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DEV20130

Academic Year 2026/2027

Achieving the Sustainable Development Goals (DEV20130)

Subject:
Development Studies
College:
Social Sciences & Law
School:
Politics & Int Relations
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Professor Supriya Garikipati
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

DEV20130, Achieving the Sustainable Development Goals, introduces students to the United Nations Sustainable Development Goals (SDGs) and asks what it means to pursue them in practice. The module examines the origins, ambitions and limits of the SDGs, while focusing especially on their implementation in Sub-Saharan Africa.

The SDGs provide a global framework for addressing some of the most urgent challenges of our time, including poverty, hunger, health, education, gender equality, economic transformation, climate action, peace, institutions and partnerships. This module helps students understand these goals not only as international commitments, but also as contested development priorities that must be interpreted, measured, financed, implemented and communicated in specific political, economic and social contexts.

A central feature of the module is its focus on applying SDG analysis to country contexts in Sub-Saharan Africa. Students will examine development data, policy evidence and country case studies in order to assess progress towards selected SDGs and to understand the challenges that shape development outcomes. The module encourages students to think critically about questions such as: Who sets global development priorities? How is progress measured? Why are some goals harder to achieve than others? What trade-offs arise between social, economic and environmental objectives? How do inequalities within and between countries affect the achievement of sustainable development?

The module also recognises that sustainable development work increasingly requires the ability to communicate evidence clearly to wider publics. Students will therefore work collaboratively to produce a short public-facing video on one SDG and one Sub-Saharan African country case study. This group project will help students move from academic understanding to accessible communication, reflecting the growing importance of digital engagement, social media and public visibility in the work of development organisations, researchers, policy actors and civil society.

By the end of the module, students will have developed a critical understanding of the SDGs and their relevance to global development, with particular attention to Sub-Saharan Africa. They will also have practised core transferable skills, including evidence-based analysis, collaborative project work, policy communication, digital storytelling and critical reflection.

About this Module

Learning Outcomes:

On successful completion of this module, students should be able to:

1) Explain the origins, purpose and structure of the Sustainable Development Goals and the wider 2030 Agenda.

2) Critically assess progress towards selected SDGs using relevant targets, indicators, data sources and country-level evidence.

3) Analyse the opportunities, constraints and trade-offs involved in pursuing sustainable development, particularly in Sub-Saharan African contexts.

4) Apply multidisciplinary perspectives from development studies, politics, economics, sociology, public health, environmental studies and international relations to contemporary SDG debates.

5) Evaluate the role of governments, international organisations, civil society, communities and development partners in shaping sustainable development outcomes.

6) Work collaboratively to produce a short, evidence-informed public communication output on an SDG and country case study.

7) Communicate complex development challenges clearly, ethically and accessibly to both academic and non-specialist audiences.

Indicative Module Content:

This module introduces students to the Sustainable Development Goals as a global framework for understanding and addressing contemporary development challenges. It examines the origins, ambitions and limitations of the SDGs, while paying particular attention to their implementation in Sub-Saharan Africa.

Indicative topics include:

1) The 2030 Agenda and the Sustainable Development Goals
The historical development of the SDGs; the relationship between the Millennium Development Goals and the SDGs; the structure of the 2030 Agenda; the meaning of sustainable development; and the political significance of global goal-setting.

2) Measuring sustainable development
SDG targets, indicators and data sources; the challenges of measuring progress; gaps in data availability and quality; and the politics of what is counted, compared and prioritised.

3) Poverty, hunger and inequality
The relationship between poverty reduction, food security, livelihoods, inequality and social protection; progress and continuing challenges in Sub-Saharan African contexts.

4) Health, education and gender equality
The role of health systems, education, gender equality and social inclusion in achieving sustainable development; inequalities in access, outcomes and opportunities.

5) Economic transformation and decent work
Economic growth, employment, industrial development, infrastructure, innovation and the challenges of creating inclusive and sustainable economies.

