The vitality of the industry impacts the academe in many aspects. The most pressing change in the sector cascaded in the academe is the Fourth Industrial Revolution or 4IR. The paper, with the World Economic Forum’s top 10 skills needed in 2025 as a framework, determined the readiness of Readings in Philippine History as a General Education Course core subject to the prerequisites of 4IR through Content Analysis. Nine of the ten WEF skills matched the learning competencies. These said competencies were incorporated into the strategies for teaching, instructional materials used, and assessment of learning conducted, but an essential feature of 4IR, the use of technologies for future skills, needed to be improved.

The Higher Education Institutions, through their curricula offerings, extend opportunities to attain the targets of the Sustainable Development Goals. The paper anchored on Implementation Theory in Education analyzed the goals and expected outcomes of the New General Education Curriculum against the targets of Sustainable Development Goal 4-Quality Education. The examined results served as basis for developing Training Designs for faculty teaching General Education Courses. The validated Training Design using a one-group pretest-posttest design analyzed through a paired-sample t-test affirmed the role of the New General Education Curriculum as a platform responsive to the achievement of the specific targets of the Sustainable Development Goals.

The Sustainable Development Goals set for accomplishment in 2030 offer diverse opportunities in various sectors including the academe. The academe performing multiple functions may serve as channel for attaining its targets. The paper analyzed the content topics among the core Social Science New General Education subjects as prospects for achieving applicable SDG. The results of the analysis became the basis for the development of sample teaching guides integrating SDGs. The results revealed SDG 4- Quality Education SDG 5- Gender Equality, SDG 10- Reduced Inequalities, SDG 12- Responsible Consumption and Production, SDG 13- Climate Change, and SDG 16- Peace, Justice, and Strong Institutions are feasible for integration into the core Social Science New General Education Curriculum subjects such as Contemporary World, Ethics, Readings in Philippine History and Understanding the Self. Teaching Guides integrating SDGs characterized by the essential elements for the meaningful development of the learners are available and ready for use.