Spanish University Students’ Awareness and Perception of Sustainable Development Goals and Sustainability Literacy
Abstract
:1. Introduction
1.1. Role of Universities in Education toward SD
1.2. Instruments Developed to Measure Sustainability Literacy, SD and SDG
Target Population | Name | Type of Questions | Reference |
---|---|---|---|
The Ohio State University | Assessing Sustainability Knowledge (ASK) | Multiple Choice | [14,60,61,84] |
Sulitest.org | Sulitest | Multiple Choice | [28,68,85] |
Spanish Universities | Edinsost | Multiple Choice | [71,72,73] |
Nigerian Universities | Sustainability Literacy test | True/False | [74] |
Chinese Senior High School | Awareness of the SDGs | Likert Scale | [75] |
Spanish University | Knowledge SDGs | Likert Scale | [76] |
Spanish University | Students Perception SDGs | Multiple Choice | [77] |
Secondary schools in Germany | Sustainability knowledge | Multiple Choice/Likert Scale/True/false | [86] |
Online survey Japan | Sustainable lifestyles | Likert Scale | [79,80] |
Indian Management Institutions | Sustainability Literacy questionnaire | Likert Scale | [81] |
Jordan University | Understanding SDGs | Multiple Choice | [27] |
Italian Universities | Awareness SDGs | Likert Scale | [59] |
Portuguese Universities | Perceptions SDGs | Likert Scale | [82] |
U.S. population | Climate Change knowledge | Multiple Choice | [87] |
U.S. population | Environmental literacy | Multiple Choice | [88] |
U.S. population | NEEF survey | Multiple Choice | [89] |
Malaysia University | SDGs adoption | Multiple Choice | [83] |
Target Population | Name | Type of Questions | Reference |
---|---|---|---|
Global survey | Awareness SDGs | Likert scale | [90] |
Global survey | Awareness SDGs | Likert scale | [92] |
Africa population | Afrobarometer | Multiple Choice | [93] |
Japan population | MDGs/SDGs-related issues | Multiple Choice | [95] |
28 countries | Public opinion SDGs | Multiple Choice | [97] |
World Universities | IAU survey | Multiple Choice | [98] |
Indonesia University | Awareness SDGs | Multiple choice/Likert scale | [99] |
Nigeria University | Awareness SDGs | True/False | [100] |
Japan population | Dentsu survey | Multiple choice | [104] |
Colombia, Ecuador, Mexico and Peru | Expectations SDGs | Likert scale | [101] |
Kyoto University, | Consciousness SDGs | Likert scale Multiple choice | [102] |
Vietnam | Youths Survey | Multiple choice | [103] |
Nigeria University | Awareness SDGs | Multiple Choice | [105] |
1.3. Implementing SDG at the Universitat Politècnica de València
2. Main Objectives
- -
- The initial awareness of SDGs and the source of information from which students first became aware of the SDGs.
- -
- Students’ sustainability literacy regarding the different sustainability domains (environmental, economic, and social domains) according to gender, subject, level and study year.
- -
- The perception of the SDGs in students’ daily lives and future career choices related to SDGs.
