Knowledge and Awareness on Sustainable Development Among University Students

Sustainable development has attracted great attention lately. As the human population increases, the demand for natural resources for development increases, and this has caused the depletion of non-renewable resources and damage to the environment. Therefore, there is a clear need for global action to create a more sustainable future. The future depends on the students at present because they are the future leaders. The main objective of this study was to determine the level of knowledge and awareness of the concept of sustainable development among the students at the University of Malaysia Sabah (UMS). A set of questionnaires was developed for this preliminary survey. 158 students were randomly engaged to be involved in this study. Based on the findings, the students’ knowledge and awareness level is considered high, and the average values range from approximately 70% to 91%. Findings also showed that terms such as “Eco-Campus,” “Earth Hour,” “Earth Day,” and “Green Energy” are keywords that most of the respondents are familiar with. It was interesting to note that there were still a handful of students unaware of the term “Sustainable Development Goals” at the time of the study (the year 2019). In conclusion, generally, the students have sufficient knowledge and awareness of sustainable development.

Introduction

As the human population increases, the demand for natural resources for development increases. However, increased demand for urbanization and industrialization caused the depletion of non-renewable resources as well as damage to the environment. Therefore, there is a clear need for global action to create a more sustainable future. ‘Sustainable development’ was first defined in the 1987 Brundtland Report as development that meets the needs of the present without compromising the ability of future generations to meet their own needs. The report emphasized the term sustainable development in three dimensions, which are ecological, economic, and social sustainability (UN, 1987).

Education for Sustainable Development aims to empower people with the knowledge, skills, values, attitudes, and behaviors to live in a way that is good for the environment, economy, and society (Patricket al., 2019). The role of higher in creating a sustainable future will possibly be of great importance as the world continues to become increasingly globalized and interdependent. Education for sustainable development allows people to reconsider their mindset and willingly contribute towards a sustainable future, according to the United Nations Educational, Scientific and Cultural Organization (UNESCO). Therefore, creating access to good quality education related to sustainable development at every stage of life can provide knowledge and awareness that will ultimately be beneficial to all. A good example of good quality education provides an appropriate level of education for the students. Due to the importance of sustainable development, its necessity should be emphasized, and all related issues should be blended into all aspects of service, teaching, and research.

Sustainable Development Solutions Network (SDSN) Australia/Pacific is a platform created in 2012. A tool known as the University Commitment was initiated in 2016 to promote sustainable development goals (SDGs) among the senior university leadership in the hope of them engaging in contributing to the goals. Talks regarding SDGs are being held within universities. The talks act as a way of convincing and demonstrating to stakeholders about the important role universities play in fulfilling SDGs. Many Australian universities have voiced their willingness to contribute to achieving the SDGs. SDGs are often supported and promoted in the universities through the means of their education and operations, research, and also the report on activities in support of the goals (SDSN, 2019).

For the University of Malaysia Sabah (UMS), it is the first higher learning institution to launch the Eco-Campus Action Plan in Malaysia. In February 2013, the Eco-Campus Management Centre was established to provide a framework to promote the key elements of the Eco-campus Transformation Plan. One of the Eco-Campus values is sustainable development. To support this development, UMS has committed to green investment and reduction of carbon footprint (Hussin & Kunjuraman, 2015).

To achieve sustainability, a certain level of knowledge and awareness about sustainable development among students at UMS is very important. However, these factors are lacking among them as they are unaware of the importance and impact of sustainable development on their daily lives. According to Noorma and Hasbullah (2015), students possess no immediate awareness of sustainable development because they fail to realize its importance. Furthermore, the future hinges on the students at present because they will be the leaders for future generations.

There are not many studies on the level of knowledge and awareness of sustainable development in Malaysia. Previous researchers such as Ahmad and Ariffin (2018), Derahimet al. (2012), Err and Catherine (2012), and Saadatianet al. (2009) have done their research relevant to sustainable development in Peninsular Malaysia. It is interesting to note that no research has been done in Sabah prior to 2020.

Thus, it would be good to determine the level of knowledge and awareness of the students on sustainable development as this would shed light on the scenario and help in future decision-making related to sustainability in higher education.

Methodology

Study Area

The study area of this research is UMS’s main campus, located in Kota Kinabalu, the capital city of Sabah, Malaysia. UMS is a higher education institution established on November 24, 1994. The coordinates of the UMS main campus are 6.0353° N and 116.1178° E.

