This paper aims to analyze the implementation of active learning strategies, namely, problem-based learning, interdisciplinary projects, and practical simulations centered in student groups in order to solve a societal challenge/problem based on the course program lectured/interdisciplinary baseline and also aims to contribute to achieving the Sustainable Development Goals (SDGs) in social, economic and environmental terms. The methodology includes case studies, literature reviews, and other results from the University of Lisboa and the Polytechnic University of Lisboa. Results demonstrate that these approaches enhance knowledge retention and foster skills such as leadership, critical thinking, and problem-solving as better preparation for future professional entrance from students in the labour market. Additionally, they promote a deeper understanding of global issues like climate change and social inequality, dignify employment and sustainable consumption and innovation in Economics subjects. Indeed, the motivation of students, despite initially revealing low levels in the face of the initial problem, after they become more collaborative and job proficient. The main conclusions highline confirms are that universities integrating active learning with sustainability problem-focused content positively impact academic performance and students’ ability to act as change agents for a sustainable future. It is recommended that higher education institutions adapt their curricula to align active education with the SDGs, ensuring global relevance and long-term impact.

The authors thank anonymous reviewers for constructive feedback that substantially improved the manuscript. They also thank M. J. Machado of DINÂMIA’CET-ISCTE for administrative assistance.

Active Learning Strategies,problem-based learning,Sustainable Development Goals (SDGs).