Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Article Faculty Publications -Articles Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Nolan, Susan A.; Cranney, Jacquelyn; Narciss, Susanne; Goedeke, Sonja; Souza, Luciana Karine de; Jia, Fanli; Kumar, Aneesh; Iliescu, Dragos; Foster, Lori; Tchombe, Therese Mungah Shalo; Morris, Sue; Takang, Kelly Tabe Title A name given to the resource International Competences for Undergraduate Psychology: Relevance to the United Nations Sustainable Development Goals Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2025 Source A related resource from which the described resource is derived Canadian Psychology; Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.1037/cap0000428" target="_blank" rel="noreferrer noopener">https://doi.org/10.1037/cap0000428</a> <br /><br /><a href="https://www.scopus.com/pages/publications/105008527091?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/105008527091?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Nolan S.A., Department of Psychology, Seton Hall University, United States; Cranney J., School of Psychology, University of New South Wales, Australia; Narciss S., Faculty of Psychology, Technische Universit Dresden, Germany; Goedeke S., Department of Psychology and Neuroscience, Auckland University of Technology, New Zealand; Souza L.K.D., Department of Developmental and Personality Psychology, Universidade Federal do Rio Grande do Sul, Brazil; Jia F., Department of Psychology, Seton Hall University, United States; Kumar A., Department of Psychology, Christ University, India; Iliescu D., Department of Psychology and Cognitive Science, University of Bucharest, Romania; Foster L., Department of Psychology, North Carolina State University, United States, School of Management Studies, University of Cape Town, South Africa; Tchombe T.M.S., Department of Educational Psychology, University of Buea, Cameroon; Morris S., School of Psychology, University of New South Wales, Australia; Takang K.T., Department of Educational Psychology, University of Buea, Cameroon Description An account of the resource The 17 global goals of the United Nations Sustainable Development Goals (SDGs) are a call to action for governments and organizations around the world to work towards a sustainable future for all people and the planet. Human behaviour is directly or indirectly tied to all of the SDGs; therefore, psychology as a discipline is critical to their achievement. In this article, wea team of 12 psychology educators from eight countries (three from the Global South) representing six continentsoutline connections between psychology and the SDGs. We argue that psychology education at the foundational undergraduate level should integrate the SDGs into curricula. We describe the framework of psychological literacy that we believe is central to a strong undergraduate education in psychology and outline its conceptual relationship to the SDGs. We then describe the International Competences for Undergraduate Psychology, which explicitly mention the SDGs, but are also closely linked to them across all seven International Competences for Undergraduate Psychology competence categories (psychological knowledge, psychological research methodologies and methods, and the five psychology-relevant areas: values and ethics; cultural responsiveness and diversity; critical thinking and problem-solving; communication and interpersonal skills; and personal and professional development). Finally, psychology educators from six countries (Aotearoa New Zealand, Australia, Brazil, Cameroon, India, and the United States) describe teaching and assessment strategies that harness both the International Competences for Undergraduate Psychology and the SDGs. These strategies offer examples to spur psychology educators to consider how they might make these connections in their own classes and curricula and in their own culture and context. 2025 Canadian Psychological Association Subject The topic of the resource compences fondamentales en psychologie; enseignement de la psychologie; foundational psychology competences; littatie psychologique; Objectifs de deloppement durable; programmes de premier cycle; psychological literacy; psychology education; Sustainable Development Goals; undergraduate Publisher An entity responsible for making the resource available Canadian Psychological Association Relation A related resource ISSN: 7085591; Language A language of the resource English Type The nature or genre of the resource Article Rights Information about rights held in and over the resource Restricted Access; Hardcopy may be available in the library Format The file format, physical medium, or dimensions of the resource online