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Sustainable Development: Goals, Importance, and Career Guide

Here’s what you should know about sustainable development, the SDGs, its importance, and how you can take action.

The concept of “sustainable development” is about steering humanity toward a sustainable future that doesn’t deplete our natural resources. Sustainable development describes the holistic, systems-based approach that ensures sustainability. Doing so at any scale can be challenging because of society’s competing economic, social, and environmental needs.

You might be wondering, how does this affect me? What can I do? You can start with educating yourself, making small lifestyle changes, or even considering a career in sustainable development.

In this article, you’ll learn about sustainable development, its importance, and potential career paths.

What is sustainable development?

Sustainable development is the holistic, systems-based approach to ensuring sustainability. In the famed Brundtland Commission report , sustainable development is defined as “the ability to make development sustainable to ensure that it meets the needs of the present without compromising the ability of future generations to meet their own needs” [ 1 ].

That means answering the question, “how can we continue to develop and grow while ensuring we don’t deplete our natural resources?” The term “sustainable development” is often used in business, government, and non-profit spaces to refer to the processes and pathways required to balance economic growth, environmental stewardship, and social inclusion.

Sustainability is considered a paradigm for thinking about balancing environmental, economic, and social needs for the present and future. The word “sustainability” comes from the Latin word sustinere, made up of tenere (to hold) and sus (up). Broad concepts like gender equality, poverty, ecological restoration, and natural resource conservation are all types of sustainable development.

Learn more about sustainable development from world-renowned economics professor Jeffrey Sachs: 

What are the Sustainable Development Goals (SDGs)?

In 2015, the United Nations (UN) shared the 2030 Agenda for Sustainable Development, a “blueprint for peace and prosperity for people and the planet” [ 3 ]. Over 15 years, the UN pledged to adhere to the 17 Sustainable Development Goals (SDGs) which called for global partnership by its member states. 

These SDGs recognize that ending poverty and hunger is just as important as quality education, job opportunities, and infrastructure, in the quest to tackle climate change and preserve our oceans and forests.

Sustainable development vs. sustainability

Though the words are sometimes used interchangeably, there is a slight difference in their meaning. Sustainability is often thought of as a long-term goal, while sustainable development refers to the many processes and pathways to achieve it [ 2 ].

Examples of sustainable development

Sustainable development can seem like an abstract concept without some real-life examples to make them come to life. You may already be familiar with some of these:

Green spaces: A perfect example of sustainable development manifested in the real world is green spaces. They are the antidote to skyscrapers. Parks, lakes, and forests are essential to cooling cities. Trees produce oxygen and help filter out air pollution. Governments that design cities to prioritize green spaces often promote commuting by foot or bicycle, further encouraging healthy lifestyles and well-being.

Solar energy: Renewable energy is a hot topic globally (literally). Using the sun’s energy to power electric grids can reduce emissions from power plants and other pollutants. You may have spotted solar panels on a neighbor’s rooftop. This technology continues to get cheaper and is sometimes subsidized by the government so that it is competitive with cost of electricity powered by fossil fuels. 

Sustainable finance: Green spaces and solar energy might come to mind straight away when you imagine “sustainability,” but sustainable finance is another widely impactful sustainable development practice. It covers a range of activities, from funding green energy projects to investing in companies that demonstrate strong social values, such as including women on their board of directors. 

What can you do as an individual?

There are many actions, big and small, that the average person can do to contribute to sustainable development. Here are a few examples.

Take a class: Learning is one of the easiest things you can do to tackle climate change. Whether you’re learning about the circular economy or food sustainability, you’ll gain a better sense of the global impact of urbanization and economic development. Then, you can decide whether you want to take bigger steps toward reducing your carbon footprint.

Reduce waste: Making attempts to eliminate waste from your life can make a difference. Try buying fruits and vegetables locally. Donate your old clothes to charity. Be mindful when purchasing new products—do you need fifteen cheap sweaters in every color, or can you make do with five well-made sweaters that you really love?

Opt for public transport: Taking the bus or subway is typically cheaper and better for the environment than driving a car or taking a shared car. You might also choose to walk or bike, if those are possibilities in your area.

Sign petitions and get involved: While individual actions are certainly helpful, you might feel empowered to gather like-minded people for additional momentum. Whether it’s signing a petition to unionize labor in your community or joining a local co-op, there are community-based actions you can take toward sustainable development.

Get a job in sustainable development: You might feel so passionately about social good that you want to align your career with your values. There are plenty of opportunities to work for an institution that contributes to one of the 17 SDGs. There are many sustainable jobs in fields as varied as education and nature conservation.

The UN lists more actions that people can take to do their part in The Lazy Person's Guide to Saving the World .

Careers in sustainable development

Sustainable development is an ambitious goal that encompasses many broad fields, so there are plenty of jobs you can choose from.

Non-profit management

Jobs at an intergovernmental organization like the UN are competitive, but the good news is there are plenty of non-profit organizations (NPOs) that contribute to the SDGs. You may have heard of the big ones, such as the World Wildlife Fund (WWF) or the Bill & Melinda Gates Foundation. 

If you are passionate about gender equality, peace and conflict, or nature conservation, you can find jobs working as a monitoring and evaluations specialist, communications officer, or program coordinator. For most of these, you’ll need a bachelor’s degree in a related subject. 

As you move up in your career, you may get promoted to manager- or director level positions. You can also choose to become a consultant in a niche issue like sustainability or a function like monitoring and evaluation.

Non-profit management requires leadership and project management skills. Some people choose to get a master’s degree in a related field like sustainability management, a master’s in public health , or an MBA .

Public policy

When it comes to sustainable development, many big decisions are made at the policy level. If you envision yourself in a career in politics, or perhaps at a think tank, government agency, or research organization, then public policy could be the route for you. You could be a policy researcher or a politician.

This field tends to favor those with master’s or a PhD , so you’ll have to commit to several years of education. Contributing to nation- or worldwide policies can be incredibly fulfilling, because you’ll have the power to make influential decisions.

Law is another broad field that can enable you to contribute to sustainable development. If you choose to pursue a law degree , it is up to you whether you want to become a lawyer, work for an NPO or in academia, become a journalist, or work as legal counsel in a private company. Some legal jobs lean more on the humanitarian side, like working as a public defender or advocating for climate change policies.

Urban planning

As our world becomes increasingly urbanized, strategizing cities for optimal human conditions can be a fascinating, challenging field to discover. You could become an urban planner specializing in community development or historic preservation, collaborating with public officials, engineers, architects, lawyers, and real estate developers.

Within education, schoolteachers can practice “greening” their curriculums, or infusing sustainability wherever possible, such as field trips to the community garden. Placing women and girls at the forefront of economies, education, and leadership can drive more equitable decision-making. As a teacher or professor, you can advocate for gender equity in the classroom, along with other sustainable actions.

Data science

Data science can be applied to nearly any field, which means you could become a data analyst or data engineer that works on making data more accessible for policymakers. You can also apply data science toward climate change by working for a sustainable company or organization, such as one that uses satellite data to measure air quality. Data can enable more efficient, evidence-based decision-making that measures progress on the SDGs.

Read more: Data Science Jobs Guide: Resources for a Career in Tech

Sustainable development from Jeffrey Sachs

Learn about sustainable development from Jeffrey Sachs, the founder of SDG USA, a non-governmental initiative to promote SDGs in the United States. In his course The Age of Sustainable Development from Columbia University, you’ll learn the key challenges and pathways to sustainable development—economic development that is also socially inclusive and environmentally sustainable.

Article sources

The United Nations. “ Report of the World Commission on Environment and Development: Our Common Future , https://sustainabledevelopment.un.org/content/documents/5987our-common-future.pdf.” Accessed November 17, 2022.

