Higher education quality curriculum development under the sustainable development goals banner

Key findings from this study

• The review identifies that explicit alignment of SDG 4 targets with curriculum and course content development enables universities to systematize quality education improvements.
• The authors propose that industry collaboration during course development, coupled with adherence to international standards, addresses the persistent gap between higher education and workplace requirements.
• The framework establishes that assessment design must prioritize critical thinking and practical application to enable graduates to address societal problems effectively.

Overview

This literature review examines how Sustainable Development Goal 4 (SDG 4) frameworks facilitate curriculum development in higher education to address industry-education misalignment. The analysis encompasses 20 journal articles published between 2015 and 2025 from Web of Science, selected for topical relevance to quality education and industry needs.

Methods and approach

The study conducted an in-depth literature review of 20 peer-reviewed journal articles published between 2015 and 2025. Selection criteria prioritized topic relevance and capacity to address research questions concerning SDG 4's role in curriculum development and industry alignment.

Results

SDG 4 and its targets provide an operational framework for universities to reconceptualize curriculum design and assessment practices. Quality education curricula emerge through explicit alignment of SDG principles with course content, collaborative industry engagement during course development, and assurance that programs meet both industry requirements and international standards. Assessment mechanisms must integrate critical thinking and practical problem-solving dimensions to address real societal challenges. Post-COVID considerations identify staff and student work-life balance as central quality curriculum components. The review articulates an integrated framework connecting curriculum design, assessment methodologies, and industry partnerships through sustainability, inclusivity, and applied problem-solving orientations.

Implications

The operationalization of SDG 4 offers institutions concrete mechanisms to bridge persistent gaps between higher education offerings and professional workforce demands. Universities adopting this framework must establish structural processes for continuous industry consultation, thereby ensuring curricula remain responsive to labor market evolution and international competency standards. Integration of well-being considerations alongside pedagogical design reflects institutional recognition that quality education encompasses holistic student and staff experiences. Institutions implementing this approach position themselves to produce graduates equipped for both technical competency and adaptive problem-solving in complex organizational environments.

Scope and limitations

This summary is based on the study abstract and available metadata. It does not include a full analysis of the complete paper, supplementary materials, or underlying datasets unless explicitly stated. Findings should be interpreted in the context of the original publication.