3. Materials and Methods
3.1. Research Design and Materials
3.2. Sample and Data Collection Procedure
3.3. Data Analysis
4. Results and Discussion
4.1. Awareness of SDGs
4.2. Perception of SDGs
4.3. Sustainability Literacy
5. Conclusions
5.1. Main Findings
5.2. Implications
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Acknowledgments
Conflicts of Interest
References
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Level | Degree 1 | Year | No. Participants |
---|---|---|---|
Bachelor | BDB | 1 | 124 |
Bachelor | BDFEE | 1 | 18 |
Bachelor | BDABE | 1 | 59 |
Bachelor | BDAE | 1 | 18 |
Bachelor | BDES | 2 | 32 |
Bachelor | BDIT | 3 | 31 |
Master | MDAE | 5 | 39 |
Q 4 | Q 5 | Q 6 | Q 7 | Q 8 | |||||||
---|---|---|---|---|---|---|---|---|---|---|---|
All | 0.88 ± 0.01 1 | 0.90 ± 0.01 | 0.87 ± 0.01 | 0.84 ± 0.02 | 0.62 ± 0.02 | ||||||
Gender | F | 0.91 ± 0.02 | B 2 | 0.93 ± 0.01 | b | 0.90 ± 0.02 | b | 0.89 ± 0.02 | b | 0.63 ± 0.02 | a |
M | 0.86 ± 0.02 | a | 0.87 ± 0.02 | a | 0.83 ± 0.02 | a | 0.79 ± 0.02 | a | 0.61 ± 0.03 | a | |
Degree | Biotechnology | 0.93 ± 0.02 | b | 0.93 ± 0.02 | ab | 0.90 ± 0.02 | b | 0.88 ± 0.02 | ab | 0.57 ± 0.03 | a |
Forest and Environmental Engineering | 0.83 ± 0.06 | ab | 0.83 ± 0.08 | ab | 0.88 ± 0.06 | ab | 0.75 ± 0.09 | ab | 0.56 ± 0.08 | a | |
Agricultural and Biological Engineering | 0.88 ± 0.03 | ab | 0.91 ± 0.03 | ab | 0.91 ± 0.03 | b | 0.86 ± 0.03 | ab | 0.69 ± 0.04 | a | |
Environmental Sciences | 0.95 ± 0.03 | ab | 0.98 ± 0.01 | b | 0.93 ± 0.02 | b | 0.95 ± 0.02 | b | 0.71 ± 0.04 | a | |
Interactive Technologies | 0.78 ± 0.05 | a | 0.81 ± 0.05 | a | 0.70 ± 0.06 | a | 0.72 ± 0.06 | a | 0.53 ± 0.06 | a | |
Aerospace Engineering | 0.79 ± 0.09 | ab | 0.85 ± 0.08 | ab | 0.76 ± 0.09 | ab | 0.68 ± 0.10 | a | 0.68 ± 0.07 | a | |
Agricultural Engineering | 0.85 ± 0.04 | ab | 0.88 ± 0.04 | ab | 0.87 ± 0.03 | ab | 0.85 ± 0.04 | ab | 0.68 ± 0.04 | a | |
Level | Bachelor | 0.89 ± 0.01 | a | 0.91 ± 0.01 | a | 0.87 ± 0.01 | a | 0.84 ± 0.02 | a | 0.62 ± 0.02 | a |
Master | 0.85 ± 0.04 | a | 0.88 ± 0.04 | a | 0.87 ± 0.03 | a | 0.85 ± 0.04 | a | 0.68 ± 0.04 | a | |
Year | 1 | 0.90 ± 0.02 | ab | 0.91 ± 0.01 | ab | 0.89 ± 0.02 | b | 0.85 ± 0.02 | ab | 0.61 ± 0.02 | a |
2 | 0.95 ± 0.03 | b | 0.98 ± 0.01 | b | 0.93 ± 0.02 | b | 0.95 ± 0.02 | b | 0.71 ± 0.04 | a | |
3 | 0.78 ± 0.05 | a | 0.81 ± 0.05 | a | 0.70 ± 0.06 | a | 0.72 ± 0.06 | a | 0.53 ± 0.06 | a | |
5 | 0.85 ± 0.04 | ab | 0.88 ± 0.04 | ab | 0.87 ± 0.03 | b | 0.85 ± 0.04 | ab | 0.68 ± 0.04 | a |
Number Responses (%) | Total Score (0–12) | Environmental Domain (0–5) | Social Domain (0–3) | Economic Domain (0–4) | ||||||
---|---|---|---|---|---|---|---|---|---|---|
All | 321 (0.50) | 7.52 ± 0.11 | 3.08 ± 0.05 | 2.29 ± 0.05 | 2.15 ± 0.06 | |||||
Gender | F | 162 (0.60) | 7.58 ± 0.15 | a 1 | 3.07 ± 0.08 | a | 2.34 ± 0.06 | a | 2.17 ± 0.09 | a |