Springer. “ Encyclopedia of Corporate Social Responsibility pp 2370–2378Cite as Sustainability and Sustainable Development , https://link.springer.com/referenceworkentry/10.1007/978-3-642-28036-8_662.” Accessed November 17, 2022.

The UN Department of Economic and Social Affairs. “ The 17 Goals , https://sdgs.un.org/goals.” Accessed November 17, 2022.

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sustainable development

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• Salt Lake Community College Pressbooks - Introduction to Human Geography - Sustainable Development
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sustainable development , approach to social, economic, and environmental planning that attempts to balance the social and economic needs of present and future human generations with the imperative of preserving, or preventing undue damage to, the natural environment .

Sustainable development lacks a single detailed and widely accepted definition. As a general approach to human development , it is frequently understood to encompass most if not all of the following goals, ideals, and values:

• A global perspective on social, economic, and environmental policies that takes into account the needs of future generations
• A recognition of the instrumental value of a sound natural environment , including the importance of biodiversity
• The protection and appreciation of the needs of Indigenous cultures
• The cultivation of economic and social equity in societies throughout the world
• The responsible and transparent implementation of government policies

The intellectual underpinnings of sustainable development lie in modern natural resource management , the 20th-century conservation and environmentalism movements, and progressive views of economic development . The first principles of what later became known as sustainable development were laid out at the 1972 United Nations Conference on the Human Environment , also called the Stockholm Conference. The conference concluded that continued development of industry was inevitable and desirable but also that every citizen of the world has a responsibility to protect the environment. In 1987 the UN -sponsored World Commission on Environment and Development issued the Brundtland Report (also called Our Common Future ), which introduced the concept of sustainable development—defining it as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”—and described how it could be achieved. At the 1992 United Nations Conference on Environment and Development (also called the Earth Summit), more than 178 countries adopted Agenda 21, which outlined global strategies for restoring the environment and encouraging environmentally sound development.

Since that time, sustainable development has emerged as a core idea of international development theory and policy. However, some experts have criticized certain features of the concept, including:

• Its generality or vagueness, which has led to a great deal of debate over which forms or aspects of development qualify as “sustainable”
• Its lack of quantifiable or objectively measurable goals
• Its assumption of the inevitability and desirability of industrialization and economic development
• Its failure to ultimately prioritize human needs or environmental commitments, either of which may reasonably be considered more important in certain circumstances

Although the implementation of sustainable development has been the subject of many social scientific studies—so many, in fact, that sustainable development science is sometimes viewed as a distinct field—a number of public intellectuals and scholars have argued that the core value of sustainable development lies in its aspirational perspective. These writers have argued that merely attempting to balance social, economic, and environmental policymaking—the three “pillars” of sustainable development—is an inherently positive practice. Even if an imbalance of results is to a certain extent inevitable, it is better that policymakers at least attempt to achieve a balance. Abandoning the notion of sustainable development altogether, they argue, would likely worsen social, economic, and environmental conditions throughout the world, thus undermining all three pillars.

Despite widespread criticism , sustainable development has emerged as a core feature of national and international policymaking, particularly by agencies of the United Nations . In 2015 the United Nations General Assembly adopted the 2030 Agenda for Sustainable Development, which included 17 sweeping goals designed to create a globally equitable society alongside a thriving environment.

* Acknowledging that the United Nations Framework Convention on Climate Change is the primary international, intergovernmental forum for negotiating the global response to climate change.

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• Published: 29 June 2022

The importance of the Sustainable Development Goals to students of environmental and sustainability studies—a global survey in 41 countries

• Matthias Winfried Kleespies   ORCID: orcid.org/0000-0002-8413-879X 1 &
• Paul Wilhelm Dierkes   ORCID: orcid.org/0000-0002-6046-6406 1  

Humanities and Social Sciences Communications volume  9 , Article number:  218 ( 2022 ) Cite this article

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• Environmental studies

To fight the global problems of humanity, the United Nations has adopted 17 Sustainable Development Goals (SDGs). To achieve these goals, it is necessary that future decision-makers and stakeholders in society consider these goals to be important. Therefore, in this study, we examined how important students in 41 countries directly related to the environmental sector rated each of the 17 SDGs. Based on the analysis of these ratings, it was possible to categorize the SDGs into three higher-level factors that reflect the three pillars of sustainability (social, economic, environmental). These three pillars are considered to be of varying importance in different countries. We also correlated the ratings of these higher-level factors with country-specific indicators, such as the Human Development Index. The correlations between the indicators and the higher-level factors revealed that in countries with higher indices, the SDGs are rated as less important compared to in countries with lower indices. These results provide stakeholders with important guidance on how the SDGs should be promoted in their country.

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Introduction.

Currently, humanity is facing major environmental, social and economic problems worldwide. To address these global issues on an international cross-border level and to create a more sustainable and better future for all, the United Nations adopted the 17 Sustainable Development Goals (SDGs) in 2015 (United Nations, 2015 ). Each of the SDGs has indicators that are used to measure progress towards achieving the goals (United Nations, 2017 ). The individual goals do not stand alone but rather influence each other and are closely linked (Bali Swain and Yang-Wallentin, 2020 ; Nilsson et al., 2016 ; Pham‐Truffert et al., 2020 ; Pradhan et al., 2017 ); each goal addresses environmental, social and economic problems (Elder and Olsen, 2019 ).

It is particularly important how the SDGs are perceived, accepted and evaluated by people worldwide. In this context, there have been several surveys conducted in recent years, some with varying results. While awareness of the SDGs has increased globally compared to their predecessor, i.e., the Millennium Development Goals (GlobeScan, 2016 ), 63% of the respondents in a survey of 28 European countries said they had never heard of the SDGs. Globally, awareness of the SDGs is approximately 50% (Theresa et al., 2020 ); however, only 1% of people say they are very well informed about the SDGs (Lampert and Papadongonas, 2016 ). There are also regional differences in the assessment of the individual goals. Globally, ‘climate action’, ‘good health’ and ‘well-being and quality education’ are considered particularly important (Theresa et al., 2020 ). In another survey, ‘zero hunger’, ‘clean water and sanitation’ and ‘no poverty’ were selected as the most important SDGs (Lampert and Papadongonas, 2016 ). Young people in particular are more likely to have heard of the SDGs, and for them, quality education is particularly important (Youth Speak Survey, 2020 ). In general, people around the world have a high level of acceptance about the content of the SDGs (Ipsos, 2015 ).

The education system has an important role in raising awareness of the SDGs and in teaching skills and values that lead to more sustainable behaviour. Therefore, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has developed learning objectives for the SDGs to support teachers and learners (UNESCO, 2017 ). Tertiary educational institutions are particularly important in this regard, as they educate the next generation of decision-makers who will have a critical impact on the future of the planet (Yuriev and Sierra‐Barón, 2020 ). Universities, through their education and influence, contribute directly to the achievement of a whole range of SDGs (Kioupi and Voulvoulis, 2020 ). In recent years, there has been a strong increase in sustainability programmes at universities, with a particular focus on student attitudes (Rodríguez-García et al., 2019 ); however, there is wide divergence between programmes (O’Byrne et al., 2015 ). Despite the recent surge of sustainability in higher education, students generally have limited knowledge of the SDGs (Zamora-Polo et al., 2019 ). Higher education institutes, such as universities, have a special responsibility worldwide because they shape future leaders (Alshuwaikhat and Abubakar, 2008 ; Bellou et al., 2017 ), decision-makers (Alshuwaikhat and Abubakar, 2008 ; Lozano et al., 2013 ), professionals (Kioupi and Voulvoulis, 2020 ) and intellectuals in various academic fields (Lozano, 2006 ).

In addition to educating the next generation of decision-makers, which is most likely the most important factor, universities also make an important contribution to achieving the SDGs through research, public engagement or university policy (Kestin et al., 2017 ). They can influence politicians and industry leaders with their clear and unbiased information (Stephens et al., 2008 ) and reach a wide audience in the general population (Kioupi and Voulvoulis, 2020 ).

