Role of Environmental Consciousness and Sustainable Development Goals in Higher Education in India
Dr Kailas Vasave
Assistant Professor of Law,
Maharashtra National Law University, Nagpur
Email- kailasvasavep@gmail.com
Abstract- Environmental crises are global issues
affecting mankind and biodiversity. Therefore, higher education aims to achieve
the Sustainable Development Goals (SDGs) by imparting the values of holistic
education to students. It aims to foster sustainable environment practice and
eco-friendly initiatives, leading to a green campus with environment friendly
atmosphere. The New Education Policy highlights the value of education based on
the protection and preservation of the environment by creating awareness and
inbuilt skills among the students required to cope with future challenges and
issues to tackle sustainably. It provides a framework to enhance and develop a framework
that focuses on development quality, inclusive, and equitable
education for all, which directly relates to the fourth goal of SDG, related to
Quality Education. The universities, higher education institutions, and colleges
play a significant role in creating scientific consciousness among the youth of
future India. This paper aims to explore the NEP 2020 and SDGs interconnections
in implementing the Higher Educational Institutions (HEIs) goal in achieve
equitable and sustainable future by interlinking the curriculum in textbooks
and extra-curricular activities conducted in the HEIs. This paper adopted critical
and analytical methods of doctrinal research to developed co-operative
mechanism and SDGs in the HEIs by NEP 2020. The result of this paper
effectively addressed the gap in textbook-oriented syllabi in higher education
institutes into practical and contemporary issues in environmental
consciousness and SDGs to make effective designing of practical-oriented
curriculum and skill-based education for youth.
Key Words- Sustainable Development Goals, Environmental
Consciousness, Higher Education, Youth, Climate Change.
Introduction
Environmental consciousness and education for
sustainable development have become integral to national and global agendas. In
2015, India endorsed the 2030 Agenda for Sustainable Development, committing to
17 Sustainable Development Goals (SDGs) as a blueprint for global peace,
prosperity, and planetary health.[1]
This Agenda emphasises that ending poverty and deprivation must go hand in hand
with environmental protection (e.g., combating climate change, preserving
forests and oceans). UNESCO underscores that “Education for Sustainable
Development empowers people with the knowledge, skills, values, attitudes and
behaviours to live in a way that is good for the environment, economy, and
society”[2] In other words, education is
viewed as a key driver in building environmental awareness and sustainable
lifestyles. Higher education institutions (HEIs) worldwide are thus expected to
align teaching, research, and campus operations with the SDGs.
India’s National Education Policy (NEP) 2020
explicitly acknowledges this global framework. The policy notes that achieving
SDG 4 (inclusive, equitable quality education) requires reconfiguring the
entire education system to support all SDGs.[3]
NEP 2020, therefore, embeds
sustainable development and environmental education across levels: for example,
it mandates integrating environmental awareness and sensitivity to conservation
into teacher training and curricula. Overall, the new policy emphasises multidisciplinary learning
and research to tackle challenges such as climate change, clean energy, water
security, and biodiversity – core components of several SDGs. Indeed, NEP 2020 links
quality education with environmental health, stating that solutions to
challenges like clean water, sanitation, air quality and energy require
science-based, interdisciplinary approaches grounded in social and
environmental understanding.
At the institutional level, the University Grants
Commission (UGC), India’s higher education regulator, and even the courts have
reinforced environmental education. Following a 1991 Supreme Court directive
(M.C. Mehta vs UGC) that environmental awareness should be taught as a
compulsory subject” at all levels. UGC prescribed a mandatory six-module
Environmental Studies course in every undergraduate program.[4]
Thus, today, all higher educational institutions must
take a foundational course on the environment and sustainability, which enables the students to cope with the
contemporary issues of the environment and climate change. This legal
and policy framework – combined with global SDG commitments – provides the
mandate for Indian universities to cultivate environmental consciousness.
A.
