An experience of integrating the Sustainable Development Goals (SDGs) into the curriculum of the Bachelor's Degrees in Business Administration and Economics from an Ignatian perspective.

This paper presents the results of a teaching innovation project carried out in the ADE and Economics degrees of the Faculty of Economics and Business Studies at Loyola Andalucía University. The ultimate goal of the project is to incorporate the message of the 2030 Agenda in the area of business management so that future graduates will keep it in mind when developing their professional activity and in all spheres of their private life. From the perspective of the Universal Apostolic Preferences (UAP), the SDGs can be understood as specific objectives linked to each preference, so, for example, SDGs 1 end poverty, 2 zero hunger, 4 quality education, 5 gender equality, 8 decent work and economic growth, 10 reduction of inequalities and 16 peace, justice and solidarity institutions, would be directly related to the second apostolic preference, walking with the excluded. Care for the common home is reflected in SDG 6 clean water and sanitation, 7 affordable and clean energy, 11 sustainable cities and communities, 12 responsible production and consumption, 13 climate action, 14 underwater life, 15 life of terrestrial ecosystems. The accompaniment of young people is transversal to all these goals and discernment and openness to transcendence are at the basis of the motivations from which each person freely approaches and commits to these issues (the SDGs). To monitor and evaluate the impact of the project on the students, a questionnaire was developed and passed twice, at the beginning and at the end of the course, which allowed us to assess the change produced in the students in terms of their knowledge of the SDGs, their values and level of sensitivity to sustainability, social responsibility and ethics in business. The results presented in this paper are related to the following research questions: - Are our students concerned about sustainability issues? - As they progress along the educational pathway, does this concern increase? - What is the students' level of knowledge of the SDGs at the beginning of the course, and has it improved by the end of the course? - To what extent are their values and competences related to their concern for sustainability issues and, in particular, to their knowledge of the SDGs? - Which SDGs seem most important to you, and what would you be willing to do to achieve a better understanding of the SDGs? The results allow us to draw conclusions on teaching methodologies to further work on the SDGs in the students' educational pathway.