While elite positions in society can be reached independently of having a university education, universities provide knowledge and technical skills that significantly increase the likelihood that a person will achieve such a socially relevant position (Frank and Meyer, 2007 ; Vicente-Molina et al., 2013 ). Therefore, students, as potential future decision-makers of society, contribute greatly to the achievement of the SDGs and have an impact on the major problems of humanity and thus on the future of the planet. Until now, however, there has been a lack of valid international research that examines the perspective of students in the natural and sustainable sciences on the various SDGs. This study is an attempt to reduce the international research gap and examine the views of environmental students in different countries regarding the SDGs. The aim is to determine how important students in each country consider the SDGs to be. In this context, statistical methods will be used to check whether the individual SDGs can be assigned to higher-order groups on the basis of the students’ evaluation. To identify patterns and differences between the countries, these higher-ranking groups were compared among the individual countries and correlated with country-specific indicators. The results are intended to provide guidance for action for today’s decision-makers in individual countries.

Therefore, in our study, we asked more than 4000 university students in 41 countries whose course of study is directly related to sustainability to rate the 17 SDGs on a scale of 1–5 (important to unimportant). In the first step of the analysis, an exploratory factor analysis was used to investigate the extent to which the SDGs can be categorized into higher-level factors based on the participants’ ratings. In a second step, we examined how these higher ranking factors differed among the 41 countries studied. In the final step, we analysed the relationship between these higher-ranking factors and various country-specific indicators (GDP per capita, the Human Development Index, the Education Index, the Environment Performance Index and the SDG Index).

Data collection procedure

The survey was conducted using an online questionnaire. To guarantee a high level of data protection and the anonymity of the participants, the survey software that is also applied for evaluation at Goethe University in Frankfurt was used. Students were shown the labels and descriptions of each SDG (Table 1 ) and asked to rate them on a scale of 1 to 5 (unimportant to important). The survey was conducted in one of the official languages of the respective countries. The translation of the questionnaires was performed by a native-speaking translator and always checked by an additional person. The translations of the SDGs were taken from the official website of the UN (United Nations, 2016 ). If no translation was available, the SDGs were translated by a translator following the same principle. The English version of the questionnaire can be found in Supplementary Fig. 1 . To collect the data, professors and scientists worldwide were contacted and asked for their help. The scientists were asked to distribute the questionnaire among their students. An English cover letter was provided to participants and described the content and background of the study. In addition, a short introductory text at the beginning of the questionnaire explained the research project to the participants. Only people from natural science courses directly related to sustainability (e.g., biology, environmental sciences, ecology and conservation, natural resources management, etc.) were contacted.

A total of 4305 students (34.3% male, 63.6% female, 0.8% divers, 1.2% no answer) participated in the survey. The participants were on average 22.59 (±0.495) years old and in the 4.29th (±2.744) semester of study. The number of participants broken down by country is shown in Supplementary Table 2 . The survey period was September 2020–July 2021.

The study was reviewed by the ethics committee of the science didactic institutes and departments of the Goethe University Frankfurt am Main under approval number 15-WLSD-2104. If a university required a local ethics vote, that vote was also conducted prior to the survey.

An exploratory factor analysis was conducted to examine the relationship between the individual SDGs and to assign the SDGs to higher ranking factors based on the students’ ratings. This is a structure-simplifying procedure that is used to assign individual variables or items to higher-order factors and thus simplify the interpretation of the data (Yong and Pearce, 2013 ). In simple terms, a factor analysis generates a correlation matrix ( R -matrix) for all items used. Items that correlate particularly well and separate themselves from other item clusters are assigned to a higher ranking factor (Field, 2013 ). The rotation method chosen was varimax, which is considered the most reliable orthogonal rotation method (Fabrigar et al., 1999 ). To check whether the data were at all suitable for this type of analysis, Bartlett’s test of sphericity and the Kaiser–Meyer–Olkin measure of sampling adequacy were performed (Dziuban and Shirkey, 1974 ). The number of factors was determined by the Kaiser criterion, which takes into account all factors that have an eigenvalue larger than 1 (Kaiser, 1960 ). To examine whether the values of the three higher-level factors found by the factor analysis differed within countries or whether the factors were perceived to be of similar importance, the (two-tailed) Friedman test was used (Field, 2013 ). For significant results, a pairwise comparison was performed using the (two-tailed) Dunn–Bonferroni test (Dunn, 1964 ). The effect size was calculated using the following formula: r  =  \(\frac{Z}{{\sqrt N }}\) (Fritz et al., 2012 ).

To investigate whether there is a linear relationship between the factors found through factor analysis and the indices of each country (e.g., the Human Development Index and the Education Index), the Spearman rank correlation was calculated. The Spearman rank correlation was selected because the data were ordinally scaled and not normally distributed (Field, 2013 ; Schober et al., 2018 ).

Selected indices

The following five country-specific indices were selected:

Gross domestic product per capita (GDP per capita, 2021): GDP per capita is a value calculated by organizations such as the international monetary fund (International Monetary Fund, 2021 ). It is often used as an indicator of the standard of living, even though some weaknesses in this interpretation are currently known (Goossens, 2007 ).

Human Development Index (HDI from 2020): The HDI is an indicator of the United Nations (Conceição et al., 2020 ) that consists of life expectancy, the average number of years of schooling, and the standard of living (United Nations Development Programme, 2020b ).

Education Index (EI from 2020): The EI is a United Nations indicator that consists of the number of years of schooling that an adult person has attended on average and the expected years of schooling that a child will attend (United Nations Development Programme, 2020a ).

Environment Performance Index (EPI from 2020): The EPI is an index that assesses environmental health and ecosystem vitality using 32 performance indicators (Wendling et al., 2020 ).

SDG Index (SDGI from 2021): The SDGI is an indicator of the Bertelsmann Foundation that attempts to calculate the progress of the SDGs in percent based on various indicators. For example, if a country has an SDGI of 85.9, then approximately 86% of the SDGs have been achieved by that country (Sachs et al., 2021 ).

Both the Bartlett test ( p  < 0.001) and the KMO criterion (KMO = 0.924) confirmed the applicability of an exploratory factor analysis for the 17 SDGs. The analysis revealed three factors with an eigenvalue > 1, indicating that the SDGs can be attributed to three higher-order factors (social, economic, environmental), which together can explain 53.48% of the variance. Overall, there was a clear assignment of items to the factors, and only a few cross-loadings were observed (Table 1 ).

The comparison of the three sustainability factors within the tested countries showed that the countries rated the individual dimensions of the SDGs differently. For example, in some countries, all three sustainability factors were rated as being equally important (Fig. 1a ); thus, there was no significant difference between the factors. In a number of countries, the environmental component was rated higher than the economic component, but no difference was found between the social and environmental components or between the social and economic components (Fig. 1b ). In the third group, the economic factor was rated as slightly less important than the environmental and social factors (Fig. 1c ). In some countries, the environmental factor was rated significantly higher than the other factors (Fig. 1d ). For better clarity, the individual significance levels are not marked in Fig. 1 but can be found along with the effect sizes in Supplementary Table 1 .

In group ( a ), there are no significant differences between the three factors within the countries. In group ( b ), the environmental factor is rated higher than the economic factor but not higher than the social factor. In group ( c ), the economic factor is rated lower than the other two factors. In group ( d ), the environmental factor is rated significantly higher than both the economic and environmental factors. For clarity, the significance levels are not marked with asterisks in the figure. Exact significance levels and effect sizes can be found in Supplementary Table 1 . The boxes represent the mean of the components; the error bars represent the standard deviation.

The three higher-level sustainability factors show significant correlations with all five selected country-specific global development indices ( p  < 0.001). The correlations are shown in Table 2 .