Global and UNESCO
Framework
The United Nations 2030
Agenda situates education as both a goal (SDG 4) and a means to achieve other SDGs. SDG 4 acknowledges
its role as a crucial enabler for achieving other goals, such as reducing
poverty and inequality and fostering sustainable societies. SDG 4 aims to
ensure inclusive and equitable quality education and promote lifelong learning
for all by 2030, with specific targets for completing primary and secondary
education, achieving literacy and numeracy, and providing access to vocational
and higher education. If this SDG can
be implemented in India properly, it can enhance and equip all the sections of
students into the mainstream of education.[5]
The Global University Network for Innovations, in its latest World Report,
is urging higher education institutions to get involved with the Sustainable
Development Goals (SDGs). This engagement involves two main things: first,
teaching students with the knowledge, skills, abilities, and connections needed
to actually make the SDGs happen and cultivate new leaders in this area; and
second, taking a good look at and tweaking university courses to make sure SDG
topics are woven throughout, along with new ideas and ways of doing things for
economic growth that are fairer socially and safer for the environment.[6]
This can be possible by the use of technology,
including space technology, in daily teaching-learning, by which the education
gap can be minimised, and the international community can help to address the
issues of quality and quantity of access to education. Space
technologies offer high-speed internet connectivity and specialised instructional content supplied via satellite.
Electronic attendance monitoring and providing incentives for parents to lower
dropout rates. Opportunities for remote and isolated communities to learn
remotely, through e-learning and lifetime learning.[7]
SDG 4.7 urges
integrating “education for sustainable development and global citizenship”
into curricula. UNESCO’s Education for
Sustainable Development program supports this by producing knowledge and
policy guidance worldwide. UNESCO
defines Education for SD as learning that empowers people “to live in
a way that is good for the environment, economy, and society”, enabling
them to make responsible choices for a better future.[8]
It also hosts the Greening Education
Partnership, strengthening climate and sustainability education across
member states, compelling the higher
educational institutions worldwide to complete and implement in their curricula.
Thus, global bodies emphasise
that universities must weave environmental literacy and SDG awareness into teaching, research, and outreach.
All
these SDGs and their global calls have been echoed
in national plans by implementing NEP
2020. The NEP 2020 explicitly aligns with SDG targets: for instance, it
cites SDG 4 (quality education) and notes that achieving it “will
require the entire education system to be reconfigured” to support all SDGs. The policy’s vision is to produce
graduates who are environmentally conscious and capable of addressing
sustainable development challenges. Various ministries have accordingly
launched initiatives. The policy vision
of NEP 2020 was express in following words, “The vision
of the Policy is to instill among the learners a deep-rooted pride in being
Indian, not only in thought, but also in spirit, intellect, and deeds, as well
as to develop knowledge, skills, values, and dispositions that support
responsible commitment to human rights, sustainable development and living, and
global well-being, thereby reflecting a truly global citizen.”.[9] These
reflect India's commitment to global frameworks
of the Paris Agreement and Agenda 2030.
B.
National Policies and
Education Reforms
Article 48A of the Indian
Constitution empowers the state government to formulate policies for the
protection of the environment and conservation of forests and wildlife. Article
51A of the Indian Constitution stipulates that it is the duty of every citizen
to protect and safeguard the environment, including forests, rivers, wildlife,
and all living creatures, and to conserve natural resources.
In line with the
fundamental principles of the Indian Constitution, the Indian Parliament has
enacted various laws to protect the environment, facilitating the conservation
of natural resources and the environment. The constitutional provisions are
supported by various laws, including acts, rules, and notifications, which was
enacted shortly after the Bhopal Gas Tragedy and are regarded as comprehensive
legislation, addressing numerous shortcomings in existing laws. Following this,
many additional laws were established as new issues emerged. These laws include
the Environment Protection Act, 1986, the Wildlife
Protection Act, 1972, The Water (Prevention and Control of
Pollution) Act, 1974, the Forest (Conservation) Act, 1980, the Air
(Prevention and Control of Pollution) Act, 1981 and Biological Diversity Act,
2002.
Indian policy on the environment strongly promotes
environmental consciousness in higher education. The National Education Policy 2020 underscores sustainability and
multidisciplinary learning. It integrates environment and climate topics into teacher education, which mandates
“environmental awareness and sensitivity towards conservation and
sustainable development” for B.Ed. Programs.
The NEP 2020 envisioned that the objectives of higher education must be aligned
with a holistic and multidisciplinary approach. It was stated that, “Environment
education will include areas such as climate change, pollution, waste
management, sanitation, conservation of biological diversity, management of
biological resources and biodiversity, forest and wildlife conservation, and
sustainable development and living.”[10] NEP 2020 also envisions
cultivating “value-based” education that includes forest and wildlife
conservation, sustainable living, and universal values of truth and compassion as core outcomes. It has in practised
by means of designing
curricula across sciences, humanities, engineering and management that emphasise sustainability.