6) Environment, climate and sustainability
Climate action, biodiversity, water, energy, sustainable cities, responsible consumption and production, and the tensions between development needs and environmental limits.

7) Peace, institutions and governance
The role of governance, institutions, conflict, accountability, rights, civil society and participation in shaping sustainable development outcomes.

8) Partnerships, aid and development finance
The role of governments, international organisations, development partners, NGOs, private actors and communities in financing and implementing the SDGs.

9) Sub-Saharan African country case studies
Application of SDG analysis to selected country contexts, with attention to national priorities, policy responses, regional inequalities, development data and implementation challenges.

10) Communicating sustainable development
Public communication, digital storytelling and social media engagement in sustainable development work; ethical use of evidence, images, video, digital tools and AI-assisted tools; and the challenges of communicating complex development issues clearly and responsibly.

Throughout the module, students will be encouraged to think across the SDGs rather than treating them as separate goals. The module will emphasise interconnections, trade-offs and tensions between social, economic, political and environmental objectives, and will ask students to consider what sustainable development means in practice.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Advanced Beginner

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Advanced Beginner

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Advanced Beginner

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Advanced Beginner

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Novice

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

End poverty in all its forms everywhere 5

End hunger, achieve food security and improved nutrition and promote sustainable agriculture 5

Ensure healthy lives and promote well-being for all at all ages 5

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 5

Achieve gender equality and empower all women and girls 5

Ensure availability and sustainable management of water and sanitation for all 5

Ensure access to affordable, reliable, sustainable and modern energy for all 5

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 5

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 5

Reduce inequality within and among countries 5

Make cities and human settlements inclusive, safe, resilient and sustainable 5

Ensure sustainable consumption and production patterns 5

Take urgent action to combat climate change and its impacts 5

Conserve and sustainably use the oceans, seas and marine resources for sustainable development 5

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 5

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 5

Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development 5
 

Student Effort Hours:
Student Effort Type Hours
Lectures

22
Tutorial

4
Autonomous Student Learning

80
Total

106

Approaches to Teaching and Learning:
This module combines lectures, interactive discussion, case-based learning, group work and applied project-based learning. The teaching approach is designed to help students understand the Sustainable Development Goals as both a global framework and a set of practical development challenges that are interpreted and implemented in specific country contexts.

Lectures will introduce students to key concepts, debates, evidence and policy issues relating to the SDGs. These sessions will provide the foundation for understanding the 2030 Agenda, the interconnections between the SDGs, and the political, economic, social and environmental challenges involved in achieving sustainable development.

Interactive class activities will encourage students to apply these ideas to Sub-Saharan African country contexts. Students will work with SDG indicators, development data, policy documents, case studies and real-world examples in order to assess progress, identify constraints and consider trade-offs between different development priorities.

A central element of the module is collaborative project-based learning. Students will work in groups to produce a short public-facing video on one SDG and one Sub-Saharan African country case study. Dedicated group-work sessions will support students in developing their project in stages, including topic selection, evidence gathering, storyboarding, scripting, production planning, peer feedback and final preparation.

Students will receive guidance on responsible, transparent and ethical use of digital and AI tools in researching, scripting and producing their video projects. They will also receive support on digital storytelling, accessibility, source attribution, use of images and audio, and the communication of complex development issues to non-specialist audiences.

The module places strong emphasis on active learning and student engagement. Students are expected to participate in class discussions, contribute constructively to group work, engage with feedback, and take responsibility for their role in the collaborative project. Through these activities, students will develop critical thinking, evidence-based analysis, public communication, teamwork and reflective learning skills.

Requirements, Exclusions and Recommendations
Learning Recommendations:

This multidisciplinary module is open to all students who wish to gain a better understanding of issues of development and the achievement of the Sustainable Development Goals.


