Purpose This paper proposes and evaluates a pedagogical initiative to integrate global competence into teaching the Sustainable Development Goals (SDGs) in higher education institutions (HEIs). This approach harnesses the concept of global competence with an integrated design course model as the pedagogical framework. This paper aims to identify effective course design strategies to enhance the quality of teaching and learning about SDGs. Design/methodology/approach This study used an exploratory action research design, with three lecturers engaged as both researchers and practitioners responsible for implementing and evaluating the intervention at a Chinese university. Surveys to assess the effectiveness of the intervention were sent to a class of 53 students, of whom 15 volunteered for in-depth follow-up interviews. Data were analysed and presented using an explanatory sequential design. Findings Integrating global competence as a pedagogical approach showed significant potential, with students reporting high satisfaction and gaining specific knowledge, skills and action-oriented beliefs related to the SDGs. They also demonstrated growth in global competence, including improved understanding of local and global issues, more inclusive attitudes and enhanced communication and collaboration skills. Originality/value This paper transforms the abstract concept of global competence into a tangible instructional process for teaching SDG programmes in HEIs. It offers educators both theoretical and practical insights into teaching SDG courses. It also highlights challenges and opportunities for incorporating SDG content into curricula to support teachers and students, particularly in regions where education for sustainable development has not yet been fully introduced.
Xiong et al. (2025) studied this question.