Education holds a paramount relationship with the Sustainable Development Goals (SDGs) as delineated by the United Nations in 2015. It is not only recognized in its standalone form in SDG 4, which strives to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”, but also serves as an enabler of other SDGs, highlighting its cross-cutting impact across multiple facets of development. It acts as the foundation stone of knowledge, fostering an understanding of complex socio-economic dynamics that are critical for the attainment of other goals.

Consider, for instance, how education impacts SDG 1 - No Poverty. The increased earning potential offered by quality education is a powerful tool in breaking the poverty cycle. Similarly, in relation to SDG 3 - Good Health and Well-being, education is instrumental in driving better health outcomes by fostering understanding of healthy lifestyles, disease prevention, and the benefits of timely medical intervention.

Addressing the climate crisis (SDG 13) also necessitates education, as it prepares individuals to understand the intricate relationships between human activities and their environmental impact, and to seek sustainable solutions. Moreover, achieving gender equality (SDG 5) is intrinsically tied to education, as access to quality learning opportunities for girls and women empowers them, promotes their participation in decision-making processes, and helps in overturning deeply entrenched societal biases.

Quality education also fosters innovation and infrastructure development (SDG 9), as it equips individuals with the technical and creative skills necessary to devise advanced technologies and infrastructures. Moreover, education fosters peace and justice (SDG 16) by promoting a culture of peace, non-violence, global citizenship, and appreciation of cultural diversity.

In this multifaceted role, education serves as a catalyst in the process of sustainable development. However, these interconnections necessitate that education systems themselves are made more inclusive, resilient, and sustainable. The challenges of the 21st century, such as the digital divide and the increasing need for lifelong learning, require urgent attention to ensure education continues to play its role effectively. Education is the key that unlocks the potential of all other SDGs, making its universal attainment not just a goal, but a pre-requisite for a sustainable future.

Elsevier, Women's Studies International Forum, Volume 90, 1 January 2022
Featuring original data, this article examines an elaborate network of gendered patterns in the faculty labor pool for the twenty-two English doctoral programs in Canada. Although the gendered distributions seem to approach numerical parity, the more nuanced the analyses, the less equitable these distributions appear. When juxtaposed with Statistics Canada data on English doctoral recipients, such patterns betray unsettling structural inequities for women scholars.
How school children's lifestyle and mental health may have been affected by the COVID-19 pandemic.
This article advances goals 4, 5, and 10 by examining disparities in minority participation in surgical oncology clinical trials.
Climate change's particular ‘perfect storm’ problem-nature requires educators and communicators to acknowledge that a single ‘silver bullet’ intervention that eliminates ignorance and denial regarding global warming may never emerge. However, diverse kinds of information-hunks and educational initiatives do incrementally increase acceptance (and alarm) regarding climate change, thus decreasing ignorance/denial.
This study aims to map the learning trajectory (LT) of a student with learning disabilities (LDs) regarding the unit concept in length measurement and the usage of rulers. The article draws on data from a teaching experiment with a 10-year-old student with LDs in Turkey. Data were analyzed in two stages, including microanalysis, where each successive teaching session was separately analyzed, and macroanalysis, where the teaching sessions regarding interrelated instructional goals were analyzed to construct the LT.
Objectives: To evaluate the effects of the COVID-19 lockdown on the self-reported perception of physical and mental health, in a cohort of teenagers. To assess the extent to which these effects are perceived as detrimental. Non-directional Hypothesis - the perception of physical and mental health will change over the duration of the eight weeks, due to the effects of the lockdown, as a result of COVID-19.

Public Health in Practice, Volume 2, November 2021

In Nigeria, the disparity between available healthcare services and need for mental health services is palpable. Although, the country has made significant advances on challenging public health problems, health-related policy development and legislation in trying to achieve health for all policy, there have been challenges with regards to mental health services including that of policy development and legislation, financing, research, training and integration of mental health care into primary health care.

Health consideration scores of nationally determined contributions. A maximum of 15 points can be achieved.
Human health is irrevocably linked to the health of our planet. Failure to address the root causes of climate change will lead to exponential human and ecological harm.
As careers in science, technology, engineering, and math (STEM) continue to grow, so has attention to Algebra 1 enrollment timing that serves as a critical predictor of STEM success. The present study adds to the literature by examining if Algebra 1 enrollment timing from 8th to 9th grade is related to sense of belonging in math, and whether this association changes as a function of the students’ perceived school and math race/ethnic context.
A "train the trainer" approach to facilitate incorporation of climate-content into residency curriculum.