Representing the SDG-iLevel project, Jesús Granados Sánchez hosted a "collective intelligence workshop" at the 2024 Higher Education Summit. He presented already finalized project results such as the Online Visibility Booster and the Self-Nudging Toolkit and engaged participants in a co-creation activity centered around the SDG-iLevel Maps. Participants were invited to evaluate the matrix and format of these maps, designed to showcase real-world examples of individual academics’ contributions to the SDGs.
The 2024 Higher Education Summit, organized by the COPERNICUS Alliance and the University of Padua (Italy) under the theme “Co-creating Change for Sustainability”, took place from 8-10 September 2024. Representing the SDG-iLevel project at the summit were members from the project’s partner institutions, with Dr. Jesús Granados Sánchez, the principal investigator, leading a "collective intelligence workshop" as part of the program.
Now, in its third year, the SDG-iLevel project has completed some of its outcomes, while others remain in development. The workshop opened with an introduction to the SDG-iLevel project and its key deliverables, including the SDG-iLevel Maps, the Online Visibility Booster, and the Self-Nudging Toolkit. The second part of the session engaged participants in a co-creation activity centered around the SDG-iLevel Maps. Participants were invited to evaluate the matrix and format of these maps, designed to showcase real-world examples of individual academics’ contributions to the SDGs.
The SDG-iLevel Maps aim to capture and provide evidence of academics’ contributions within the four key domains of higher education institutions (HEIs) – teaching, research, management, and community engagement – across three levels of intervention: micro, meso, and macro. The maps were developed through a systematic literature review, interviews with deans and department heads from the three participating universities, and an extensive online survey. On an institutional level, the project is also developing guidelines for universities and departments to follow when designing and implementing initiatives to recognize and support individual contributions to the SDGs.
During the workshop, attendees critically reviewed examples of personal SDG contributions made by academics. They were also invited to share their own experiences or knowledge of effective practices in individual SDG contributions. The discussion primarily focused on refining the definitions of the macro, meso, and micro levels, and participants suggested adding more options to the meso level, which represents departments and faculties, and emphasized the importance of project participation as a key context for contributing to the SDGs.
It was also proposed to replace the current grid structure of the maps with concentric circles to better illustrate the interdependence and influence between different levels. The width of each circle could vary based on its contribution and relationship to other levels, providing a clearer visual representation of these dynamics.
Finally, the conversation highlighted actions already taken by various departments, faculties, and universities to promote individual contributions to the SDGs. Participants left with a renewed understanding of how higher education institutions can support SDG contributions and felt motivated to enhance their own efforts toward achieving Agenda 2030.
