Integrating SDGs in Higher Education—Case of Climate Change Awareness and Gender Equality in a Developing Country According to RMEI-TARGET Strategy
2. Study Methodology
- What is students’ level of awareness on climate change?
- Are students playing a key role in reducing the effects of climate change?
- Are universities and students’ societies playing an effective role in terms of enhancing students understanding of climate change?
3. University Background
4. Results and Discussions
4.1. Preliminary Study
4.2. Students’ Level of Awareness on Climate Change
4.3. Students Behaviour towards Climate Change
4.4. The Role Universities and Students’ Societies Play in Enhancing Understanding of Climate Change
Conflicts of Interest
Appendix A. Climate Change Awareness Test
- Which gas contributes the most to climate change?
- How many acres of forests and woodlands are lost every year?
- 1 million
- 5 million
- 10 million
- More than 15 million
- Which of the followings contribute more to climate change?
- Human activities
- Natural influences
- Which of the following phenomena are likely to be caused by climate change?
- Melting ice
- Heat waves
- Increase in heavy rain and snow
- Sea level rise
- Which of the followings are main causes of climate change?
- The use of fossil fuels (gas and petroleum) in transportation
- Deforestation for urbanisation
- The increase in agriculture and greenhouses
- Electricity production
- Animal farms (cows)
- Do you know the difference between weather and climate?
- How many people die annually due to climate change?
- Less than a thousand
- 1–5 thousand
- 10–100 thousand
- More than 150 thousand
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|Clean water and sanitation||23|
|Affordable and clean energy||101–200|
|Sustainable cities and communities||101–200|
|Students Scientific Society||Admin Staff||Members|
|Institute of Industrial & Systems Engineers (IISE)||50%||53%|
|American Institute of Architecture Students (AIAS)||55%||77%|
|Association of Energy Engineer (AEE)||89%||74%|
|American Society of Civil Engineer (ASCE)||21%||40%|
|American Institute of Chemical Engineers (AICHE)||79%||82%|
|Institution of Mechanical Engineers (IMechE)||0%||10%|
|Institute of Electrical and Electronics (IEEE)||62.5%||55%|
|Engineers Without Borders An-Najah (EWB)||52%||33%|
|Do you read or watch environmental topics||24.5%||56.5%||19.0%|
|Do you attend environmental events||38.0%||13.5%||48.5%|
|Do you participate in environmental activities||32.0%||7.5%||60.5%|
|Are you interested in participating in associations or organisations related to the environment?||28.0%||26.0%||46.0%|
|Do you consider buying products made of recyclable materials?||10.0%||21.0%||69.0%|
|Do you use recyclable bags for shopping?||9.0%||12.0%||79.0%|
|Do you apply waste recycling?||7.0%||20.0%||73.0%|
|Faculty||Percentage of Students|
|Faculty of Engineering and Information Technology (FEIT)||61.4%|
|Faculty of Medicine and Health Sciences||24.7%|
|Faculty Of Educational Sciences And Teachers Training||1.7%|
|Faculty of Fine Arts||4.4%|
|Faculty Of Economics And Social Studies||4%|
|Faculty of Law||3.8%|
|Gender||Number of Students||Mean Performance||Standard Deviation|
|Faculty||Number of Students||Gender||Mean Performance||Standard Deviation|
|I can define climate change||3|
|I follow and search environment and climate change topics||2|
|Behaviour and actions of each individual can help prevent climate change||4|
|Climate change affects me and my surrounding negatively||4|
|I am willing to learn best practices to help reduce and prevent climate change||4|
|Climate Change Statement||Female Engineering Students||Female Non-Engineering Students||Male Engineering Students||Male Non-Engineering Students|
|I can define climate change||3||3||3||3|
|I follow and search environment and climate change topics||2||3||3||3|
|Behaviour and actions of each individual can help prevent climate change||4||4||4||4|
|Climate change affects me and my surrounding negatively||4||4||4||4|
|I am willing to learn best practices to help reduce and prevent climate change||4||4||4||4|
|What is you daily transportation method?||Public transportation|
|What do you do with your leftover food?||Throw it away|
Keep it and use it next day
Use it to feed my pets
|If affordable, will you use solar panels at your home?||Yes|
|Do you use energy efficient lighting (LED) in your household?||Yes|
|Do you prefer paper books or e-books?||Paper books|
|Do you prefer to use plastic bags or paper bags?||Plastic bags|
|Source for Environmental Information||Median||Median Female Students||Median Male Students|
|Member of Student Society||Number of Students||Mean Performance||Standard Deviation|
|Member of Student Society||Number of Students||Gender||Mean Performance||Standard Deviation|
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Demaidi, M.N.; Al-Sahili, K. Integrating SDGs in Higher Education—Case of Climate Change Awareness and Gender Equality in a Developing Country According to RMEI-TARGET Strategy. Sustainability 2021, 13, 3101. https://doi.org/10.3390/su13063101
Demaidi MN, Al-Sahili K. Integrating SDGs in Higher Education—Case of Climate Change Awareness and Gender Equality in a Developing Country According to RMEI-TARGET Strategy. Sustainability. 2021; 13(6):3101. https://doi.org/10.3390/su13063101Chicago/Turabian Style
Demaidi, Mona Nabil, and Khaled Al-Sahili. 2021. "Integrating SDGs in Higher Education—Case of Climate Change Awareness and Gender Equality in a Developing Country According to RMEI-TARGET Strategy" Sustainability 13, no. 6: 3101. https://doi.org/10.3390/su13063101