The Sustainable Development Goals (SDGs), adopted by the United Nations in 2015, set 17 global objectives addressing interconnected social, economic, and environmental challenges to be achieved by 2030. Achieving these goals requires a workforce equipped with the skills, knowledge, and competencies to contribute effectively to sustainable development. This is particularly critical for the interdisciplinary mental health workforce, given the escalating global mental health crisis and its direct and indirect impacts on progress across multiple SDGs. Despite this, limited evidence exists on how pedagogical approaches and practices in higher education and professional training embed SDG-related content for mental health professionals.


This scoping review examined the extent to which SDGs have been incorporated into degree programs and professional training relevant to frontline mental healthcare delivery. Specifically, we sought to identify pedagogical approaches, educational frameworks, and practices used to integrate SDG content, as well as to track instances of global mental health literacy within curricula. A total of 48 papers were included for full-text review. Analysis revealed three broad pedagogical approaches underpinning integration: (1) active and critical learning, (2) collaborative learning, and (3) experiential and service learning. These approaches reflect efforts to foster critical engagement, interdisciplinarity, and practical application of knowledge in diverse contexts.


Key challenges emerged in embedding SDGs within mental health education, including limited curricular space, variability in institutional priorities, and the need for ongoing professional development. Findings highlight the importance of coordinated, interdisciplinary strategies to ensure that mental health education equips graduates to engage with and advance the SDGs.


This review contributes to understanding how sustainable development principles are being translated into education for the global mental health workforce. Implications for future psychology curriculum design, policy, and professional training are discussed, with emphasis on strengthening global mental health literacy as a driver of sustainable development.