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A common vocabulary, an unchanged grammar: SDG adoption and epistemic justice in european higher education
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Orientador(es)
Resumo(s)
As the 2030 target date for the United Nations Agenda for Sustainable Development approaches, universities face an increasingly visible tension between rhetorical commitment to sustainability and the more demanding requirements of structural transformation. While existing scholarship has examined governance frameworks, institutional strategies, and curriculum reform, comparatively less attention has been paid to the epistemic assumptions embedded in indicator-driven sustainability agendas and to the ways managerial university governance may constrain more transformative forms of engagement. Pursuing three interconnected objectives, this study examines how the SDGs are perceived and integrated across teaching, research, and governance; explores the structural and epistemic barriers identified by respondents; and considers levels of support for more critical and justice-oriented approaches to sustainability in higher education. Drawing on a cross-sectional survey of 54 academics recruited through transnational COST Action networks, the study combines descriptive statistics with thematic analysis of open-ended responses. Given the network-based sample, the findings are exploratory. They suggest that institutional engagement with the SDGs is often uneven,selective, and shaped by existing organisational logics. A substantial majority of respondents favour critical reformulation of the SDGs rather than unreflective compliance, pointing to a persistent tension between technocratic approaches to sustainability and broader concerns with epistemic justice. The findings also indicate that more meaningful sustainability in higher education may require stronger recognition of Indigenous, local, and intergenerational knowledge, as well as greater institutional capacity for critical, plural, and reflexive engagement beyond metric alignment.
Descrição
Palavras-chave
Sustainable development goals Higher education institutions Epistemic justice Pluriversality Metric governance
Contexto Educativo
Citação
Veiga, Ivo; Vidal, Diogo Guedes; Rollo, Maria Fernanda; Alves, Fátima; Ralão, Joana; Catellani, Andrea. "A Common Vocabulary, an Unchanged Grammar: SDG Adoption and Epistemic Justice in European Higher Education". Trabalho apresentado em Reframing Climate Resilience: The Transformative Role of Social Sciences, Humanities and the Arts. A SHiFT Conference on Knowledge, Governance and Public Policy, Lisboa, 2026