Higher education at the crossroads: a roadmap for genuine integration of Sustainable Development Goals

Purpose Higher education institutions operate within intersecting technological, societal and ecological disruptions aligned with Agenda 2030. Many responses remain symbolic despite growing expectations from governments, accreditors and students. This study aims to develop a concise, institution-wide roadmap for embedding the Sustainable Development Goals (SDGs) across strategy, learning and assessment, supported by a scenario-based positioning of institutional engagement that clarifies pathways from tokenism to transformation. Design/methodology/approach We conducted a multisource qualitative document analysis drawing on peer-reviewed studies, policy frameworks and institutional practice reports. Evidence was mapped across governance, curriculum, pedagogy and measurement dimensions and aligned with accreditation and ranking expectations. Iterative coding and triangulation informed the development of a conceptually derived four-pillar framework, supported by illustrative institutional examples to enhance practical interpretability. Findings Four mutually reinforcing pillars emerged: (1) purpose and strategy, (2) impact measurement and reporting, (3) pedagogy and empowering learning and (4) curriculum integration. The pillars operate as a strategic learning system that links institutional mission to student outcomes and embeds accountability through recurring assessment cycles. The monitoring dashboard logic demonstrates how external accountability pressures can be translated into internal feedback loops for continuous improvement, while distinguishing symbolic adoption from systemic transformation. Originality/value This study advances a conceptually grounded four-pillar roadmap that synthesizes dispersed SDG practices into a coherent institutional architecture, positioning pedagogy and measurement as drivers of transformation. The framework is conceptual and synthesis-informed, providing a foundation for future empirical testing.