17.4 Education for the SDGs
Have a commitment to meaningful education around the SDGs across the university, relevant and applicable to all students
UNHAS is committed to mainstreaming meaningful SDG-focused education by integrating the SDGs into curricula and learning outcomes across the university. This commitment has been formalized through a Rector’s Regulation requiring all undergraduate programs to align their curricula with advances in science, technology, and the arts and with national development needs that support the SDGs (Article 3, Paragraph 2). The regulation ensures that sustainability principles are embedded in teaching across disciplines. For example, in the Faculty of Public Health, the course Current Issues in Epidemiology includes a learning outcome that requires students to describe SDG-related issues and SDG indicators, with course content discussing SDG-related epidemiological challenges. Through such academic integration, UNHAS prepares students to understand and contribute to sustainable solutions in their respective fields.
https://sdgscenter.unhas.ac.id/peraturan-rektor-pedoman-penyelarasan-kurikulum-program-sarjana/
https://kesmas.fkm.unhas.ac.id/wp-content/uploads/2023/10/Disaster-Managemen.pdf
Have dedicated courses (full degrees, or electives) that address sustainability and the SDGs.
UNHAS is committed to mainstreaming sustainability in education and embedding the SDGs into its academic programs. The university offers dedicated courses and graduate programs that address sustainability across social, economic, and environmental dimensions. At the Master’s level, the Gender and Development program strengthens students’ ability to design and analyze gender-responsive policies, integrating equality and sustainability into development planning. UNHAS also offers the Master’s Program in Agricultural Systems, which prepares graduates to develop models of integrated and sustainable agriculture that enhance productivity and environmental balance. The program promotes research and innovation in agricultural science and technology, enabling graduates to apply and share knowledge that supports sustainable farming systems. Through these programs, UNHAS demonstrates its strong academic commitment to advancing sustainability-focused education.
https://portal.pasca.unhas.ac.id/s2-gender-dan-pembangunan/
https://portal.pasca.unhas.ac.id/s2-sistem-sistem-pertanian/
Have dedicated outreach educational activities for the wider community, which could include alumni, local residents, displaced people
UNHAS is committed to empowering local residents and displaced people through inclusive education and outreach, with many dedicated outreach educational activities to support alumni, local communities and marginalized groups. In November 2024 the Faculty of Public health community outreach program held a series of 24 community outreach and education events focused on SDGs 3 (health and wellbeing), 4 (quality education) and 11 (sustainable cities and communities) providing benefits to over 800 local people. In March 2024 the Faculty of Law partnered with the International Organization for Migration (IOM) to hold a talk show “Getting to Know Foreign Refugees in Makassar.” Attended by more than 200 people, including refugee representatives, this event enabled refugees to share their experiences, culture and challenges, engaging with academics, policymakers, and the public. These initiatives highlight UNHAS’ commitment to inclusion and empowering local residents and displaced people.
UNHAS integrates sustainability and SDG-related concepts across its academic programs to strengthen student understanding of sustainable development. In addition to knowledge acquisition this approach emphasizes comprehension of sustainability concepts and principles and the ability to apply them in real-world contexts through course projects, fieldwork, and community service. Student literacy in sustainability is evaluated through methods tailored to each discipline, including self-assessment, reflective assignments, project-based evaluations, conventional tests and surveys. Feedback from lecturers and community partners involved in field-based programs provides qualitative insights into student ability to translate theory into practice. A 2024 assessment of provided quantitative evidence of overall high/very high student, staff and lecturer SDG literacy while highlighting gaps and identifying priorities for further enhancing student sustainability literacy across disciplines.