All correlations are in the high range according to the common interpretation (Field, 2013 ). It is noteworthy that there is a negative correlation for all the global development indices examined. It follows that students in countries with higher indices rate the SDGs as less important than do students in countries with lower indices. For all the global development indices tested, a higher score means a higher standard. In other words, students in countries with, for example, a higher standard of education or higher income per person consider the SDGs to be less important compared to their counterparts.

The correlations between the three sustainability factors found and the individual indices are shown in Fig. 2 . The importance score refers to the mean values of the individual sustainability factors for the different countries. The dashed lines represent the linear trend.

Each point represents one country. Countries with fewer than 50 respondents are shown in grey, and countries with more than 50 respondents are shown in black. a Gross domestic product per capita in US dollars, b Human Development Index, c Education Index, d Environment Performance Index, and e SDG Index.

The results of this study provide important information on how students in the environmental field worldwide perceive and evaluate the 17 SDGs. Based on the rating of the importance of the individual SDGs, it was possible to assign them to three higher-level factors in the factor analysis. Although each of the 17 SDGs contains all three pillars of sustainability (social, economic and environmental (Purvis et al., 2019 )) and the different levels of sustainability build on each other (Sachs, 2012 ; United Nations, 2015 ), it has also been shown in previous studies that people assign the SDGs to individual pillars to varying degrees (Bain et al., 2019 ; Dalampira and Nastis, 2020 ; Elder and Olsen, 2019 ). Reviewing the three higher-level factors, it can be assumed that our data also reflect such a classification. When considering only the labels and short descriptions, Factor 1 includes the SDGs that are primarily considered social, Factor 2 includes the SDGs that are considered economic, and Factor 3 includes the SDGs that are considered environmental (Elder and Olsen, 2019 ). While in previous studies, respondents were often asked directly to assign the SDGs to the three pillars of sustainability, in this study, the classification was solely based on the different ratings of the importance of each SDG.

The clear separation of the SDGs into these three groups and the low cross-loading values suggest that environmental students worldwide make this categorization and assign different importance to the SDGs in the three groups, potentially subconsciously. It can be concluded that the students consider ecological, economic and social challenges to be of varying importance. This finding provides an essential starting point for decision-makers in tertiary education institutions. In addition to the current increasing number of courses with a focus on sustainability (O’Byrne et al., 2015 ; Rodríguez-García et al., 2019 ), more emphasis should be placed on the interconnectedness of the individual layers of the various SDGs. For each SDG, attention should be given to highlighting social, environmental and economic components and to underlining the close relationship between these pillars. In this way, the importance of all three components of each SDG can be taken into account for current issues. Fisheries, for example, have important elements of the social and economic components, in addition to the environmental component, and all of these elements are closely linked (Asche et al., 2018 ). These connections should be addressed and highlighted in environmental education courses.

When comparing these three factors within the countries, different patterns emerge. In approximately two-thirds of the countries, the three factors are not rated as equally important. A noticeable pattern, which is particularly evident in a number of industrialized countries, is that the gap between the economic factor and the other two factors is particularly large. This could well be explained to some extent by the attitudes of people in industrialized countries; i.e., environmental issues, such as fighting climate change, are seen as particularly important aims in North America and Europe (Theresa et al., 2020 ). When considering problems in developing counties, people in Europe often rate issues belonging to the social component (such as peace and security) as particularly important (European Commission. Directorate General for International Cooperation and Development. et al., 2016 ). This potentially leads to the assessment that the environmental and social factors are particularly important, while the economic SDGs are perceived as less important, as they do not fall into either category.

Another pattern that repeatedly emerges is that the environmental component is rated as being more important than one or both of the other components. In no country was the environmental component rated significantly worse than the two other factors. These results are very positive, as environmental problems are currently more relevant than ever before. The boundaries of our planet are being increasingly exhausted, and there is an urgent need for action at the global level (Steffen et al., 2015 ). The high rating of environmental factors also shows a particularly positive trend in all countries. In the past, many governments and experts prioritized economic growth and considered environmental damage as a trade-off (Elder and Olsen, 2019 ). The common approach has been to accept pollution as a consequence of economic growth and to deal with the related environmental problems that arise later (Azadi et al., 2011 ). This view is not reflected in our study of environmental students. In the current study, environmental concerns are considered to be at least as important, and in some countries even more important, than social and economic factors.

The differences identified between countries can serve as a possible guide to action for local decision-makers who can incorporate specific promotion of the importance of different SDGs into the curriculum. In this way, country-specific actions can be implemented that specifically address the economic, ecological or environmental awareness of each of the SDGs. These results can also be seen as a call to those countries in which the gap between the three factors is particularly large. Especially in these countries, political or educational actions, such as emphasizing the global importance of the economic SDGs in the educational context, would be particularly important.

The comparison of the country-specific indicators with the rating of the importance of the higher-level factors shows a similar picture for all indicators. In countries with higher indices (higher GDP per capita, higher health index, etc.), the SDGs are generally rated as being less important than in countries with lower indices. In this context, it does not matter whether the SDGs are perceived as social, economic or environmental. This result is surprising, since in previous international studies, it was often found that people in wealthier countries, i.e., countries with a higher GDP per capita, have a more positive attitude towards, for example, environmental problems, than do people in countries with a lower GDP per capita (Franzen, 2003 ; Franzen and Meyer, 2010 ; Franzen and Vogl, 2013 ). The research of and theory put forth by Inglehart is often used as a basis for explanation. He found that in countries where postmaterialist values dominate, people have a more positive attitude towards environmental protection than they do in countries with more materialist values. Thus, postmaterialist values are more likely to be found in advanced industrial societies (Inglehart, 1995 ). However, postmaterialist values do not necessarily lead to higher support for the SDGs (Guan et al., 2019 ). Our study also supports this assumption. The results show that, on average, people in societies with higher indices (usually industrialized societies) rate the SDGs as being less important than do people in countries with lower indices. This provides important insights for politicians, stakeholders and decision-makers; i.e., in wealthier countries that have already made great progress in implementing the SDGs, the relevance of the SDGs must be communicated at different levels. Particular attention must be paid to higher educational institutions. The fact that the SDGs are rated lower on average in wealthier countries with a higher Education Index outcome shows that it is especially in these countries that there is a need to improve the related knowledge and that the focus of higher education institutions should be placed specifically on content related to the SDGs. In this context, it is not sufficient to teach only basic scientific knowledge (Frick et al., 2004 ); rather, other factors, such as attitudes (Gifford and Sussman, 2012 ) or values (Steg and Groot, 2012 ), should also be a particular focus of education. The importance of the SDGs should be considered not only for specific countries but also in an international and global context. Thus, these topics could be integrated into the curricula of universities and schools to enable students, as future decision-makers in society, to act as multipliers and pass on the relevance and importance of the SDGs in society.

Limitations

Although the study was conducted with great care, some limitations must be addressed. For example, the study surveyed a very select group of students in environmental and sustainability science courses. It can be assumed that people in these courses are more interested in environmental issues than the general population. However, because a similar group of students was surveyed in each country, cross-country comparison is possible. Nevertheless, it must be assumed that the results cannot be generalized to other courses of study or to the general population. Further international studies are necessary to investigate relationships in other groups.

Another limitation of the study is that the survey was conducted by e-mail on a voluntary basis. This could possibly lead to self-selection; i.e., people who were already interested in the topic of the SDGs were more likely to participate in the survey.

It should also be mentioned that the sample size differs in part between the individual countries. While in some countries, several hundred people could be surveyed, in other countries, only a sample size in the two-digit range was possible. This result could potentially have had an influence on the comparison between the countries.

When evaluating the individual SDGs, it cannot be ruled out that the students did not rate each SGD independently but rather related their importance to each other. As a result, some SDGs may have been rated differently than they would have been without such a direct comparison. However, since this effect was equally possible in all countries, the results remain comparable, and the conclusions remain valid.

