Focusing teaching on Project-Based Learning (PBL) requires an awareness of contemporary scenarios and how pedagogical practices can respond to students' characteristics and the complexity of current challenges. Through their teaching and learning activities, Higher Education Institutions (HEIs) can mobilize young people to recognize the importance of the 2030 Agenda for Sustainable Development. They equip students with the knowledge and skills to tackle the challenges of the Sustainable Development Goals (SDGs), contributing to a more sustainable and inclusive future. By linking education to sustainable development (SDG 4 - Quality education), HEIs can meet some targets that explicitly highlight the broad role of universities.

The mapping of the 17 SDGs of the 2030 Agenda in the training offer is based on the perspective of their contributions, through its learning outcomes to the five fundamental areas of action - the 5 P's: People (SDGs 1, 2, 3, 4 and 5), Planet (SDGs 6, 12, 13, 14 and 15), Prosperity (SDGs 7, 8, 9, 10 and 11), Peace (SDG 16) and Partnerships (SDG 17).

This document focuses on the briefings of external partners, whether from state bodies, the market, or civil society, with collaboration protocols signed with a Portuguese HEI department, to understand the scope of integrating the 17 SDGs into Communication Curricular Units (CUs). The research focused on CUs with an integrated marketing communication focus in bachelor's and master's degree courses over fifteen years of teaching practice (from 2010/2011 to 2024/2025 academic year).

The briefings considered for this study focus on important issues for humanity and the planet. They have been developed from the perspective that pedagogical practices, such as collaborative learning and skills development, emphasise the role of teachers as mentors and tutors, encouraging the dissemination of concepts relating to sustainability in its social, economic, and environmental dimensions. To implement the briefings in the classroom from a PBLj approach, a set of procedures was established concerning teaching materials, work development phases, and an assessment system that supports learning for higher education institutions.

The mapping of partnerships assumes that HEIs play a crucial role in achieving the SDGs, both as centers of education and research and as influencers of sustainable policies and practices. This mapping (P5. Partnerships) identified 64 partners who organized 75 briefings. The values obtained by linking the 5 Ps to each of the 17 SDGs for all the briefings indicated that, in the analyzed communication CUs, the pillars of sustainability that received the greatest emphasis are P1. People followed by P2. Planet and P3. Prosperity; P4. Peace was downplayed in this context, considering the analysis period.

The practical implications are that integrating the SDGs into UCs through PBLj as a teaching method creates a win-win relationship. This approach can benefit brands by promoting sustainability solutions rooted in a strong image that fosters notoriety, credibility, and value. It can also assist students in acquiring competencies, preparing for their final assessments, and developing their e-portfolios. Finally, it can strengthen the connections between HEIs and other stakeholders in a global context while enhancing local competencies.

Keywords: Higher Education Institutions, Sustainability, Sustainable Development Goals (SDGs), Curriculum design, Project-based learning (PBL).