University social responsibility and the SDG agenda: a bibliometric review of sustainability practices in higher education (2000–2025)

Purpose The purpose of this study is to explore how University Social Responsibility (USR) research has evolved to support the Sustainable Development Goals (SDGs) and strengthen higher education institutions’ (HEIs) societal role. This study examines how universities move beyond academic functions to embed inclusion, sustainability and community welfare within institutional strategy, teaching and governance. Design/methodology/approach A bibliometric and science-mapping analysis was performed on 789 Scopus-indexed documents (2000–2025) using Biblioshiny and VOSviewer. Citation, co-authorship and keyword network analyses were used to identify influential scholars, themes and conceptual linkages between USR and SDG implementation. Trends and thematic clusters were interpreted to trace how USR research translates into social and institutional transformation. Findings The analysis revealed a significant rise in USR research after 2015. Three major thematic areas were identified: student engagement and sustainability education, institutional assessment and governance and community-focused sustainability. Influential journals included Sustainability, International Journal of Sustainability in Higher Education and Journal of Cleaner Production. Europe, Latin America and Southeast Asia emerged as key contributors. The findings of this study indicate a paradigm shift from environmental compliance toward integrated social innovation, positioning HEIs as catalysts of inclusive and sustainable development. Practical implications This study provides HEIs with actionable insights to embed USR in curricula, partnerships and policy, guiding measurable progress toward SDGs through transparent assessment and community collaboration. Social implications By bridging academic research with real-world outcomes, this study demonstrates how universities can institutionalize responsibility, promote equity and actively contribute to societal well-being and sustainable development. Originality/value This study offers one of the most comprehensive bibliometric reviews connecting USR with the SDGs in higher education. Drawing on 789 publications over 25 years, this study consolidates fragmented literature into a structured synthesis of performance indicators, collaborative networks and thematic clusters.