The current research was able to show that the importance of the SDGs, regardless of the pillar of sustainability (social, economic, environmental), is considered important by students in environmental and sustainability science courses in different countries. However, there are variations between the countries in how important the individual pillars for sustainability are considered to be. This result offers the opportunity to specifically promote individual pillars for sustainability in those countries in which a pillar was perceived as being less important. Another important finding of the study is that especially in countries with high global development indices, the SDGs are rated as less important compared to the ratings in countries with lower global development indices. Therefore, our research is a call to countries with higher indices, where the SDGs have already been implemented to a higher extent, to actively improve the view and acceptance of students regarding the SDGs. This can help to further achieve the SDGs both in individual countries and at the global level.

Data availability

The raw data supporting the conclusions of this article will be made available by the authors to any qualified researcher.

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Acknowledgements

We thank all study participants and the more than 300 researchers and universities that shared our questionnaires. This study was partly supported by the Opel-Zoo foundation professorship in zoo biology from the “von Opel Hessische Zoostiftung”.

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This study was performed in line with the principles of the Declaration of Helsinki. Approval was granted by the Ethics Committee of the science didactic institutes and Departments of the Goethe University Frankfurt am Main under approval number 15-WLSD-2104.

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Kleespies, M.W., Dierkes, P.W. The importance of the Sustainable Development Goals to students of environmental and sustainability studies—a global survey in 41 countries. Humanit Soc Sci Commun 9 , 218 (2022). https://doi.org/10.1057/s41599-022-01242-0

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Essay on Sustainable Development: Samples in 250, 300 and 500 Words

• Updated on  
• Nov 18, 2023

On 3rd August 2023, the Indian Government released its Net zero emissions target policy to reduce its carbon footprints. To achieve the sustainable development goals (SDG) , as specified by the UN, India is determined for its long-term low-carbon development strategy. Selfishly pursuing modernization, humans have frequently compromised with the requirements of a more sustainable environment.

As a result, the increased environmental depletion is evident with the prevalence of deforestation, pollution, greenhouse gases, climate change etc. To combat these challenges, the Ministry of Environment, Forest and Climate Change launched the National Clean Air Programme (NCAP) in 2019. The objective was to improve air quality in 131 cities in 24 States/UTs by engaging multiple stakeholders.

‘Development is not real until and unless it is sustainable development.’ – Ban Ki-Moon

Sustainable Development Goals, also known as SGDs, are a list of 17 goals to build a sustained and better tomorrow. These 17 SDGs are known as the ‘World’s Best Plan’ to eradicate property, tackle climate change, and empower people for global welfare.

This Blog Includes:

What is sustainable development, essay on sustainable development in 250 words, 300 words essay on sustainable development, 500 words essay on sustainable development, what are sdgs, introduction, conclusion of sustainable development essay, importance of sustainable development, examples of sustainable development.

As the term simply explains, Sustainable Development aims to bring a balance between meeting the requirements of what the present demands while not overlooking the needs of future generations. It acknowledges nature’s requirements along with the human’s aim to work towards the development of different aspects of the world. It aims to efficiently utilise resources while also meticulously planning the accomplishment of immediate as well as long-term goals for human beings, the planet as well and future generations. In the present time, the need for Sustainable Development is not only for the survival of mankind but also for its future protection. 

To give you an idea of the way to deliver a well-written essay, we have curated a sample on sustainable development below, with 250 words:

To give you an idea of the way to deliver a well-written essay, we have curated a sample on sustainable development below, with 300+ words:

We all remember the historical @BTS_twt speech supporting #Youth2030 initiative to empower young people to use their voices for change. Tomorrow, #BTSARMY 💜 will be in NYC🗽again for the #SDGmoment at #UNGA76 Live 8AM EST welcome back #BTSARMY 👏🏾 pic.twitter.com/pUnBni48bq — The Sustainable Development Goals #SDG🫶 (@ConnectSDGs) September 19, 2021

To give you an idea of the way to deliver a well-written essay, we have curated a sample on sustainable development below, with 500 + words:

Sustainable Development Goals or SDGs are a list of 17 goals to build a better world for everyone. These goals are developed by the Department of Economic and Social Affairs of the United Nations. Let’s have a look at these sustainable development goals.

• Eradicate Poverty
• Zero Hunger
• Good Health and Well-being
• Quality Education
• Gender Equality
• Clean Water and Sanitation
• Affordable and Clean Energy
• Decent Work and Economic Growth
• Industry, Innovation, and Infrastructure
• Reduced Inequalities
• Sustainable Cities and Communities
• Responsible Consumption and Production
• Climate Action
• Life Below Water
• Life on Land
• Peace, Justice and Strong Institutions
• Partnership for the Goals

Essay Format

Before drafting an essay on Sustainable Development, students need to get familiarised with the format of essay writing, to know how to structure the essay on a given topic. Take a look at the following pointers which elaborate upon the format of a 300-350 word essay.

Introduction (50-60 words) In the introduction, students must introduce or provide an overview of the given topic, i.e. highlighting and adding recent instances and questions related to sustainable development. Body of Content (100-150 words) The area of the content after the introduction can be explained in detail about why sustainable development is important, its objectives and highlighting the efforts made by the government and various institutions towards it.  Conclusion (30-40 words) In the essay on Sustainable Development, you must add a conclusion wrapping up the content in about 2-3 lines, either with an optimistic touch to it or just summarizing what has been talked about above.

How to write the introduction of a sustainable development essay? To begin with your essay on sustainable development, you must mention the following points:

• What is sustainable development?
• What does sustainable development focus on?
• Why is it useful for the environment?

How to write the conclusion of a sustainable development essay? To conclude your essay on sustainable development, mention why it has become the need of the hour. Wrap up all the key points you have mentioned in your essay and provide some important suggestions to implement sustainable development.

The importance of sustainable development is that it meets the needs of the present generations without compromising on the needs of the coming future generations. Sustainable development teaches us to use our resources correctly. Listed below are some points which tell us the importance of sustainable development.

• Focuses on Sustainable Agricultural Methods – Sustainable development is important because it takes care of the needs of future generations and makes sure that the increasing population does not put a burden on Mother Earth. It promotes agricultural techniques such as crop rotation and effective seeding techniques.
• Manages Stabilizing the Climate – We are facing the problem of climate change due to the excessive use of fossil fuels and the killing of the natural habitat of animals. Sustainable development plays a major role in preventing climate change by developing practices that are sustainable. It promotes reducing the use of fossil fuels which release greenhouse gases that destroy the atmosphere.
• Provides Important Human Needs – Sustainable development promotes the idea of saving for future generations and making sure that resources are allocated to everybody. It is based on the principle of developing an infrastructure that is can be sustained for a long period of time.
• Sustain Biodiversity – If the process of sustainable development is followed, the home and habitat of all other living animals will not be depleted. As sustainable development focuses on preserving the ecosystem it automatically helps in sustaining and preserving biodiversity.
• Financial Stability – As sustainable development promises steady development the economies of countries can become stronger by using renewable sources of energy as compared to using fossil fuels, of which there is only a particular amount on our planet.