Therefore, UGC urges to
the HEIs in India to foster the holistic and multidisciplinary approach in
teaching-learning pedagogy and research in HEIs to achieve SDGs in following
way, “The global education development agenda reflected in Goal 4
(SDG 4) of the 2030 Agenda for Sustainable Development, adopted by India in
2015- seeks to ‘ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all’ by 2030. Such a lofty goal will
require the entire education system to be reconfigured to support and foster
learning, so that all of the critical targets and goals (SDGs) of the 2030
Agenda for Sustainable Development can be achieved (Page 3).”[11]
The UGC has issued guidelines to promote this
vision. It developed National Curriculum Frameworks that embed environmental
themes into all disciplines. Back in December 1999, the Supreme Court of India made a ruling in a case WP No.
860/1991 directing all universities
and their affiliated colleges/institutions to include environmental
studies courses in the regular courses. Following that, the University
Grants Commission put together a six-month syllabus for environmental studies
for undergraduate programs across all higher education fields, making it a
requirement for everyone.[12] Beyond mandatory courses, UGC and the
All India Council for Technical Education (AICTE) encourage “green campus initiatives”.
For example, universities are advised to create Sustainability Clubs or
Eco-Clubs, implement waste management and energy conservation, and seek green
building certifications. It also
includes programmes like the ‘Generation Green’ campaign, Green Campus certification, Curriculum
integration, Sustainability ranking, and policy promotions etc.[13]
Accreditation bodies like NAAC now include environmental sustainability metrics.
C.
Supreme Court Direction on
Environment Education and Consciousness- It is imperative that
universities and school institutions become cognizant of the escalating
environmental issues. In this regard, the Supreme Court of India, during a
hearing, has directed all educational institutions to incorporate environmental
studies as a compulsory subject. The Court has instructed that a curriculum be
developed and implemented to integrate environmental education into college
curricula. These directives are significant as the country grapples with the
adverse consequences of privatisation,
commercialisation, and liberalisation,
resulting in substantial environmental degradation and increased pollution,
which has a detrimental impact on human health and the environment. India's
environmental index ranking is also among the lowest, underscoring the need for
environmental awareness, as emphasised
by the Hon'ble Supreme Court.[14] The Supreme Court of India emphasises the
necessity of environmental education and consciousness among the students by
fostering it in following ways, “Direction IV. “We accept on principle that
through the medium of education awareness of the environment and its problems
related to pollution should be taught as a compulsory subject. Learned Attorney
General pointed out to us that the Central Government is associated with
education at the higher levels and the University Grant Commission can monitor
only the under graduate and the post graduate studies. The rest of it,
according to him, is a State Subject. He has agreed that University Grant
Commission will take appropriate steps immediately to give effect to what we
have said, i.e. requiring the Universities to prescribe a course on
environment. They would consider the feasibility of making this a compulsory
subject at every level in college education. So far as the education up to the
college level is concerned we would require every State Government and every
Education Board connected with education up to the matriculation stage or
even intermediate college to immediately take steps to enforce compulsory
education on environment in a graded way. This should be so done that in the
next academic year there would be compliance of this requirement. We have not
considered it necessary to hear the State Government and the other interest
groups as by now there is a general acceptance throughout the world as also in
our country that protection of environment and keeping it free of pollution is
an indispensable necessity for life to survive on this earth. If that be the
situation, everyone must turn immediate attention to the proper care to sustain
environment in a decent way.”[15]
D.
Higher Education
Initiatives and Campus Practices
Higher education institutions in
India are increasingly mobilising around environmental consciousness
and Sustainable Development Goals (SDGs),
demonstrating that campuses can be powerful catalysts for sustainable
development. Through curricular reforms, green infrastructure, research, and
community engagement, Indian universities are aligning with global
sustainability agendas.
