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It is essential to consider students\u2019 understanding of sustainability at the end of their studies to assess whether they feel prepared to apply sustainability in their daily work life.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>The study has a quantitative case study design, and the specific method used is an online survey with masters\u2019 students using the university student platform EvaSys. The study assesses approaching how students perceive the overall education integrating sustainability into programs and curricula.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>The results showed that work-integrated learning (WIL) projects learning and real-life experiences as part of their studies enhanced the students\u2019 understanding of sustainability. Moreover, the study showed that integrating an understanding of the SDGs in teaching offers universities a way to frame students\u2019 key competencies in ways that allow them to develop their interpersonal competencies as ambassadors for sustainability in their future work life.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Practical implications<\/jats:title><jats:p>This study supports the argument that WIL and real-life university experiences enhance students\u2019 key competencies critical for sustainability.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>The pedagogical approach advanced in this paper addresses how WIL and real-life experiences might develop students\u2019 key competencies on sustainability. This approach indicates that working with SDGs in teaching encourages students to promote their interpersonal competencies for sustainability.<\/jats:p><\/jats:sec>","DOI":"10.1108\/ijshe-12-2020-0484","type":"journal-article","created":{"date-parts":[[2022,1,20]],"date-time":"2022-01-20T03:51:28Z","timestamp":1642650688000},"page":"60-84","source":"Crossref","is-referenced-by-count":84,"title":["Students\u2019 learning sustainability \u2013 implicit, explicit or non-existent: a case study approach on students\u2019 key competencies addressing the SDGs in HEI program"],"prefix":"10.1108","volume":"23","author":[{"given":"Karin","family":"Alm","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Thomas H.","family":"Beery","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"David","family":"Eiblmeier","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tarek","family":"Fahmy","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"140","published-online":{"date-parts":[[2022,1,21]]},"reference":[{"key":"key2022120714593909300_ref001","unstructured":"AGERA (2020), \u201cAgenda 2030 och de globala m\u00e5len s\u00e4tter ramarna f\u00f6r samverkan i vinnova-projektet AGERA\u201d, available at: https:\/\/gmv.chalmers.gu.se\/samverkan\/agera (accessed 10 November 2020)."},{"issue":"2","key":"key2022120714593909300_ref002","doi-asserted-by":"publisher","first-page":"127","DOI":"10.1075\/ll.2.2.02amo","article-title":"Chinatown by numbers: Defining an ethnic space by empirical linguistic landscape","volume":"2","year":"2016","journal-title":"LinguisticLandscape"},{"issue":"5","key":"key2022120714593909300_ref003","doi-asserted-by":"publisher","first-page":"805","DOI":"10.1108\/ijshe-02-2019-0067","article-title":"Barriers to innovation and sustainability in universities: an international comparison","volume":"20","year":"2019","journal-title":"International Journal of Sustainability in Higher Education"},{"issue":"12","key":"key2022120714593909300_ref004","doi-asserted-by":"publisher","first-page":"8","DOI":"10.14445\/23939125\/ijems-v4i12p102","article-title":"Universities\u201c social responsibility (USR) and sustainable development: a conceptual framework","volume":"4","year":"2017","journal-title":"International Journal of Economics and Management Studies"},{"key":"key2022120714593909300_ref005","unstructured":"Boyon, N. 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