Mentioned below are some important examples of sustainable development. Have a look:

• Wind Energy – Wind energy is an easily available resource. It is also a free resource. It is a renewable source of energy and the energy which can be produced by harnessing the power of wind will be beneficial for everyone. Windmills can produce energy which can be used to our benefit. It can be a helpful source of reducing the cost of grid power and is a fine example of sustainable development. 
• Solar Energy – Solar energy is also a source of energy which is readily available and there is no limit to it. Solar energy is being used to replace and do many things which were first being done by using non-renewable sources of energy. Solar water heaters are a good example. It is cost-effective and sustainable at the same time.
• Crop Rotation – To increase the potential of growth of gardening land, crop rotation is an ideal and sustainable way. It is rid of any chemicals and reduces the chances of disease in the soil. This form of sustainable development is beneficial to both commercial farmers and home gardeners.
• Efficient Water Fixtures – The installation of hand and head showers in our toilets which are efficient and do not waste or leak water is a method of conserving water. Water is essential for us and conserving every drop is important. Spending less time under the shower is also a way of sustainable development and conserving water.
• Sustainable Forestry – This is an amazing way of sustainable development where the timber trees that are cut by factories are replaced by another tree. A new tree is planted in place of the one which was cut down. This way, soil erosion is prevented and we have hope of having a better, greener future.

Related Articles

The Sustainable Development Goals (SDGs) are a set of 17 global goals established by the United Nations in 2015. These include: No Poverty Zero Hunger Good Health and Well-being Quality Education Gender Equality Clean Water and Sanitation Affordable and Clean Energy Decent Work and Economic Growth Industry, Innovation, and Infrastructure Reduced Inequality Sustainable Cities and Communities Responsible Consumption and Production Climate Action Life Below Water Life on Land Peace, Justice, and Strong Institutions Partnerships for the Goals

The SDGs are designed to address a wide range of global challenges, such as eradicating extreme poverty globally, achieving food security, focusing on promoting good health and well-being, inclusive and equitable quality education, etc.

India is ranked #111 in the Sustainable Development Goal Index 2023 with a score of 63.45.

Hence, we hope that this blog helped you understand the key features of an essay on sustainable development. If you are interested in Environmental studies and planning to pursue sustainable tourism courses , take the assistance of Leverage Edu ’s AI-based tool to browse through a plethora of programs available in this specialised field across the globe and find the best course and university combination that fits your interests, preferences and aspirations. Call us immediately at 1800 57 2000 for a free 30-minute counselling session

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Embedding the Environment in Sustainable Development Goals

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Sustainable Development Goals: 17 Goals to Transform our World​

• Introduction

The Sustainable Development Goals are a universal call to action to end poverty, protect the planet and improve the lives and prospects of everyone, everywhere.

The Goals were adopted by all United Nations Member States in September 2015 as part of the 2030 Agenda for Sustainable Development which sets out a 15-year plan to achieve the Goals and their related targets. Never before had world leaders pledged common action across such a broad and universal policy agenda.

The 17 Goals are interconnected, apply to all countries, and need to be carried out by all stakeholders – governments, the private sector, civil society, the United Nations system and others – in a collaborative partnership.

This year marks the midpoint of SDG implementation. However, on its current course, the world may miss many Sustainable Development Goals targets by 2030. For the first time in decades, development progress has stalled and even reversed under the combined weight of climate disasters, conflict, economic downturn and the lingering aftermath of COVID-19. The SDG Summit, held on 18 to 19 September 2023 at the UN Headquarters in New York is a unique opportunity for the world to pivot from crisis to development and deliver the breakthroughs needed to achieve the Goals.

This exhibit illustrates the Sustainable Development Goals through photos from around the world, bringing to life what the 17 Goals mean for people on the planet.

This exhibit was produced by the UN Department of Global Communications.

End poverty in all its forms everywhere

In 2020, the number of people living in extreme poverty  (living on less than USD 2.15 a day) rose to 724 million. Those living in extreme poverty struggle to fulfill the most basic needs (health, education, access to water and sanitation).

Recovery from the pandemic has been slow and uneven, with extreme poverty dropping from 9.3 per cent in 2020 to 8.8 per cent in 2021. The conflict in Ukraine has disrupted global trade, leading to increased living costs that are disproportionately impacting the poor. Furthermore, climate change poses substantial threats to poverty reduction. 

By the end of 2022, nowcasting suggests that 8.4 per cent of the world’s population, or as many as 670 million people, could still be living in extreme poverty.

Poverty affects developed countries as well. Right now, 30 million children are growing up poor in the world's richest countries.

Eradicating poverty in all its forms remains one of the greatest challenges facing humanity. While the number of people living in extreme poverty dropped by more than half between 1990 and 2015 – from 1.9 billion to 731 million – too many are still struggling for the most basic human needs.

A surge in action and investment to enhance economic opportunities, improve education and extend social protection to all, particularly the most excluded, is crucial to delivering on the central commitment to end poverty and leave no one behind.

End hunger, achieve food security and improved nutrition and promote sustainable agriculture

In 2022, about 9.2 per cent of the world population was facing chronic hunger, equivalent to about 735 million people - 122 million more than in 2019. Hunger and malnutrition are barriers to sustainable development because hungry people are less productive, more prone to disease, and less able to improve their livelihoods.

To nourish today’s 735 million hungry people and the additional 2 billion people expected by 2050, a profound change of the global food and agriculture system is needed.

To achieve zero hunger by 2030, urgent coordinated action and policy solutions are imperative to address entrenched inequalities, transform food systems, invest in sustainable agricultural practices, and reduce and mitigate the impact of conflict and the pandemic on global nutrition and food security.

Ensure healthy lives and promote well-being for all at all ages

Great strides have been made in improving people’s health in recent years. 146 out of 200 countries or areas have already met or are on track to meet the SDG target on under-5 mortality. Effective HIV treatment has cut global AIDS-related deaths by 52 per cent since 2010 and at least one neglected tropical disease has been eliminated in 47 countries.

However, inequalities in health care access still persist. The COVID-19 pandemic and other ongoing crises have impeded progress towards Goal 3. Childhood vaccinations have experienced the largest decline in three decades, and tuberculosis and malaria deaths have increased compared with pre-pandemic levels.

The Sustainable Development Goals (SDGs) make a bold commitment to end the epidemics of AIDS, tuberculosis, malaria and other communicable diseases by 2030. The aim is to achieve universal health coverage, and provide access to safe and affordable medicines and vaccines for all.

To overcome these setbacks and address long-standing health care shortcomings, increased investment in health systems is needed to support countries in their recovery and build resilience against future health threats.

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Progress towards quality education was already slower than required before the pandemic, but COVID-19 has had devastating impacts on education, causing learning losses in four out of five of the 104 countries studied.

Without additional measures, an estimated 84 million children and young people will stay out of school and approximately 300 million students will lack the basic numeracy and literacy skills necessary for success in life.

In addition to free primary and secondary schooling for all boys and girls by 2030, the aim is to provide equal access to affordable vocational training, eliminate gender and wealth disparities, and achieve universal access to quality higher education.

Education is the key that will allow many other Sustainable Development Goals (SDGs) to be achieved. When people are able to get quality education they can break from the cycle of poverty.

Education helps to reduce inequalities and to reach gender equality. It also empowers people everywhere to live more healthy and sustainable lives. Education is also crucial to fostering tolerance between people and contributes to more peaceful societies.

Achieve gender equality and empower all women and girls

Women and girls represent half of the world’s population and therefore also half of its potential. But gender inequality persists everywhere and stagnates social progress.

On average, women in the labor market still earn 23 percent less than men globally. On average, women spend about three times as many hours in unpaid domestic and care work as men.

Sexual violence and exploitation, the unequal division of unpaid care and domestic work, and discrimination in public office, all remain huge barriers. All these areas of inequality have been exacerbated by the COVID-19 pandemic: there has been a surge in reports of sexual violence, women have taken on more care work due to school closures, and 70% of health and social workers globally are women.

At the current rate, it will take an estimated 300 years to end child marriage, 286 years to close gaps in legal protection and remove discriminatory laws, 140 years for women to be represented equally in positions of power and leadership in the workplace, and 47 years to achieve equal representation in national parliaments.

Political leadership, investments and comprehensive policy reforms are needed to dismantle systemic barriers to achieving Goal 5. Gender equality is a cross-cutting objective and must be a key focus of national policies, budgets and institutions.

