Abstract
This article discusses the scientific and methodological foundations for integrating the Sustainable Development Goals (SDGs) in higher education. Guided by the United Nations' 2030 Agenda and the “Education for Sustainable Development” concept, an empirical study was conducted to enhance students' environmental awareness and develop their systems thinking. The research focuses on integrating the SDGs into teaching chemical engineering. During the study, a special teaching model was developed, and teaching methods based on sustainable development were considered. To ensure students' understanding of the SDG-integrated topic, specific case-based assignments were provided, and a survey was conducted. The survey results revealed that the majority of students had an initial understanding of the SDGs but lacked sufficient knowledge of their connection with chemistry. As a result, the necessity of systematically integrating SDGs into the educational process was identified. The research findings were based on the topic “Aluminum Production” within the chemical engineering subject linked with the seventh, ninth, and twelfth SDGs. This topic was aimed at developing students' ecological thinking, scientific analysis, and civic responsibility, which are essential qualities for future professionals. Teaching subject knowledge in conjunction with global issues in higher education was identified as an effective way to enhance students' professional competencies and shape them into active individuals who contribute to building a sustainable society.