Higher education institutions are working to incorporate the United Nations’ Sustainable Development Goals (SDGs) into their teaching, research, operations, and governance. This review draws on studies about curriculum mapping, student involvement, institutional reporting, and campus sustainability efforts to propose an Input–Process–Output framework for evaluating what institutions can do, how they do it, and what results they achieve. The findings show patchy progress: many schools have adopted SDGs widely but in a scattered way, with shallow integration into courses and inconsistent leadership, particularly in developing countries. By using semantic mapping, insights from student input, and indicators across different areas, the article offers a practical guide based on evidence to help universities improve responsibility, weave sustainability into everything they do, and connect global promises to local actions.