Empirical Test on the Knowledge That Students of a First-Year University Course Have About the Sustainable Development Goals (Sdg)

Guerola-Navarro, Vicente; Oltra-Badenes, Raúl; Botella-Carrubí, Dolores; Gil-Gómez, José Antonio

doi:10.21125/edulearn.2022.0817

Cited by 1 publication

(1 citation statement)

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“…The initial state of knowledge and commitment of students towards the SDGs is not as widespread as expected. A study conducted at the Polytechnic University of Valencia (UPV) found that while students have some knowledge about the SDGs, they lack understanding of their role and the responsible parties involved in achieving the goals [18]. Another study at Universiti Teknologi MARA (UiTM) revealed that only a portion of the university curriculum addresses the SDGs, with three goals not being addressed at all [19].…”

Section: Introductionmentioning

confidence: 99%

Sustainable Development in Third Level Programs: Distilling a Pathway to a True Net-Zero Education

Al Kez,

Lowans,

Foley

2024

Sustainability

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This study probes the notable gap between the theoretical endorsement of the UN Sustainable Development Goals (SDGs), particularly SDGs 7, 12, and 13, and their tangible implementation in higher education curricula. We hypothesize that entrenched unsustainable practices in key academic disciplines, such as engineering and business, persist despite the global shift towards sustainability. The study engages a diverse cohort of participants from academia, public, private, and nonprofit sectors, chosen for their distinct roles and insights in integrating SDGs into educational and industrial frameworks. Our research design integrates an extensive qualitative literature review and critical analyses with quantitative surveys using specially designed instruments. The study was conducted with a sample of 48 participants, representing various sectors, using specially designed survey instruments to gauge expert opinions on the barriers and opportunities in advancing sustainable education. Our findings identify economic and administrative hurdles as primary impediments to academia’s shift towards sustainability. The data underscore the urgent need for targeted strategies in transitioning to a net-zero educational paradigm. The study concludes with a call to reshape academic initiatives, highlighting the critical role of education in preparing future leaders. It emphasizes bridging the gap between theoretical support for SDGs and their practical application in academia, proposing actionable strategies for this alignment.

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Section: Introductionmentioning

confidence: 99%