Research Design

Several procedures were used in this study to investigate the knowledge and awareness of UMS students regarding sustainable development. It starts with a preliminary study to determine the relevant literature, target populations, questionnaire, pilot test, distribution, and collection of data.

Sampling

As of September 4, 2017, the population of enrolled students in UMS’s main campus was 3,500. The estimated population size for students at the main campus of UMS in 2019 is 10,500. Therefore, the calculated sample size is 96 respondents with a 95% confidence level and 10% margin error. The data collection was conducted in September 2019.

Questionnaire Design and Pilot Test

The questionnaire was divided into three parts: Part A, Part B, and Part C. Part A was made up of four questions on the demographic of respondents. Part B consists of 10 questions concerning the keywords related to sustainable development, which can reveal respondents’ level of awareness of sustainable development. Part C consists of questions concerning the concept of sustainable development that are made up of 20 questions.

In Part B, the Likert scale is used in this survey. The response scales used in the questions are ‘Not heard of,’ ‘Heard of but could not explain,’ and ‘Have some knowledge,’ which can determine the level of awareness of sustainable development.

The reliability of this questionnaire was determined using Cronbach’s Alpha. According to Bryman (2016), the alpha values in the range of 0.70 to 0.95 are acceptable. Using IBM SPSS Statistics, Cronbach’s Alpha on the reliability statistics of this questionnaire is 0.74. Validity is the extent to which a concept is accurately measured in a quantitative study, while reliability refers to the consistency of a measure (Roberta & Twycross, 2015). To this, the questionnaire used in this study is modified from the questionnaires by Michaloset al. (2011), Azapagicet al. (2005), and Chimezie (2016).

A pilot test is carried out to ensure the validity and reliability of the questionnaire. Pilot testing is a rehearsal of the research study that allows researchers to test with a few test participants before the researcher conducts the main study (Bryman, 2016). Ten people from the target group are randomly selected to pre-test the survey questionnaire. The feedback from the respondents is recorded to identify any issues. All the unclear, difficult, and unnecessary questions are removed or improved. Modifications were carried out after the pilot test so that respondents could easily understand the questionnaire.

Distribution of Questionnaire

The purpose of the questionnaire is to obtain students’ level of knowledge and awareness of sustainable development. The minimum sample size of respondents is 96. The respondents were randomly chosen from each faculty member at UMS. Stratified random sampling is used for this quantitative study. This is because stratified random sampling involves splitting subjects into mutually exclusive groups (different faculty) and then using simple random sampling to choose members from groups. The stratified sample formula is used to calculate the sample size of this survey and the proportion of people from each faculty.

Data Analysis

Descriptive statistics and the Chi-square Test are used for data analysis. The collected data is presented in tables, figures, bar charts, and pie charts. The scoring system in the finding of Yusofet al. (2014) is used to determine the knowledge level of the respondents on sustainable development. The level of knowledge was categorized into poor, intermediate, and good levels, as in Table I.

Table I. The Knowledge Level Scoring System

Classification for level of knowledge	Score
Poor level	0%–50%
Intermediate level	51%–70%
Good/High level	71%–100%

Results and Discussion

Demographics

There were 158 respondents in this survey. 65.8% of the respondents are female, while the remaining 34.2% are male. The age of the university student respondents varies from 19–24. This depends on the students’ entry route and their years of study. Among them, 56% are science stream students, and the rest are from the art/business stream.

Level of Knowledge on Sustainable Development

Table II shows the average of the correct responses on different aspects of sustainable development.

Table II. Average Correct Responses on Different Aspect on Sustainable Development

Different aspects of sustainable development	Average correct responses (%)
General knowledge	77.0
Education aspect	74.4
Climate change	69.7
Relevant activities	86.7
Natural resources topics	91.3

Table III shows that the item “Economic development, social development, and environmental protection are all necessary for sustainable development” scored the highest percentage (93%). Most respondents agreed that to achieve sustainable development, it is necessary to balance economic development, social development, and environmental protection.