1. One
of the clearest examples of institutional commitment is Amity
University, Gurugram, whose campus is LEED Platinum–certified
and employs renewable-energy architecture to reduce its environmental
footprint. The university runs plantation drives through student-led clubs like
Amigreen and Amicon, and actively engages with local communities in
biodiversity, composting, and recycling activities, thereby strengthening its
alignment with SDG 13 (climate action) and SDG 11. [16]
2. Shoolini
University has established a Centre of Excellence in Energy Science
& Technology, offering degree programs focused on renewable energy, climate
science, and sustainable development. This centre's research initiatives on
alternative refrigeration, greenhouse-gas mitigation, and carbon neutrality
align directly with SDG 7 (affordable and clean energy) and SDG 13 (climate
action).[17]
The Shoolini University’s policy roadmap commits to carbon neutrality by 2025
via sustainable procurement and investment, embedding environmental
consciousness in governance, and in practice-based adoption of sustainable
goals.
3. On
the infrastructure front, universities are integrating blue-green
infrastructure (BGI) to mitigate environmental stress. For instance, IIT Madras
has implemented rain gardens, bioswales, and engineered green spaces to manage
stormwater and reduce the urban heat effect, while IISc Bangalore uses
permeable pavements, green roofs, and constructed wetlands for runoff
management and biodiversity conservation. These interventions contribute to SDG
15 (life on land) by protecting ecosystems and also SDG 6 (clean water and
sanitation) through water-sensitive design.[18]
E.
Rankings and Recognition
Higher education in the Indian sector is increasingly
being recognised for these
sustainability efforts. Notably, in global sustainability-focused rankings,
Indian institutions are well-represented and often excel. In order to demonstrate social and economic effect beyond more conventional
rankings of pure research and prestige, India had a record of 105 institutions
submitting comprehensive data and evidence to the voluntary assessment system,
followed by Turkey with 100 and Pakistan with 96. India joined 2,152
universities from 125 nations that were prepared to take a position and be recognised for their dedication to supporting the UN's objectives. When
compared to the strict international standards, several of the Indian
participants stand out as being among the best in the world, especially in
areas that are crucial to India's larger social and economic objectives.[19]
It shows that multiple Indian universities ranked in the global top 10 for energy
(SDG 7) and health (SDG 3). Saveetha Institute of Medical and
Technical Sciences ranked 3rd worldwide on SDG 7 (affordable clean energy)
thanks to its solar research and energy-efficient campus, and Shoolini
University ranked 5th. JSS Academy (Mysuru) achieved the 1 global rank on SDG 3 (good
health) through its medical research and rural health outreach, while Amrita
Vishwa Vidyapeetham ranked 7th.
These rankings underline how Indian HEIs are aligning teaching,
research, and operations with sustainable development targets.[20]
The
Indian universities have made tremendous growth in the QS sustainability
ranking by achieving a good ranking in it. Among the 103 Indian universities
included, the Indian Institute of Technology Delhi ranked the highest, being
placed at 205. In total, QS reported that India has 12 universities within the
top 500, matching the numbers for nations such as China and the Netherlands. QS
ranking also observed that this year's rankings featured the highest count of
debut entries from China (46), trailed by India (26), France (19), and Turkey
(18). Although it is IIT Delhi’s best performance in the sustainability
rankings since they began, it is comparatively lower than its standing last
year, when approximately 1,700 institutions were evaluated. Among the top 15
Indian universities in this year's sustainability rankings, nine experienced a
decline in their rankings from the previous year. This group included Jadavpur
University, IIT Kanpur, IIT Madras, the Indian Institute of Science, and
several others. Out of the 103 ranked Indian institutions, 30 saw a decrease in
their rankings, 32 improved, and 15 maintained their positions.[21]
F.
Institutional Policies
and Governance
The UGC and NAAC now expect
universities to have explicit environmental policies (often through green
campus guidelines) and management systems with respect to sustainability goals. A recent survey notes that “many
universities have developed guidelines aimed at creating green campuses by
implementing waste management, energy conservation, and biodiversity
conservation”[22] Some institutions even appoint sustainability officers and form committees; for
instance, the National Institute of Fashion Technology has a sustainability
committee to integrate green initiatives on campus. The
Indian government’s flagship programs,
including the Atal Innovation
Mission and the Make in India initiative, which also push for
sustainable research and technology development, incentivise universities to work on energy, waste, and water
solutions.[23]
NAAC
Accreditation and Sustainable Goals- the criteria for NAAC
ranking include environment and sustainability, which are imparted through
“value-added” courses in university education is a significant development to
enhance environmental education. Under the heading of Criterion VII- for Institutional
Values and Best Practices, environmental consciousness and sustainability is
one of the criteria of assessment stated in following words, “Every
institution has a mandate to be responsive to at least a few pressing issues
such as gender equity, environmental consciousness and sustainability,
inclusiveness and professional ethics, but the way it addresses these and
evolves practices will always be unique.” It has having weightage of 5
points in the NAAC assessment.[24]
The Criteria under
Criterion 7 in the category of “Institutional values and Best Practices” of
NAAC Accreditation can be assessed on the following pointers, including:
1.
