Authors: krishna nagori, Dr. payal mehta
Abstract: This paper presents a critical comparative analysis of sustainability integration within design education curricula across prominent Indian institutions. Using the framework of the United Nations Sustainable Development Goals (SDGs), it investigates how Indian design academia aligns with global sustainability education mandates. Drawing upon curricular analysis, pedagogical review, and available institutional data, the study identifies significant strengths such as indigenous knowledge systems, interdisciplinary pedagogies, and community engagement, while simultaneously noting key gaps such as the lack of explicit SDG mapping, weak sustainability assessment mechanisms, and limited cross-sectoral collaboration. The study proposes a comprehensive set of recommendations to embed sustainability outcomes deeply into Indian design education. Drawing on current academic literature and global sustainability pedagogies, the paper aims to serve as both diagnostic and prescriptive for policy-makers, educators, and researchers in sustainability and design studies.
DOI: https://doi.org/10.5281/zenodo.19842638
