Abstract: Higher education is currently facing a significant challenge in preparing future generations to deal with complex global challenges. To ensure sustainable development, UNESCO has set 17 Sustainable Development Goals (SDGs) on its 2030 agenda. The fourth of these goals, SDG4, aims to provide inclusive and equitable quality education and promote lifelong learning opportunities for all. To elucidate the status of this area of interest, this study conducts a systematic theoretical review of nine previous reviews published in 2020?2024 and obtained from the Web of Science regarding SDG4. The review is based on 10 indicators grouped into two subgroups, following the PRISMA methodology. Despite limitations such as the corpus selection criteria, contextual diversity, and variability in measurement indicators, this theoretical review on the application of SDG4 in the university setting offers valuable practical and social implications. By identifying successful lines of action and areas of improvement, the study can guide the development of inclusive policies, improve educational quality and foster strategic alliances, thus contributing to a more equitable and sustainable education globally. The study's findings reveal diverse initiatives aimed at its attainment, such as developing equity-focused educational models, enhancing infrastructure and assessment systems, fostering educational and technological innovation, and forging strategic partnerships. Nevertheless, barriers such as the digital divide continue to impede progress toward achieving SDG4.

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