“Promotion
of Gender Equity
2.
Facilities
for Alternate Sources of Energy,
3.
Facilities
for Waste Management,
4.
Facilities
for Water Conservation,
5.
Green
Campus Initiatives,
6.
Quality Audits
on Environment and Energy”[25]
The National Assessment
and Accreditation Council evaluates institutions based on specific criteria,
including environmental sustainability and social responsibility which can be
resulted in educational institutions, universities, and colleges in India strive
to meet these criteria to achieve a high rating, which impacts their
reputation, student admissions, and overall standing. Compliance with these
criteria is crucial, and institutions undergo rigorous assessments, making it
imperative for universities to prioritize environmental and sustainable
development initiatives.
NIRF
Ranking, Environment Consciousness and Sustainability- the
National Institutional Ranking Frameworks integrated environmental
consciousness and sustainability into university ranking patterns, aiming to
prioritise the eco-friendly campuses that can align with the global
environmental goals. The criteria for sustainability of NIRF[26]
include the following-
i.
Sustainability
ii.
Energy and Water Consumption
iii.
Environment-friendly transportation
iv.
Waste regenerated, recycled and reused
v.
Sustainable
living practice
Institutions and universities in the country are ranked nationally based
on their quality, as determined by various criteria. These criteria include
environmental awareness and sustainable development initiatives, which are also
considered when determining rankings such as NAAC accreditation.
G. Recent Initiatives of Government on Environment Sustainability-
To advance the ‘Lifestyle for Environment’ (LiFE) initiative launched by the
Hon’ble Prime Minister in 2021, the Ministry of Environment, Forest and Climate
Change has unveiled two ground-breaking initiatives that highlight the
country's proactive stance on climate change, sustainability, and the promotion
of eco-friendly practices. These initiatives, namely the Green Credit Program
(GCP) and the Ecomark Scheme, aim to promote environmentally sustainable
practices that are rooted in tradition and conservation, embodying the
principles of the LiFE concept.[27]
The New Environment Policy, 2006, was
introduced in India to seek to extend the coverage and fill in the gap of the
existing policy with knowledge and accumulated experience gained over several
years. The preamble of the policy highlights the numerous challenges faced by
the nation in environmental arenas. It was conceived by the NEP, 2006, in
stated words, “Sustainable development concerns in the sense
of enhancement of human wellbeing, broadly conceived, are a recurring theme in
India's development philosophy.”[28]
In the wake of NEP, 2020, the UGC prepared
draft Guidelines and Curriculum Framework for Environment Education at
the Undergraduate level[29] based
on the following major heads of the curriculum frameworks, which is having 4
credit course, including:
a. “Humans
and the Environment
b. Natural
resources and sustainable development
c. Environmental
issues at local, national and global level
d. Environmental
Pollution and Health
e. Climate
change
f.
Environmental management
g. Environmental
treaties and legislations
h. Case
studies and field work”
H.
Global and Local Impact
The cumulative effect of these policies and
practices is that India’s higher education sector is making a visible global
impact on sustainability. Indian HEIs are leading innovation in fields crucial for climate and development:
renewable energy research labs, sustainable agriculture initiatives, and
clean-technology incubators abound. Many universities have become hubs for
knowledge transfer to industry and rural communities, helping implement
SDG-relevant solutions (for example, IITs train farmers in sustainable water
use, and management schools collaborate with local governments on resource
efficiency). Scholarly publications from India on SDG topics are increasing,
contributing knowledge and best practices worldwide.
These developments have not gone unnoticed:
international bodies are partnering with Indian institutions on SDG projects,
and global rankings (as described) have highlighted India’s higher education
sustainability efforts. UNESCO and UN agencies often cite India as an example
in regional conferences on ESD. Meanwhile, national initiatives like the National Green Hydrogen Mission and the
Ambient Air Quality Standards create research demands that universities meet.
