Key points are not available for this paper at this time.
This study examines the role and contribution of the Sustainable Development Goals (SDGs) as a transformative framework in higher education (HE), focusing on the University of Split (UOS), Croatia. By applying a qualitative longitudinal methodology, it examines how UOS has engaged with the SDG agenda while overcoming the challenges of institutional disintegration, resource scarcity, and cultural change. Data from strategy documents, action plans, and interviews with university leaders reveal a significant evolution in UOS’s strategic alignment with the SDGs, from initial compliance to a more integrated and systemic approach. This study applies Steele and Rickards’ framework of institutional engagement and innovation culture and positions the UOS journey as a pathway to a transformative scenario. The findings highlight key drivers such as strategic planning and policymaking, as well as barriers such as fragmented governance and cultural resistance that shape the UOS journey. This research contributes to the understanding of SDG implementation at universities in former transition countries and provides insights into the use of the SDG framework to drive systemic change in higher education.
Škokić et al. (Sat,) studied this question.