Table III. The Percentages of the Correct Responses in General Knowledge on Sustainable Development

Statements	Correct responses (%)
Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.	75.9
Sustainable development goals is a set of 17 goals to end poverty, protect the planet and ensure prosperity for all as part of new sustainable development agenda.	84.8
Economic development, social development and environmental protection are all necessary for sustainable development.	93.0
Sustainable development is as much about the children in the future as it is about what we need today.	80.4
Sustainable development has nothing to do with social justice	69.6
Corporate social responsibility is irrelevant to sustainable development.	58.2
Average result.	77.0

On the other hand, 69.6% of the respondents managed correct responses to the item “Sustainable development has nothing to do with social justice,” and 58.2% of the respondents knew about the item “Corporate social responsibility is irrelevant to sustainable development.” The percentage of these two items is lower than the average score. This may be because university students are unfamiliar with the term “social justice” and are not sure about the social responsibility of corporations towards sustainable development.

Education on Sustainable Development

Most respondents (91.1%) correctly answered the item “Education for sustainable development seeks to balance human and economic well-being with cultural traditions and respect for the earth’s natural resources.” Most of the respondents agreed that suitable and related education should be given to people to achieve sustainable development. Education for sustainable development provides knowledge, attitude, and perception so that people can be guided correctly in contributing to said development. Interestingly, only 86 respondents (54.4%) managed to score for the item “Education for sustainable development emphasizes gender equality” (Table IV). This might be due to the imbalance of gender among the population of university students. A minority of the respondents probably believe that sustainable development is a topic that is related solely to the relationship between humans and their environment or natural resources but not to gender equality.

Table IV. The Percentages of the Correct Responses in Education Aspect on Sustainable Development

Statements	Correct responses (%)
Education for sustainable development emphasizes education for a culture of peace.	74.1
Education for sustainable development emphasizes gender equality.	54.4
Education for sustainable development seeks to balance human and economic well-being with culture traditions and respect for the earth’s natural resources.	91.1
Education for sustainable development emphasizes respect for human rights.	77.9
Average result	74.4

Climate Change and Sustainable Development

The average score for this topic is 69.7%, which falls in the intermediate level of knowledge category. 70.9% of the respondents knew that the rate of climate change can be slowed down by human effort. Climate change is a serious issue that has been going on for a long time. The seriousness of this issue has always been highlighted and promoted in the country (The Star Online, 2019). Therefore, most of the respondents have a certain level of knowledge regarding climate change.

Relevant Activities on Sustainable Development

Table V shows that the item “UMS Eco-Campus Centre was established in 2013 to encourage and practice the concept of sustainability focusing on-campus community” has managed the highest percentage of correct responses (94.9%), and this is followed by the item “UMS is the first higher learning institute in Malaysia to launch the first Eco-Campus Action Plan” (88.6%). This may be due to the ideas of Eco-Campus implemented on campus where education and environmental protection awareness are widely promoted. Furthermore, an Eco-Campus Centre is also built right next to the entrance gate to manage all activities and events related to environmental protection and eco-campus visits.

Table V. The Percentage of the Correct Responses in Relevant Activities on Sustainable Development

Statements	Correct responses (%)
Earth day is celebrated every year on the 22nd of April.	86.1
The first earth hour event was held on 31 March 2007.	79.1
Malaysia was the first to ban plastic bags.	84.8
UMS is the first higher learning institute in Malaysia to launch the first Eco-campus action plan.	88.6
UMS Eco-campus centre was established in 2013 to encourage and practice the concept of sustainability focusing on campus community.	94.9
Average result.	86.7

UMS often conduct activities on Earth Day and Earth Hour (UMS, 2019a, 2019b). Therefore, the majority of the students have some knowledge about these topics but are not familiar with the dates of the events.

84.8% of respondents knew the item ‘Malaysia was the first to ban plastic bags’ was wrong. It was expected that 100% should spot this inaccurate statement, yet 24 respondents missed this.

Natural Resources and Sustainable Development

For the natural resource aspects of sustainable development, most respondents (91.3%) have a high level of knowledge on the importance of maintaining biodiversity, renewable and non-renewable resources, and sustainable consumption. 93% of the respondents can answer correctly for the item “Sustainable consumption includes using goods and service in ways that minimize the use of natural resources and toxic chemicals and reduces waste,” followed by the second highest correct response (92.4%) for item “Maintaining biodiversity—the number and variety of living organisms—is essential to the effective functioning of ecosystems” and the third highest correct response (88.6%) for item “Use of non-renewable resources like oil should not exceed the rate at which sustainable renewable substitutes are used.”