In short, Indian HEIs are aligning pedagogy, research and operations with both
national priorities (e.g. Swachh Bharat, National Clean Energy strategy) and
international frameworks.
Indian higher education institutions must be
equipped to address global challenges, such as climate change and environmental
degradation, while focusing on sustainable development goals. To achieve this,
it's essential to ensure that these goals are accessible to the common man,
rather than just being limited to international standards. Higher education institutions can
play a vital role in this endeavour by promoting awareness about renewable
energy, environmental conservation, and sustainability. Students can
significantly contribute to these efforts, driving positive change and creating
a better future for all.
While international organisations like the UN are
working towards environmental awareness and climate change mitigation, Indian
universities seem to be more focused on commerce. Government institutions and
colleges must incorporate environmental policies and courses into their
curriculum to raise awareness and implement sustainable practices. Public institutions need to prioritise
environmental awareness, setting aside their primary objectives. Only then can
we strive for a clean, beautiful, and pollution-free India. The alarming air
quality in cities like Delhi highlights the urgency of this issue. If people
remain unaware, the country will face severe consequences. Therefore, today's students must be informed and
proactive about environmental issues.
I. Environment Consciousness Activities at University Level:
The following activities can be implemented at the university or institute
level to foster environmental consciousness among the students.
1. Tree Plantation Drives: Organise
tree planting events on campus or in nearby areas. It is necessary to plant different types of trees on the field
bunds or wastelands by going to the villages around the university and
educational institutions, and also to explain to the villagers and local people
the importance of planting trees. Just like the Indian government had run a program called "Ek Ped Maa ke
Nam", such programs can be conducted at the university level
through tree planting.
2. Cleanliness Drives: Conduct regular cleanliness campaigns in university premises and
surrounding areas. Village
cleanliness and creating awareness about cleanliness among villagers are
equally important. Students should not only keep their university and college
premises clean, but also educate people in their surrounding areas about the
importance of cleanliness, so that they understand its significance and make it
a habit. It's essential to
impart education to the people in a way that they realise the importance of cleanliness and make it a part of their
daily life. This can be achieved by organising
cleanliness drives, awareness campaigns, and educating people about the
benefits of cleanliness. By
doing so, students can play a significant role in making their surroundings
clean and hygienic, and also contribute to the overall development of
their community.
3. Waste Management Programs: Implement recycling, composting, and proper
disposal of waste. Students can
be educated about waste management and recycling through various initiatives, such as, creating compost pits to manage
organic waste, segregating waste
into different categories (e.g., plastic, paper, glass, metal), and implementing recycling programs
for paper, plastic, and other materials,
organizing workshops on upcycling and creative reuse of waste materials, and creating awareness campaigns
about the importance of reducing, reusing, and recycling waste. These initiatives can help students
understand the importance of waste management and its impact on the
environment, and encourage them to adopt sustainable practices in
their daily lives.
4. Environmental Debates, Quizzes, and Poster-Making Competitions: Engage students in
environmental awareness activities. Different
competitions and events can be organised to create environmental awareness
among people and to make students understand environmental issues, such as
debate competitions, poster-making, reel-making, digital content creation, and
utilising social media to reach out to people.
5. Eco-Clubs and Green Cells: Establish student-led
environmental groups to promote sustainability. Students from various branches and subjects can be brought
together to create awareness about environmental issues and climate change by
establishing different clubs and cells, allowing them to work together on
environmental initiatives.
6. Sustainable Transportation
Options: Encourage carpooling, cycling, or using public transport. The increased use of personal
vehicles has led to neglect of public transport, contributing to environmental
degradation. Promoting public transport, cycling, and walking can significantly
reduce pollution and improve public health. Awareness campaigns can encourage
people to adopt these alternatives, reducing reliance on fossil fuels and
mitigating environmental harm.
7.
Apart from these initiatives, the other
activities can be planned to enhance environmental consciousness among the
students by following the activities, like:
i.
Environmental Audits
ii.
Community Outreach Programs
iii.
Sustainable Food Practices
iv.
Climate Change Awareness Campaigns
v.
Green Infrastructure Development
vi.
Environmental Research and Innovation and
vii.
Celebrating Environmental Days
Conclusion
Environmental consciousness
and sustainable development goals play
a vital role in Indian higher education, enabling students to address pressing
global challenges like climate change, pollution, and resource depletion.
