In the rapidly evolving landscape of higher education, Higher Education and SDG 4 presents a compelling case for prioritizing sustainability, equity and access in higher education, offering innovative perspectives to advance educational opportunities for all. This volume not only highlights the crucial role of higher education in achieving SDG 4 Quality Higher Education but also equips readers with the tools to make meaningful changes in their institutions. The authors present a compelling collection of perspectives that showcase innovative approaches and successful implementations of sustainability practices. By weaving together theory and practice, this volume provides a robust framework for educators, policymakers, and researchers.
Each chapter offers actionable insights and strategies, making it an indispensable resource for those dedicated to fostering sustainable development. Whether you are looking to revamp curricula, influence policy, or conduct impactful research, this book serves as a vital guide on the journey toward a more sustainable and educated world. This volume is a must-read for anyone committed to fostering sustainable, inclusive, and equitable higher education that will prepare the next generation of global problem-solvers. Higher Education and SDG 4 is not just a theoretical exploration but a practical guide filled with innovative insights, making it an essential resource for driving meaningful change in the academic realm. -- Reitumetse Obakeng Mabokela, PhD, Professor of Higher Education, Associate Chancellor and Vice-Provost Global Affairs & Strategies, University of Illinois Urbana-Champaign Tawana Kupes new edited volume Higher Education and SDG adds to ongoing conversations about the role of higher education in achieving the SDGs. This six-chapter volume explores perspectives on why higher education is not providing greater leadership in the attainment of the SDGs. Chapters tackle structural issues such as unequal power relations in higher education partnerships, the legacy and reproduction of colonization, and a narrow focus on younger learners that ignores the importance (and stated aims of SDG 4) of lifelong learning. Authors propose new solutions, such as reconsidering narrow measures of success for professionals in higher education, re-examining the Wests domination of higher education partnerships, and rethinking the purposes of higher education through design thinking. The SDGs may not be met by 2030, so this book is a timely contribution to conversations on how the next set of global development goals can be achieved through greater inputs from higher education institutions, especially Southern institutions, that have disproportionately low representation in current global conversations. -- Christopher Johnstone, University of Minnesota
