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The purpose of the article is to understand how the literature has been addressing the United Nations' Sixth Sustainable Development Goal (SDG) to obtain an overview of the current scenario and future perspectives.

For that, a bibliometric analysis will be conducted with documents published between 2015 and 2021 and present in the Web of Science database. Initially, 328 documents were identified, and after careful reading of titles and abstracts, 239 documents were analysed. The documents were analysed using tools available on the Web of Science database and the software Bibliometrix.

Amongst the results generated, it should be highlighted the identification of the motor themes “sustainable development” + “developing countries” and “water security”, presenting a significant relevance to the field and a high development level. In addition, “human rights” was verified as an emerging theme in the context of SDG 6 debates.

The information provided here offers good documentation of the extent to which SDG 6 is documented in the literature and can be helpful for researchers interested in the topic.

This study aims to investigate the contribution of higher education institutions (HEIs) to the sustainable development goals (SDGs) and propose strategies to cultivate a culture centred on the SDGs in HEIs.

The methodology used encompassed an integrative literature review, combining bibliographic analysis on how HEIs incorporate the SDGs into their practices, adopting a qualitative approach for the analysis and categorization of the results.

The multifaceted contributions of HEIs in promoting the SDGs stand out, through their roles in teaching, research, management and integration and communication between university and society.

While influencing policies at various levels, HEIs encounter challenges in the effective integration of SDGs into their strategies. This underscores the need for contextualized governance, understanding students’ perspectives on sustainability and active external collaboration in policy formulation.

There is an urgent need to integrate SDGs into academic programmes, emphasizing the importance of redesigning curricula, actively involving teachers, researchers and students, establishing partnerships and promoting research applied to SDGs.

The social relevance of the study lies in the emphasis on an SDG-centred culture, involving teaching, research, outreach, community engagement and governance practices.

The study’s uniqueness lies in identifying persistent challenges during the transition to an SDG-centred culture, necessitating multisectoral collaboration and educational programmes that integrate sustainability principles into the strategy of HEIs.