The HEIs in India need to
incorporate environmental consciousness and SDGs into Indian higher education is
crucial for fostering a sustainable future.
This can be achieved by integrating environmental studies and
sustainability courses into curricula,
promoting research and innovation in sustainable technologies and
practices, encouraging community
engagement and outreach programs and fostering
collaborations with industries and organisations working on sustainability
initiatives
By adopting a holistic and multidisciplinary approach in HEIs, Indian higher education institutions can empower
students to become environmentally conscious, socially responsible, and
globally competent individuals, ultimately contributing to the achievement of
SDGs and a sustainable future.
The
integration of environmental consciousness and SDG achievement into higher
education ecosystem represents far more than curricular addition or operational
improvement. It reflects institutional commitment to transforming the
fundamental purposes of higher education, from knowledge production insulated
from societal challenges toward engaged knowledge production addressing
humanity's most pressing sustainability imperatives, from student preparation
for professional success within established systems toward preparation for
leadership in creating more sustainable, equitable, and resilient futures. As
India pursues sustainable development aligned with the 2030 Agenda, its higher
education institutions must continue advancing this transformative vision, operationalising
environmental consciousness and SDG achievement across teaching, research,
campus operations, and community engagement. This evolution remains essential
not merely for achieving international sustainability commitments but for
fulfilling India's constitutional obligations to foster citizens capable of
protecting and improving the natural environment, a duty that emerges
increasingly as fundamental to ensuring India's sustainable development, social
equity, and intergenerational justice.
References
·
Basu, S. (2025, November 18). Over 100 Indian varsities feature in QS
global sustainability rankings. The Economic Times. Retrieved from
https://economictimes.indiatimes.com
·
Baty, P. (2024, August 5). India’s universities lead in sustainable
development: What’s driving their success? World Economic Forum.
Retrieved from
https://www.weforum.org/stories/2024/08/indian-universities-lead-in-sustainable-development-what-is-driving-their-success/
·
Chakraborty, A., Kumar, S., Shashidhara, L. S., & Taneja, A.
(2021). Building sustainable societies through purpose-driven universities: A
case study from Ashoka University (India). Sustainability, 13(13), 7423.
doi:10.3390/su13137423
·
Ghosh, R., & Dutta, S. (2019, May 27). UGC mandates Environmental
Studies at UG level. The Times of India (Education Times section).
Retrieved from
https://timesofindia.indiatimes.com/education/news/ugc-mandates-environmental-studies-at-ug-level/articleshow/69524882.cms
·
Government of India, Ministry of Education. (2020). National
Education Policy 2020. New Delhi: Government of India. Retrieved from
https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
·
Indian Institute of Science. (n.d.). Centre for Sustainable
Technologies (CST). Retrieved November 2025, from
https://cst.iisc.ac.in/cst/
·
United Nations. (2015). Transforming our world: The 2030 Agenda for
Sustainable Development. New York: United Nations. Retrieved from
https://sdgs.un.org/goals
·
UNESCO. (n.d.). Education for sustainable development. Paris:
UNESCO. Retrieved from
https://www.unesco.org/en/sustainable-development/education
·
Supreme Court of India. (1991, November 22). M.C. Mehta v. Union of
India (Writ Petition No. 860 of 1991). New Delhi: Author. Retrieved from
https://elaw.org/resource/india-mc-mehta-v-union-india-wp-8601991-19911122-environmental-education-case
[1] THE 17 GOALS | Sustainable Development.
(n.d.). https://sdgs.un.org/goals#
[2] Education for sustainable development. (2025,
November 18). UNESCO. https://www.unesco.org/en/sustainable-development/education
[3] Ministry of Human Resource Development, Government of
India. (n.d.). National Education Policy 2020. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
[4] Dutta, R. G. (2019, May 27). UGC mandates
Environmental Studies at UG level. The Times of India. https://timesofindia.indiatimes.com/education/news/ugc-mandates-environmental-studies-at-ug-level/articleshow/69524882.
[5] SDG 4: Ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all. (n.d.). UN
Women – Headquarters. https://share.google/wXHEFPWyN1T6bWa1L
[6]
http://www.guninetwork.org/report/higher-education-world-4
[7] Patrick.Gindler. (n.d.). Sustainable Development
Goal 4: Quality education. https://www.unoosa.org/oosa/de/ourwork/space4sdgs/sdg4.html
[8] Education for sustainable development. (2025b,
November 18). UNESCO. https://share.google/M02sq3m67fHOS9cP2
[9] Ministry of Human Resource Development, Government of
India. (n.d.-c). National Education Policy 2020. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
[10]
Ibid.