M | 159 (0.42) | 7.46 ± 0.16 | a | 3.09 ± 0.07 | a | 2.24 ± 0.07 | a | 2.13 ± 0.09 | a | |
Degree | Biotechnology | 124 (0.89) | 7.78 ± 0.18 | ab | 3.19 ± 0.09 | ab | 2.36 ± 0.07 | ab | 2.23 ± 0.10 | a |
Forest and Environmental Engineering | 18 (0.17) | 7.28 ± 0.46 | ab | 3.06 ± 0.22 | ab | 2.33 ± 0.20 | ab | 1.89 ± 0.27 | a | |
Agricultural and Biological Engineering | 59 (0.31) | 7.02 ± 0.26 | ab | 2.86 ± 0.13 | ab | 2.03 ± 0.12 | a | 2.12 ± 0.13 | a | |
Environmental Sciences | 32 (0.68) | 8.13 ± 0.25 | ab | 3.47 ± 0.14 | b | 2.59 ± 0.10 | b | 2.06 ± 0.18 | a | |
Interactive Technologies | 31 (0.84) | 6.77 ± 0.33 | ab | 2.77 ± 0.14 | ab | 2.06 ± 0.15 | ab | 1.94 ± 0.19 | a | |
Aerospace Engineering | 18 (0.38) | 6.50 ± 0.53 | a | 2.50 ± 0.20 | a | 1.78 ± 0.26 | a | 2.22 ± 0.24 | a | |
Agricultural Engineering | 39 (0.53) | 8.13 ± 0.30 | b | 3.26 ± 0.15 | ab | 2.59 ± 0.11 | ab | 2.28 ± 0.17 | a | |
Level | Bachelor | 282 (0.49) | 7.44 ± 0.12 | a | 3.05 ± 0.06 | a | 2.25 ± 0.05 | a | 2.13 ± 0.07 | a |
Master | 39 (0.53) | 8.13 ± 0.30 | b | 3.26 ± 0.15 | a | 2.59 ± 0.11 | b | 2.28 ± 0.17 | a | |
Year | 1 | 219 (0.45) | 7.43 ± 0.14 | ab | 3.03 ± 0.07 | ab | 2.22 ± 0.06 | ab | 2.17 ± 0.07 | a |
2 | 32 (0.68) | 8.13 ± 0.25 | b | 3.47 ± 0.14 | b | 2.59 ± 0.10 | ab | 2.06 ± 0.18 | a | |
3 | 31 (0.84) | 6.77 ± 0.33 | a | 2.77 ± 0.14 | a | 2.06 ± 0.15 | a | 1.94 ± 0.19 | a | |
5 | 39 (0.53) | 8.13 ± 0.30 | b | 3.26 ± 0.15 | ab | 2.59 ± 0.11 | b | 2.28 ± 0.17 | a |
Domain | Item | Discrimination Parameter | Difficulty Parameter |
---|---|---|---|
Environmental | 1 | 0.30 | 0.78 |
Environmental | 2 | 0.08 | 0.04 |
Environmental | 3 | 0.36 | 0.16 |
Environmental | 4 | 0.46 | 0.53 |
Social | 5 | 0.45 | 0.22 |
Social | 6 | 0.13 | 0.21 |
Economic | 7 | 0.17 | 0.51 |
Economic | 8 | 0.54 | 0.45 |
Economic | 9 | 0.32 | 0.21 |
Economic | 10 | 0.51 | 0.67 |
Social | 11 | 0.43 | 0.28 |
Environmental | 12 | 0.62 | 0.42 |
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Leiva-Brondo, M.; Lajara-Camilleri, N.; Vidal-Meló, A.; Atarés, A.; Lull, C. Spanish University Students’ Awareness and Perception of Sustainable Development Goals and Sustainability Literacy. Sustainability 2022, 14, 4552. https://doi.org/10.3390/su14084552
Leiva-Brondo M, Lajara-Camilleri N, Vidal-Meló A, Atarés A, Lull C. Spanish University Students’ Awareness and Perception of Sustainable Development Goals and Sustainability Literacy. Sustainability. 2022; 14(8):4552. https://doi.org/10.3390/su14084552
Chicago/Turabian StyleLeiva-Brondo, Miguel, Natalia Lajara-Camilleri, Anna Vidal-Meló, Alejandro Atarés, and Cristina Lull. 2022. "Spanish University Students’ Awareness and Perception of Sustainable Development Goals and Sustainability Literacy" Sustainability 14, no. 8: 4552. https://doi.org/10.3390/su14084552