Perceptions and Attitudes towards Sustainable Development among Malaysian Undergraduates

Balakrishnan, Balamuralithara; Tochinai, Fumihiko; Kanemitsu, Hidekazu

doi:10.5430/ijhe.v9n1p44

Cited by 38 publications

(33 citation statements)

References 21 publications

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“…Moreover, Saiz and Donald (2017) specified that the economic dimension of SD has not been given priority in ESD compared to the other dimensions of SD in most HEIs. Balakrishnan et al (2020) also found that Malaysian undergraduates from various disciplines lacked appropriate attitudes and perceptions toward economic sustainability issues.…”

Section: Resultsmentioning

confidence: 97%

Education for sustainable development in Japan and Malaysia: a comparative study among engineering undergraduates

Balakrishnan

Tochinai

Kanemitsu

et al. 2021

IJSHE

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Purpose This study aims to examine the impacts of education for sustainable development subject(s) offered at University A, Japan and University B, Malaysia on the attitude and perception toward environment, social and economic issues of sustainability among the engineering undergraduates of the institutions from different countries. Design/methodology/approach A questionnaire survey was administered to 108 engineering students at University A, Japan and 117 engineering students at University B, Malaysia to measure their attitudes and perceptions toward sustainability. Findings The findings suggested that the sustainable development courses offered at University A, Japan, have developed positive attitudes and perceptions on environmental and social sustainability issues. The subjects on sustainable development offered at University B, Malaysia have developed positive attitudes and perceptions on the environmental issues of sustainability. Respondents from both universities, Japan and Malaysia, have not properly developed positive attitudes and perceptions toward economic sustainability issues. The findings also revealed that geographical boundaries have no influence toward the development of the attitude and perception toward sustainability issues. Originality/value This study provides insight into the attitude and perception toward the three pillars – environment, social and economic – of sustainability among engineering undergraduates from two different institutions of two different countries that apply different pedagogic strategies in education for sustainable development in educating undergraduates on sustainable development.

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Section: Resultsmentioning

confidence: 97%

Education for sustainable development in Japan and Malaysia: a comparative study among engineering undergraduates

Balakrishnan

Tochinai

Kanemitsu

et al. 2021

IJSHE

Self Cite

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show abstract

“…The measurement model of geo-education among trainee teachers in Malaysia (Mat Rahimi Yusof) 717 the concept of sustainable education in the environment also causes this is not given good emphasis [33]. Table 3 showed the value of FL, CR, AVE and √ AVE for the primer constructs (FL=0.817-0.932, CR=0.941, AVE=0.761, SQRT AVE=0.872).…”

Section: Resultsmentioning

confidence: 99%

The measurement model of geo-education among trainee teachers in Malaysia

Yusof

Yaakob

Nawi

et al. 2021

IJERE

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<p>This study conducted to develop a measurement model for measuring Geo-Education in Malaysia context. This cross-sectional survey involved 245 trainee teachers in Universities and Institut Pendidikan Guru Malaysia (IPGM). The data collection was made through a set of questionnaires and analyzed using SEM-AMOS. There are four main elements measured, which are loading factors, convergent validity, discriminant validity, and composite reliability. The findings indicated that Geo-Education had a significant contribution to the proposed constructs, namely primer, issues, ecosystem, lifestyle, and cross-curricular elements. A model of Geo-Education was successfully developed in this study using these five constructs, namely primer, issues, ecosystem, lifestyle, and cross-curricular elements. This study also identified twenty-five behaviours of Geo-Education among the trainee teachers in Malaysia. The findings of this study are essential as a guideline for Malaysian teachers to implement the concept of Geo-Education in Malaysia. Additionally, the application of this subject as cross-curricular elements in the Malaysian curriculum is essential to ensure the success of the implementation of Education Sustainable Development (ESD) in the school environment.</p>

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“…Sustainable development consists of three core dimensions related to quality of life: social, economic and environmental. A study reported on the current perception of environmental aspects and attitudes towards sustainable development among Malaysian undergraduates [5]. The questionnairebased study was conducted with 154 respondents from five universities in Malaysia and it examined their perception and attitude towards sustainable development.…”

Section: Ethical Commitmentmentioning

confidence: 99%

Environmental Education in the Preparation of Students of Tourism and Finance and Management in the Czech Republic

et al. 2020

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Higher education includes space for creating cross-cutting competence profiles of future professionals aimed at addressing key sustainability challenges in increasingly complex and global contexts. The research seeks to identify and evaluate the level of engagement in environmental education in study programmes at a career-oriented higher education institution in the Czech Republic. The research sample consisted of 3680 students of the Tourism and Finance and Management study programmes of the College of Polytechnics Jihlava, who participated in work placements in the course of their studies. An educational analysis was applied for qualitative research and evaluation of the level of implementation of the environmental educational component. Quantitative research was based on a questionnaire method, with tests to verify hypotheses being performed at a significance level of 5%. It was proven that the inclusion of an environmental component was influenced by the study programme. This influence was confirmed for the Tourism study programme, while for Finance and Management it was not verified. The environmental component in the Tourism study programme is developed through work placements; however, with regards to major study subjects taught, qualitative research analysing the inclusion of environmental aspects in these subjects proved the opposite. The Finance and Management study programme does not currently use the potential for environmental education development. The research revealed certain drawbacks and uncovered the potential to streamline environmental education at the career-oriented higher education institution.

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Perceptions and Attitudes towards Sustainable Development among Malaysian Undergraduates

Cited by 38 publications

References 21 publications

Education for sustainable development in Japan and Malaysia: a comparative study among engineering undergraduates

Education for sustainable development in Japan and Malaysia: a comparative study among engineering undergraduates

The measurement model of geo-education among trainee teachers in Malaysia

Environmental Education in the Preparation of Students of Tourism and Finance and Management in the Czech Republic

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