[11] Guidelines for Fostering Social Responsibility
& Community Engagement in Higher Education Institutions in India 2.0.
(n.d.). ugc.gov.in. Retrieved November 23, 2025, from https://www.ugc.gov.in/pdfnews/4187860_Revised-Final-Guidelines.pdf
[12] Six months Module Syllabus for Environmental
Studies for under graduate courses. (2003, June). ugc.gov.in. Retrieved
November 23, 2025, from https://www.ugc.gov.in/pdfnews/8840409_English.pdf
[13] AICTE FLAGSHIP SCHEMES AND INITIATIVES 2025.
(n.d.). aicte.gov.in. https://aicte.gov.in/downloads/initiatives/AICTE-VISION-MERGED.pdf
[14]
Civil Writ Petition No. 860/1991
[15]
M.C. Mehta v. University Grant Commission, National Green Tribunal, Original
Application No. 12 of 2014
[16] REPORT ON SUSTAINABLE DEVELOPMENT GOAL.
(2021). amity.edu. Retrieved November 23, 2025, from https://www.amity.edu/gurugram/sdg/sdg-report/sdg-13%20report.pdf
[17] Sustainability Report 2021-2024. (2024).
iqac.shooliniuniversity.com. Retrieved November 23, 2025, from https://shooliniuniversity.com/sdg-report
[18] Kataria, S. (2024). Harnessing Blue-Green
Infrastructure - a catalyst for sustainable campus development. In Government
Women’s Polytechnic College, International Journal of Advanced Research in
Science, Communication and Technology (Vol. 4, Issue 8) [Journal-article]. https://doi.org/10.48175/IJARSCT-17722
[19] India’s universities lead in sustainable
development: What’s driving their success? (2024, August 5). weforum.org.
Retrieved November 23, 2025, from https://www.weforum.org/stories/2024/08/indian-universities-lead-in-sustainable-development-what-is-driving-their-success/
[20]
Ibid.
[21] Lakshman, A. (2025, November 18). Over 100 Indian
universities makeit to QS sustainability rankings. The Hindu. https://www.thehindu.com/education/over-100-indian-universities-make-it-to-qs-sustainability-rankings-top-spot-for-iit-delhi-at-205/article70294271.ece
[22] Savitha, G. & Prin L N Welingkar Institute of
Management Development and Research. (2025). Sustainability Practices in Higher
Education: Indian perspective. In International Journal of Innovative
Research in Technology (Vol. 11, Issue 12, pp. 1209–1210)
[Journal-article]. https://ijirt.org/publishedpaper/IJIRT177653_PAPER.pdf
[23]
Ibid.
[24] NAAC Institutional Accreditation Manual for
Self-study Report Universities. (2019, December). naac.gov.in. Retrieved
November 23, 2025, from http://naac.gov.in/images/docs/Manuals/Revised-University-Manual_1.pdf
[25]
Criterion 7 –
Institutional Values and Best Practices – St. Xavier’s College (Autonomous),
Mumbai. (n.d.). https://naac.xaviers.edu/criterion-7/
[26]
Ministry of Education
& Government of India. (n.d.). National Institutional Ranking Framework.
https://files.iittp.ac.in/pdfs/nirf/2025/NIRF_SDG_2025.pdf
[27]
Notification issued for Green Credit Program
(GCP) and Ecomark scheme Under LiFE Initiative to Promote Sustainable Lifestyle
and Environmental Conservation. (n.d.). https://www.pib.gov.in/PressReleasePage.aspx?PRID=1967476
[28]
Union Cabinet. (2006).
National Environment Policy. In National Environment Policy.
https://ibkp.dbtindia.gov.in/DBT_Content_Test/CMS/Guidelines/20190411103521431_National%20Environment%20Policy,%202006.pdf
[29]
DRAFT Guidelines and
Curriculum Framework for Environment Education at Undergraduate level. (2023, February).
ugc.gov.in. Retrieved November 23, 2025, from
https://www.ugc.gov.in/pdfnews/1084504_Draft-Guidelines-and-Curriculum-Framework-for-Environment-Education-at-UG-level.pdf