Gender equality is not only a fundamental human right, but a necessary foundation for a peaceful, prosperous and sustainable world.

Ensure availability and sustainable management of water and sanitation for all

Access to water, sanitation and hygiene is a human right. Yet billions are still faced with daily challenges accessing even the most basic of services.

Water scarcity is projected to increase with the rise of global temperatures as a result of climate change. In 2020, 2.4 billion people lived in water-stressed countries.

In 2022, 2.2 billion people still lacked safely managed drinking water, including 703 million without a basic water service; 3.5 billion people lacked safely managed sanitation, including 1.5 billion without basic sanitation services; and 2 billion lacked a basic handwashing facility, including 653 million with no handwashing facility at all.

There has been positive progress. Between 2015 and 2022, the proportion of the world's population with access to safely managed drinking water increased from 69 per cent to 73 per cent.

Investments in infrastructure and sanitation facilities; protection and restoration of water-related ecosystems; and hygiene education are among the steps necessary to ensure universal access to safe and affordable drinking water for all by 2030.

But we are still not on track to reach Goal 6 by 2030. To get back on track, key strategies include increasing sector-wide investment and capacity-building, promoting innovation and evidence-based action, enhancing cross-sectoral coordination and cooperation among all stakeholders, and adopting a more integrated and holistic approach to water management.

Ensure access to affordable, reliable, sustainable and modern energy for all

Our everyday life depends on reliable and affordable energy. And yet the consumption of energy is the dominant contributor to climate change, accounting for around 60 percent of total global greenhouse gas emissions.

From 2015 to 2021, the proportion of the global population with access to electricity has increased from 87 per cent to 91 per cent. In 2021, developing countries installed a record-breaking 268 watts per capita of renewable energy-generating capacity. And yet, in 2021 there were still 675 million people around the world with no access to electricity.

Ensuring universal access to affordable electricity by 2030 means investing in clean energy sources such as solar, wind and thermal. Expanding infrastructure and upgrading technology to provide clean energy in all developing countries is a crucial goal that can both encourage growth and help the environment.

To ensure access to energy for all by 2030, we must accelerate electrification, increase investments in renewable energy, improve energy efficiency and develop enabling policies and regulatory frameworks.

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all

Multiple crises are placing the global economy under serious threat. Global real GDP per capita growth is forecast to slow down in 2023 and with ever increasing challenging economic conditions, more workers are turning to informal employment.

Globally, labour productivity has increased and the unemployment rate has decreased. However, more progress is needed to increase employment opportunities, especially for young people, reduce informal employment and labour market inequality (particularly in terms of the gender pay gap), promote safe and secure working environments, and improve access to financial services to ensure sustained and inclusive economic growth.

The global unemployment rate declined significantly in 2022, falling to 5.4 per cent from a peak of 6.6 per cent in 2020 as economies began recovering from the shock of the COVID-19 pandemic. This rate was lower than the pre-pandemic level of 5.5 per cent in 2019.

A persistent lack of decent work opportunities, insufficient investments and under-consumption contribute to the erosion of the basic social contract: that all must share in progress. The creation of quality jobs remain a major challenge for almost all economies.

Achieving Goal 8 will require a wholesale reform of the financial system to tackle rising debts, economic uncertainty and trade tensions, while promoting equitable pay and decent work for young people.

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation

The manufacturing industry's recovery from COVID-19 is incomplete and uneven. Global manufacturing growth slowed down to 3.3 per cent in 2022, from 7.4 per cent in 2021.

The share of manufacturing in Least Developed Countries (LDCs) remains low, posing a serious challenge to the target of doubling industry’s share of GDP by 2030. However, medium-high and high-technology industries demonstrated robust growth rates.

As of 2022, 95 per cent of the world’s population was within reach of a mobile broadband network, but some areas remain underserved.

Investments in infrastructure – transport, irrigation, energy and information and communication technology – are crucial to achieving sustainable development and empowering communities in many countries.

To achieve Goal 9 by 2030, it is also essential to support LDCs, invest in advanced technologies, lower carbon emissions and increase mobile broadband access.

Reduce inequality within and among countries

Inequality threatens long-term social and economic development, harms poverty reduction and destroys people’s sense of fulfillment and self-worth.

The incomes of the poorest 40 per cent of the population had been growing faster than the national average in most countries. But emerging yet inconclusive evidence suggests that COVID-19 may have put a dent in this positive trend of falling within-country inequality.

The pandemic has caused the largest rise in between-country inequality in three decades.

Reducing both within- and between-country inequality requires equitable resource distribution, investing in education and skills development, implementing social protection measures, combating discrimination, supporting marginalized groups and fostering international cooperation for fair trade and financial systems.

Make cities and human settlements inclusive, safe, resilient and sustainable

Half of the world’s population live in cities. This is projected to reach 70 per cent by 2050.

In the developing world, the rapid growth of cities, along with the increasing rural to urban migration, has led to a boom in mega-cities. In 1990, there were ten mega-cities with 10 million inhabitants or more. In 2014, there are 28 mega-cities, home to a total of 453 million people.

This rapid urbanization outpaces the development of housing, infrastructure and services, which led to a rise in slums or slum-like conditions.  In 2020, an estimated 1.1 billion urban residents lived in slums or slum-like conditions. Over the next 30 years, an additional 2 billion people are expected to live in such settlements.

Sustainable development cannot be achieved without significantly transforming the way urban spaces are built and managed.

Making cities safe and sustainable means ensuring access to safe and affordable housing, upgrading slum settlements, investing in public transport, creating green spaces, and improving urban planning and management in a way that is both participatory and inclusive.

Ensure sustainable consumption and production patterns

If the global population reaches 9.8 billion by 2050, the equivalent of almost three planets will be required to provide the natural resources needed to sustain current lifestyles.

Global crises triggered a resurgence in fossil fuel subsidies, nearly doubling from 2020 to 2021.

In 2021, governments spent an estimated $732 billion on subsidies for coal, oil and gas, nearly doubling the $375 billion spent in 2020.

In 2021, although 828 million people were facing hunger, 13.2 per cent of the world's food was lost after harvest along the supply chain from farm to consumer.

The trend towards sustainability reporting is on the rise, with around 70 per cent of monitored companies publishing sustainability reports in 2021.

In 2022, 67 national governments reported to the United Nations Environment Programme on the implementation of sustainable public procurement policies and action plans, a 50 per cent increase from 2020.

Support should be provided to developing countries to move towards more sustainable patterns of consumption by 2030.

Take urgent action to combat climate change and its impacts

Climate change affects every country on every continent. It is caused by human activities and threatens the future of our planet. With rising greenhouse gas emissions, climate change is occurring at rates much faster than anticipated and its effects are clearly felt world-wide.

The impacts include changing weather patterns, rising sea level, and more extreme weather events. If left unchecked, climate change will undo a lot of the progress made over the past years in development. It will also provoke mass migrations that will lead to instability and wars.

Between 2010 and 2020, highly vulnerable regions, home to approximately 3.3–3.6 billion people, experienced 15 times higher human mortality rates from floods, droughts and storms compared to regions with very low vulnerability.

Sea levels continued to rise in 2022, reaching a new record since satellite measurements in 1993.

Affordable, scalable solutions are now available to enable countries to leapfrog to cleaner, more resilient, and low-carbon economies.

Climate change is a global challenge that requires coordinated international cooperation.

Conserve and sustainably use the oceans, seas and marine resources for sustainable development

Oceans cover three-quarters of the Earth’s surface, contain 97 percent of the Earth’s water, and represent 99 percent of the living space on the planet by volume.

The world’s oceans provide key natural resources including food, medicines, biofuels and other products; help with the breakdown and removal of waste and pollution; and their coastal ecosystems act as buffers to reduce damage from storms.

