Social science research is increasingly vital for localizing the sustainable development goals (SDGs) in higher education, yet institutional-level evidence from Indonesia remains scarce. This study examines the extent and patterns of SDG integration in the 2024 social science research portfolio at Universitas Negeri Semarang (UNNES). A mixed-methods analysis of 53 faculty research outputs combined quantitative SDG categorization with thematic coding of titles and abstracts. Findings show SDG 4 (Quality Education) dominates with 49.1% of studies, followed by SDG 11 (18.9%) and SDG 16 (17.0%), which together account for 85% of the portfolio. Four thematic clusters emerge: educational innovation, environmental sustainability, community empowerment, and cultural preservation, reflecting UNNES’s strategic focus on human development and local capacity-building. Despite meaningful SDG alignment, critical gaps remain in health (SDG 3), gender equality (SDG 5), and clean energy (SDG 7). This study offers a replicable framework for higher education institutions seeking to evaluate and enhance their contributions to sustainable development.
Purnomo et al. (2026) studied this question.