Module Requisites and Incompatibles
Equivalents:
Millennium Development Goals (POL20130)


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Exam (In-person): Final exam assessing understanding of the SDGs through short-answer and essay-style questions, with emphasis on critical analysis, evidence and application of key concepts. End of trimester
Duration:
1 hr(s)
 Graded No
50
 No
Group Work Assignment: Research and produce a 3-5 minute public-facing video on progress on an SDG in a select Sub-Saharan African country, using evidence to show progress, challenges and consider responses. Week 15 Graded No
40
 No
Participation in Learning Activities: Assesses active engagement in dedicated video-project sessions, including preparation, attendance, contribution to group planning, peer feedback and completion of agreed milestones. Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11 Graded No
10
 No

Carry forward of passed components
No
 

Resit In Terminal Exam
Spring Yes - 1 Hour
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Feedback individually to students, on an activity or draft prior to summative assessment: Students will receive informal formative feedback during dedicated video-project preparation sessions, including feedback on project ideas, evidence, scripts, storyboards and draft concepts before final submission. Peer review activities: Students will engage in peer feedback during the video-project preparation sessions, reviewing each other’s ideas, scripts, storyboards and draft concepts and using this feedback to refine their final videos. Group/class feedback, post-assessment: Groups will receive feedback after the assessment of the video project, highlighting strengths and areas for improvement in relation to evidence use, analysis, communication, accessibility and overall presentation. Feedback individually to students, post-assessment: Students will have the opportunity to receive individual feedback on their examination script after the assessment has been completed and grades have been released.

Core SDG and Sustainable Development Resources

- United Nations, Transforming our World: The 2030 Agenda for Sustainable Development.
The foundational document setting out the Sustainable Development Goals, their targets and the wider 2030 Agenda.
- United Nations, The Sustainable Development Goals Report — latest annual edition.
The main annual status report used in the module to assess global progress, setbacks and emerging challenges across the SDGs.
- United Nations, Global Sustainable Development Report — latest available edition.
A major UN report examining the transformations needed to accelerate progress towards sustainable development.
- Jeffrey D. Sachs, The Age of Sustainable Development.
A broad and accessible introduction to the concept, challenges and pathways of sustainable development.

Sub-Saharan Africa, Development and SDG Progress
- African Union Commission and OECD, Africa’s Development Dynamics — latest available edition.
A key source on contemporary development challenges, policy priorities and transformation across African countries.
- African Development Bank, African Economic Outlook — latest annual edition.
A useful source on economic trends, development finance, growth, inequality and policy challenges across African countries.
- Sustainable Development Solutions Network, Sustainable Development Report — latest annual edition.
Provides comparative SDG performance data, country profiles and dashboards.
- Akinlolu G. Omisore, “Attaining Sustainable Development Goals in Sub-Saharan Africa: The Need to Address Environmental Challenges”, Environmental Development, 25, 2018, pp. 138–145.
A useful academic article focusing specifically on SDG implementation challenges in Sub-Saharan Africa.

SDG Data, Evidence and Country Analysis
- United Nations Statistics Division, SDG Indicators Database.
The main source for official SDG indicators, data and metadata by goal, target, country and region.
- World Bank, Atlas of Sustainable Development Goals — latest available edition.
A visual and accessible resource for exploring SDG progress through country-level evidence and data.
- Our World in Data, SDG Tracker.
An accessible open data resource presenting SDG indicators and trends using UN and other international data sources.
- World Bank, World Development Indicators.
A major source of country-level development data relevant to poverty, health, education, gender, employment, infrastructure and the environment.

Public Communication, Digital Tools and Responsible Use of AI
- United Nations, Communications Materials for the Sustainable Development Goals.
Official SDG icons, visual materials and communication resources for public-facing SDG work.
- UCD academic integrity guidance and module-specific guidance on the responsible use of generative AI.
Students should follow UCD and module guidance when using digital or AI tools for research, scripting, editing, image selection or video production.
- UN SDG Action Campaign resources.
Useful examples of public-facing SDG communication, campaign materials and accessible messaging.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 5, 7, 8, 9, 10, 12 Wed 14:00 - 15:50
Autumn Lecture Offering 1 Week(s) - 11 Wed 14:00 - 15:50
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