Awareness, knowledge, and educational determinants of Sustainable Development Goal 4 (Quality Education) among university students: a systematic review

Introduction The achievement of Sustainable Development Goal 4 (SDG 4; Quality Education) is vital for global educational development. However, evidence on university students' knowledge, views, and understanding of SDG 4 remains scattered. This systematic review aimed to synthesize quantitative evidence on SDG 4 literacy among university students, including measurement approaches, construct definitions, educational exposure, and cross-study patterns. Methods We conducted a systematic search in Scopus, MEDLINE (PubMed), DOAJ, and ERIC for English-language studies published from January 1, 2016, to December 5, 2025, following PRISMA 2020 guidelines and a registered protocol (INPLASY2025110083). Eligible quantitative studies were evaluated using Joanna Briggs Institute critical appraisal tools. Due to significant methodological heterogeneity, the findings were summarized narratively. Results Nine studies involving 4,679 university students from Asia, Europe, and Africa were included. Overall, students viewed SDG 4 as crucial. However, their knowledge and literacy regarding SDG 4 were mostly low to moderate, and curricular integration varied across settings. Measurement tools were inconsistent, with incomplete reporting of psychometric properties across several studies. Discussion The findings indicate an ongoing gap between awareness and implementation. Better-designed and reliable tools are needed to evaluate SDG-related educational concepts, together with more systematic inclusion of sustainability skills in higher education curricula. Systematic Review Registration https://inplasy.com/inplasy-2025-11-0083/ , identifier INPLASY2025110083.