs). The 2030 Agenda for Sustainable Development underscores the pivotal role of education in realizing global sustainability, particularly stressing Target 4.7. Despite advancements in monitoring SDG progress, persistent challenges hinder human advancement, particularly within education. This study critically examines the viability and effectiveness of crafting educational curricula for the Global South that integrate sustainable methodologies into existing systems. Furthermore, it scrutinizes significant impediments hindering the alignment of education with SDGs and provides recommendations for stakeholders, employing a meticulous approach encompassing critical content analysis and an extensive literature review. Through a thorough analysis of peer-reviewed literature, policy documents, and pertinent articles from diverse sources, complemented by data triangulation to enhance reliability, this study elucidates that customizing educational curricula for the Global South is achievable and imperative. Fostering environmental consciousness and action necessitates seamlessly integrating sustainable practices and educational principles into prevailing frameworks. However, challenges such as infrastructural inadequacies and cultural heterogeneity mandate strategic interventions. Collaborative efforts among stakeholders, including governments, educational institutions, international organizations, educators, and communities, are imperative to propel sustainable development through education. Recommendations span from curriculum adaptations and resolution of infrastructural deficiencies to fostering respect for cultural diversity and implementing robust monitoring and evaluation mechanisms. Ultimately, this study enriches stakeholders with knowledge essential for their endeavor toward societal progression and sustainable development in the Global South.

Suggested Citation

  • Joseph Owuondo, 2023. "Advancing Sustainable Development in the Global South: Aligning Education with the SDGs for Lasting Impact," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(10), pages 1166-1172, October.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:10:p:1166-1172
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    References listed on IDEAS

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    1. Vasiliki Kioupi & Nikolaos Voulvoulis, 2019. "Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes," Sustainability, MDPI, vol. 11(21), pages 1-18, November.
    2. Naresh Giangrande & Rehema M. White & May East & Ross Jackson & Tim Clarke & Michel Saloff Coste & Gil Penha-Lopes, 2019. "A Competency Framework to Assess and Activate Education for Sustainable Development: Addressing the UN Sustainable Development Goals 4.7 Challenge," Sustainability, MDPI, vol. 11(10), pages 1-16, May.
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    Cited by:

    1. Monica Claudia Grigoroiu & Cristina Țurcanu & Cristinel Petrișor Constantin & Alina Simona Tecău & Bianca Tescașiu, 2025. "The Impact of EU-Funded Educational Programs on the Socio-Economic Development of Romanian Students: A Multidimensional Analysis," Sustainability, MDPI, vol. 17(5), pages 1-31, February.

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