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We explored the amount of research contributions in recent years in the area of OBE, SLOs, and sustainable goals in higher education. These contributions include research papers, articles, patents, and others. We have attempted to find out the research impact in these research fields, exploring some important databases, namely Google Scholar, Science Direct, ACM Digital Library, and Wiley Library. Our findings are summarized in Table 3.4, where it is very clear that the research impact in OBE in general is higher than that of SLOs. While investigating the amount of research, we observed that generalized theories and significance are much researched, in comparison with the actual assessment tools and their impact, especially in the areas of SLOs. Overall, research activities in a focused manner, need to be much strengthened.

Table 3.4 Research impact in OBE (last five years).

Research area	Number of research contributions
Google Scholar	Science Direct	ACM Digital Library	Wiley Library
Outcome‐based education (OBE)	901 000	191 213	152 932	142 247
Assessment of student learning outcomes	157 000	31 754	145 258	82 003
Sustainable goals in higher education	193 000	47 054	131 806	29 755

When we look at all 17 SDGs, we see that SDG 4 primarily deals with the higher education sector. This does not mean that other goals are to be achieved in complete isolation, rather there should be interrelation with educational goals. The following goals are associated with SDG 4 directly or indirectly:

 Gender equality (SDG 5) and good health (SDG 3) (UNESCO 2019) (TWI2050 – The World in 2050 2018)

 Descent work and economic growth (SDG 8) (UNICEF 2019)

 Reduced inequalities (SDG 10) (Pizarro Milian and Davies 2020)

 Sustainable communities (SDG 11) (UNICEF 2019)

 Climate action (SDG 13) (Franco et al. 2019; Kioupi and Voulvoulis 2019; Leal Filho et al. 2019; UNESCO 2019)

 Peace and justice (SDG 16) (Kioupi and Voulvoulis 2019)

The above SDGs do have a close association with education either directly or indirectly. For example, we aim at gender equality in providing access to education for all and, in reciprocation, the education and awareness among the general populace would also help in eradicating the menace of gender inequality. Thus, the educational goals and other SDGs actually help in transforming society and mankind so that everyone on the planet can lead a happy and healthy life. Good health is not accessible to most underprivileged people for two main reasons: the first is lack of financial ability and the second, which is an even more important factor, is related to education and proper awareness. Sometimes people suffer and die despite the health facilities and cover supported by government because the knowledge about accessing the facilities available does not exist. The economic growth of an individual as well as a country is predominantly affected by the quality of education. Through good quality education, research can be carried out and funds generated, and competent graduates who have passed through the OBE system will be capable of self and the national growth. Education, if truly imparted and evaluated, helps in addressing a number of societal issues that prevail in the society. Those who are properly educated will also be responsible citizens and will be sensible toward climate, nature, environment protection, societal values, and peace and justice for all. When we explored the research activities on major components and goals of sustainable development, we found that very limited research has been done – a situation which needs immediate attention. Research in education pedagogies and delivery is equally important as that which we do in other fields of science, technology, and engineering.

In a UNICEF (United Nations Children's Emergency Fund) report (UNICEF 2019), 1.8 billion children will be in middle‐ and low‐income countries, out of which 420 million of them will not learn basic skills and 825 million will not acquire basic secondary level skills. This is an alarming situation which needed to be tackled by the world community so that every person has an equal opportunity to learn and to develop skills. An even more important factor than the quantity of learning is the quality of learning. The developed nations might step up and help low‐ and middle‐income countries to elevate their education standards and make the basic infrastructure available so that each child can learn, but what is more important is the quality learning that depends on the ways in which teaching learning take place. The TLP has to be steered in a such a manner that the appropriate set of skills is developed in most children. In the UNICEF report, it is mentioned that a nineteenth‐century education system cannot fulfill the requirements of twenty‐first‐century learning and this is why OBE is of the utmost importance; the OBE framework makes sure that learning takes place properly and leaves a unique mark in learners in the form of skills.

OBE also motivates growth in individuals as well as the organizations, which we can understand easily. Suppose student A of an institute I was found taking an interest in all the activities associated with the course, and more importantly the faculty F was sufficiently capable

to motivate student A to participate in teaching learning activities, then Student A could develop a unique set of skills in addition to an excellent academic profile, and gain employment at the end of final semester. The candidate could have tremendous growth in the industry and could now also contribute to a number of social activities and perform corporate social responsibility (CSR) as well. Another student B at another institute I1, might be even more intelligent than student A, both academically and in general aptitude, but might never have focused on skills, especially project‐based skills and a research‐based learning attitude. This candidate, too, might get employed but will have to face a lot of hardships and never progress in their professional career. This example motivates other students as well as institutes to follow the OBE approach.