Malaysia is a country full of natural resources. The richness of natural resources becomes the country’s primary income source. Besides, the people of Malaysia also consume natural resources daily. Due to its importance to Malaysia, natural resources are often emphasized and mentioned in Malaysia’s education system syllabus. Therefore, most university students possess knowledge regarding natural resources.

Awareness of Sustainable Development

More than 70% of the respondents aware of the sustainable development keywords such as “Green energy”, “Eco-campus,” “Earth Hour,” and “Earth Day”. The details of the proportion of the respondents on awareness of these keywords are shown in Fig. 1.

Fig. 1. The proportion of respondents on awareness on different keywords of sustainable development.

There are 112 respondents (70.9%) who have some knowledge of “Green energy”; 38 respondents (24.1%) heard of but could not explain this keyword, while 8 respondents (5%) have not heard of this keyword. Most university students are familiar with these keywords because they studied green energy in secondary school. “Green energy” is one of the topics that is included in the syllabus of Form 2 Science in Malaysia (Layet al., 2013).

Moreover, 81% of the respondents (128 respondents) have some knowledge of “Eco-Campus,” while 29 respondents heard but could not explain this keyword, and only one respondent unheard of this keyword. “Eco-Campus” is a keyword that UMS students are familiar with because UMS has put much effort into eco-campus, such as eco-campus tourism (UMS, 2018).

For the keyword “Earth Hour,” 137 respondents (86.7%) have some knowledge of this keyword, but the remaining 18 respondents knew this but could not explain it, and three respondents were unheard of. Furthermore, there are 131 respondents (82.9%) with some knowledge of “Earth Day”; meanwhile, 25 respondents could not explain this keyword, and another two respondents had not heard of it. This may be because UMS usually conducts yearly activities on Earth Day and Earth Hour. Thus, most students are aware of this.

87 respondents (55.1%) have some knowledge of “Green building,” but 49 of them do not. It has been reported that about 40% of Malaysia’s new buildings use green buildings that are more energy-efficient and have zero carbon emissions (Bernama, 2019). However, such buildings could be restricted to certain regions only.

For the keyword “Green economy,” 68 respondents have some knowledge of it, 61 respondents heard it but could not explain, and the remaining 29 respondents had not heard of this keyword. Sustainable development is not included in the syllabus for primary school education; as for secondary school education, it was briefly mentioned. Therefore, it is nearly impossible for students in universities, where the subjects are more specialized, to have an education in sustainable development.

Besides, 82 respondents had some knowledge of “sustainability.” Meanwhile, 56 respondents heard but could not explain the meaning of “sustainability,” and 20 respondents had not heard of this keyword. For the keyword “Sustainable Development,” 72 respondents had some knowledge of it, while 60 respondents could not explain it, and the remaining 26 respondents had not heard about this before. General terms or topics such as global warming are more commonly known among students than specific terms like sustainable development (Josephet al., 2013).

68 respondents (43%) had not heard of “Green chemistry,” 59 respondents heard but could not explain it, and only 31 respondents had some knowledge of this keyword. Similarly, 54 respondents had not heard about “Sustainable Development Goals” (SDG), 57 respondents heard but could not explain this keyword, and only 47 respondents had some knowledge of it. This was strange as SDG has been around since 2015.

The Eleventh Malaysia Plan, implemented between 2016 and 2020, has mentioned SDGs. However, the term is not specifically highlighted in these policies. This can be why more than a quarter of respondents are unaware of a more specific term like Sustainable Development Goals (Horvathet al., 2013; Naidin & Vun, 2022).

Furthermore, the term “Green Chemistry” has not been touched on or elaborated on in primary school, secondary school, and pre-university school syllabi. Therefore, the respondents are less likely to acquire the related knowledge and awareness about green chemistry.

Conclusions

Overall, it can be concluded that the level of knowledge on sustainable development is high among UMS students, regardless of their courses and faculties. All in all, the respondents are familiar with most of the terms being asked about in the questionnaire.

Other than focusing on the importance of sustainable development in the curriculum, the experience of learning (Naidin & Vun, 2022) and the teachers as the role models (Omaret al., 2019) are important aspects to be considered to ensure a holistic Education for Sustainable Development.