When referring to “competence” in the context of higher education, it is the integration of information, abilities, and attitudes that may be used in a particular situation [22]. This is consistent with the definition offered by [23], who defined competence as the fusion of real-world experience and academic understanding that enables an individual to complete a given task successfully. There is substantial literature showing how university education can foster specific and cross-cutting competences. Ref. [24] argued that universities could adopt a comprehensive approach to education by equipping students with both specific professional skills and broader, transferable competences. In [25], a model called Higher Education for Sustainability Competencies (HESC) has been developed to evaluate the theoretical and practical knowledge achieved by students through their university educational path and environment. The authors investigated the efforts made by lecturers with a non-education background in a large Indonesian university of education to develop their pedagogical competence, and made recommendations based on the results of the research [26].

Several authors have emphasized the significance of higher education institutions in relation to the SDGs. Ref. [27] contended that universities, through their teaching, research, and service functions, could play a transformative role in achieving the SDGs. In addition, Ref. [28] highlighted that the integration of SDGs into university curricula worldwide significantly contributes to their achievement. In [29], the authors proposed the adoption of dialogical and developmental approaches in a single action case, the SDGs Seminars at the Universidad Politecnica de Madrid, to diagnose organizational and individual readiness for change considering cognitive, affective, and behavioral components, and identify consequences in organizational structures and culture. Additionally, in [30], the authors developed an assessment framework for educational institutions to evaluate the contribution of their educational programs to sustainability by reviewing the alignment of their intended learning outcomes to the enabling conditions for a vision of sustainability based on the Sustainable Development Goals (SDGs).

When referring to “competence” in the context of higher education, it is the integration of information, abilities, and attitudes that may be used in a particular situation [22]. This is consistent with the definition offered by [23], who defined competence as the fusion of real-world experience and academic understanding that enables an individual to complete a given task successfully.

There is substantial literature showing how university education can foster specific and cross-cutting competences. Ref. [31] argued that universities could adopt a comprehensive approach to education by equipping students with both specific professional skills and broader, transferable competences. In [32], a model called Higher Education for Sustainability Competencies (HESC) has been developed to evaluate the theoretical and practical knowledge achieved by students through their university educational path and environment. The authors investigated the efforts made by lecturers with a non-education background in a large Indonesian university of education to develop their pedagogical competence and made recommendations based on the results of the research [33].

The UAE government has recognized the importance of promoting sustainable development and has implemented several initiatives to increase awareness and knowledge of the SDGs among university students [34]. This assertion is consistent with reference [22] findings, which highlight the UAE government’s role in integrating the SDGs into higher education curricula. In [23], the authors presented an analysis of the sustainable development goals in the Arab region with particular emphasis on the example of the UAE, and analyzed projects and their implementation, including Vision 2021, the Green Economy initiative, National Innovation Strategy, the Energy 2050 Strategy, initiatives for tolerance and world peace, humanitarian aid, or activities related to the fight against climate change. The United Arab Emirates (UAE) stands out as one of the top donors globally based on its contributions compared to its Gross National Income (GNI) as mentioned, and the current status of UAE’s cooperation to International Development and the country’s Official Development Assistance (ODA) to the Sustainable Development Goals (SDGs) will be determinant in order to understand the relations with the Caribbean region and the prospects for future collaboration [24].

Several studies have demonstrated the effectiveness of SDG awareness programs or frameworks [25,26]. For instance, Refs. [3,11,35] found that such a program significantly improved students’ understanding and awareness of the SDGs. In [10], the authors assess the level of awareness and knowledge on SDGs among university students in Yogyakarta, Indonesia and find that 89.5% of students are aware and 62.5% of students have high knowledge about SDGs. A study aimed at assessing the level of understanding on sustainable development goals (SDGs) among university students at scientific colleges in Yarmouk University, Jordan found that scientific students understand the scope of SDGs and they can contribute to support, encourage, and achieve the development of these goals [36].

This research’s innovative approach is supported by previous studies that have used similar methods. For example, Refs. [37,38,39,40] demonstrated that the use of Spatial Data Infrastructure (SDI) significantly enhanced students’ sustainability consciousness. Additionally, in [39], the integration of geography and GIS through teaching experimentation, as applied to a real case study in the Apulia region (Monti Dauni Area) under the national strategy for inner areas, can be observed to understand how to use GIS as an active tool in education for sustainability as well as the awareness of the value of local resources and active citizenship. Moreover, Refs. [41,42,43] supported our assertion that integrating the TPACK model into the teaching process can foster innovation in disciplinary perspectives and pedagogical methodologies.

The significance of quality education (SDG 4) has been widely recognized in academic literature. The United Nations itself notes the role of quality education as a “foundation to improving people’s lives and sustainable development” [44]. Further, in their extensive research, Hanushek and Woessmann in [45,46,47] demonstrated that the quality of education, rather than mere access to education, is more significantly associated with individual earnings and countries’ economic growth.

Incorporating SDGs into pedagogy is not merely an additive measure but rather an essential framework to prepare students for the multifaceted challenges of the 21st century. According to UNESCO (2017), Education for Sustainable Development (ESD) is crucial for equipping learners with the knowledge, skills, values, and attitudes needed to contribute to a more inclusive, just, peaceful, and sustainable world. ESD, in essence, integrates all SDGs into learning [45,46].