Mathematics as a Barrier or an Opportunity: Transformation of Approaches to First-Year Students’ Preparation for Achieving Sustainable Development Goals

Abstract

The article explores the challenges of first-year STEM students’ mathematical preparation in Ukraine, framing them within the context of key Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 8 (Decent Work), SDG 9 (Innovation and Infrastructure), and SDG 10 (Reduced Inequalities). The insufficient level of mathematical literacy among school graduates, evidenced by both international assessments (PISA 2022) and the National Multi-Subject Test (NMT), creates substantial difficulties for the transition to higher education. An analysis of survey responses from 135 educators across 35 universities revealed widespread challenges, including students’ inability to work with formulas, perform transformations, construct and interpret graphs, carry out mathematical proofs, formulate conclusions, and apply mathematical knowledge to practical tasks. Key problematic areas of the school curriculum are functions, mathematical analysis, stochastics, and plane geometry. It is argued that these gaps hinder the development of analytical, critical, and systems thinking – competencies crucial for sustainable development. The study concludes that systemic changes are needed including revising school curricula, implementing first-year adaptation programs, developing digital and interactive learning formats, integrating interdisciplinary and contextual learning, placing greater emphasis on the value-oriented dimension of education, and fostering educational partnerships between schools and universities. The importance of cultivating motivation, autonomy, reflection, and a value-based attitude toward mathematics is emphasized. The authors conclude that with adequate support, mathematics can become not a barrier but a resource for developing key competencies for sustainable development.