However, marine pollution is reaching alarming levels, with over 17 million metric tons clogging the ocean in 2021, a figure set to double or triple by 2040.

Currently, the ocean’s average pH is 8.1, about 30 per cent more acidic than in pre-industrial times. Ocean acidification threatens the survival of marine life, disrupts the food web, and undermines vital services provided by the ocean and our own food security.

Careful management of this essential global resource is a key feature of a sustainable future. This includes increasing funding for ocean science, intensifying conservation efforts, and urgently turning the tide on climate change to safeguard the planet's largest ecosystem.

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, halt and reverse land degradation, and halt biodiversity loss

Terrestrial ecosystems are vital for sustaining human life, contributing to over half of global GDP and encompassing diverse cultural, spiritual, and economic values.

Global forest coverage decreased from 31.9 per cent in 2000 (4.2 billion hectares) to 31.2 per cent (4.1 billion hectares) in 2020.

In 2021, Official Development Assistance (ODA) in support of biodiversity increased by 26.2 per cent from $7.7 billion  in 2020 to $9.8 billion.

In 2022,  21 per cent of reptile species are threatened.

Between 2015 and 2019, at least 100 million hectares of healthy and productive land were degraded every year, impacting the lives of 1.3 billion people.

Halting deforestation and restoring the use of terrestrial ecosystems is necessary to reduce the loss of natural habitats and biodiversity which are part of our common heritage.

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

People everywhere should be free of fear from all forms of violence and feel safe as they go about their lives whatever their ethnicity, faith or sexual orientation.

Civilian deaths directly related to 12 of the world’s deadliest conflicts increased by 53 per cent between 2021 and 2022, marking the first rise since the adoption of the 2030 Agenda in 2015.  The year 2022 witnessed a more than 50 per cent increase in conflict-related civilian deaths.

High levels of armed violence and insecurity have a destructive impact on a country’s development.

Sexual violence, crime, exploitation and torture are prevalent where there is conflict or no rule of law, and countries must take measures to protect those who are most at risk.

As of the end of 2022, 108.4 million people were forcibly displaced worldwide – an increase of 19 million compared with the end of 2021 and two and a half times the number of a decade ago.

In 2021, there were approximately 458,000 intentional homicides – the highest number in the past two decades.

Governments, civil society and communities need to work together to find lasting solutions to conflict and insecurity. Strengthening the rule of law and promoting human rights is key to this process, as is reducing the flow of illicit arms, combating corruption, and ensuring inclusive participation at all times.

Strengthen the means of implementation and revitalize the global partnership for sustainable development

The 2030 Agenda for Sustainable Development is universal and calls for action by all countries – developed and developing – to ensure no one is left behind. It requires partnerships between governments, the private sector, and civil society.

The Sustainable Development Goals can only be realized with a strong commitment to global partnership and cooperation.

The total external debt of low- and middle-income countries reached $9 trillion in 2021, recording a 5.6 per cent increase from 2020.

In 2022, global exports increased sharply by 12.3 per cent, and global trade reached a record $32 trillion.

In 2022, net ODA flows by member countries of the Development Assistance Committee (DAC) reached $206 billion.

To be successful, everyone will need to mobilize both existing and additional resources, and developed countries will need to fulfill their official development assistance commitments.

Now is the time for change. A confluence of multiple global crises have upended our lives. The way we work, the way we interact, the way we move about. This can be a turning point. Let's seize the moment and change course - toward more sustainable lifestyles. Small changes in your daily life can save you money, improve your health and help cut harmful pollution.

The 2030 Agenda for Sustainable Development is guided by the purposes and principles of the Charter of the United Nations and is grounded in the Universal Declaration of Human Rights.

As such, the Agenda's Sustainable Development Goals aim not only to achieve sustainable development in its three dimensions – economic, social and environmental – but also to foster peaceful, just and inclusive societies, realizing the human rights of all.

They offer a blueprint for tackling the defining issues of our time, such as climate change, which requires urgent and transformative action that leaves no one behind.

The United Nations and its agencies, funds and programmes are working with Member States, civil society, the private sector and other stakeholders to accelerate progress toward the Goals, in a spirit of global solidarity, focused in particular on the needs of the poorest and most vulnerable.

• Sustainable Development Goals
• ActNow Campaign
• 2030 Agenda for Sustainable Development
• Infographics

This exhibit was launched in September 2020 and updated in August 2023

Business and Sustainable Development

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1. PDF Chapter 1. Introduction

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5. PDF Introduction to Sustainable Development

   The ecosystem's threshold limit. Beyond this point, ecological health" (A) and "eco-stress". (B) because. A. functioning will not be optimal. of natural seasonal changes and/ or human factors. B. The system fluctuates between "poor health" (C) and "critical eco-stress" (D) due to extreme natural factors and/or sustained human ...

6. PDF The Concept of Sustainable Development: Definition and Defining Principles

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8. Sustainable development: Meaning, history, principles, pillars, and

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9. Student Resources

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10. THE 17 GOALS

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11. Frequently Asked Questions

    What is Sustainable Development? Sustainable Development is development that meets the needs of the present without compromising the ability of future generations to meet their needs. It is a visionary plan that calls for integration of economic development, social equity, and environmental protection. It is development that puts people at the centre and that is just, equitable and inclusive ...

12. PDF Id811 Conceptual Foundations & Perspectives of Sustainable Development

    AIM. The purpose of this course is two-fold. First, to develop the theoretical and knowledge foundation on the concept of sustainable development and to gain an empirical understanding of the emerging global challenges for sustainable environmental and societal governance systems. Second, to improve the communities, student's and researcher ...

13. SDGs & Topics .:. Sustainable Development Knowledge Platform

    1.1. By 2030, eradicate extreme poverty for all people everywhere, currently measured as people living on less than $1.25 a day. 1.2. By 2030, reduce at least by half the proportion of men, women and children of all ages living in poverty in all its dimensions according to national definitions. 1.3.

14. The importance of the Sustainable Development Goals to students of

    Currently, humanity is facing major environmental, social and economic problems worldwide. To address these global issues on an international cross-border level and to create a more sustainable ...

15. 500+ Words Essay on Sustainable Development with PDF ...

    500 Words Essay on Sustainable Development with PDF

16. Climate Change

    Take urgent action to combat climate change and its impacts

17. Why do the Sustainable Development Goals matter?

    The environment underlies each of those goals - from eliminating hunger to reducing inequalities to building sustainable communities around the world. UNEP is committed to working with all concerned parties to support the achievement of the 17 UN Sustainable Development Goals (SDGs). We promote environmental sustainability as a crucial enabling factor in implementing the SDGs and ensuring ...

18. Sustainable Development Goals

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19. Embedding the Environment in Sustainable Development Goals

    development goals (SDGs) that balance the environmental, social and economic dimensions of sustainable development. This Paper provides advice and guidance on how environmental sustainability can be incorporated in the SDGs. An analysis of current environmental goals and targets shows that the successful ones are built on general support from ...

20. Sustainable Development Goals: 17 Goals to Transform our World

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21. GOAL 7: Affordable and clean energy

    Learn more about SDG 7 Ensure access to affordable, reliable, sustainable and modern energy for all: Lack of access to energy supplies and transformation systems is a constraint to human and economic development. The environment provides a series of renewable and non-renewable energy sources i.e. solar, wind, hydropower, geothermal, biofuels, natural gas, coal, petroleum, uranium.

22. PDF National Open University of Nigeria Environmental and Sustainable

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23. Review Sustainability and sustainable development: A review of

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Course Status :	Completed
Course Type :	Elective
Duration :	4 weeks
Category :
Credit Points :	1
Undergraduate/Postgraduate
Start Date :	26 Jul 2021
End Date :	20 Aug 2021
Enrollment Ends :	09 Aug 2021
Exam Date :	26 Sep 2021 IST