Sustainable Development Goals and 2030 Agenda: Awareness, Knowledge and Attitudes in Nine Italian Universities, 2019

Saudi dental students' perceptions on sustainable development goals and sustainable dental practice

OBJECTIVES

This study utilised a cross-sectional survey design to assess the levels of knowledge and awareness among 841 undergraduate dental students from Saudi Arabia regarding sustainable development goals (SDGs) and sustainable dental practices (SDP).

MATERIALS AND METHODS

A self-administered online questionnaire was distributed to adults aged between 18 and 35 years of both genders, from November 2022 to November 2023. The study has obtained appropriate ethical approval.

RESULTS

Participants exhibited a moderate level of knowledge and awareness regarding the SDGs, while demonstrating a high level of awareness specifically related to the SDP. The presence of a correlation between gender-associated beliefs and pro-environmental behaviours is apparent. Additionally, it has been observed that participants who engage in clinical activities exhibit a heightened level of awareness concerning SDP.

CONCLUSIONS

By assessing dental students' current knowledge and awareness of the SDGs and SDP, we can inform stakeholders in the dental industry about how to enhance sustainability competence and develop dental policy curricula. This will better prepare students to serve as educators as well as professionals, aligning with their commitment to integrating the principles and objectives of various SDGs and SDP into dental education and practice.

Influence of sustainability in the positioning of the university brand: Study in universities in Medellín-Colombia

The implementation of university sustainability affects brand perceptions by conferring attributes related to commitment and reputation, especially by students. The proper management of sustainability is related to an improvement in the university brand perceived by its stakeholders, including students. For this reason, this research aims to analyse whether university sustainability positively affects brand positioning among university students. For this purpose, a theoretical and quantitative mixed-method investigation is proposed that allows the establishment of a structural model in which the relationships between the dimensions of university sustainability with the dimensions of brand positioning are evident. The empirical analysis found that some dimensions of university sustainability, such as the institutional framework, campus operations and some dimensions of the substantive functions, positively affect brand positioning in university students and generate commitment to the university from both the prestige and reputation of the brand.

Integrating sustainability into higher education challenges and opportunities for universities worldwide

This paper undertakes a comprehensive investigation into incorporating sustainability within higher education, aligning with the United Nations' Sustainable Development Goals (SDGs). Utilizing quantitative and qualitative research methods, our study delves into the status quo, methodologies, and impacts of sustainability education across a spectrum of international and local settings, with a specific lens on the United Arab Emirates. Our analysis spans various topics, from best practices in sustainability integration and educational frameworks to the influence of global initiatives like the Impact Ranking on promoting SDG-aligned transformations within academic institutions. Highlighting case studies from the UAE, we provide concrete evidence of successful sustainability strategies and interventions. These are juxtaposed with a global overview that uncovers the varying challenges and opportunities present in implementing sustainability education worldwide. Among our key findings is the essential role of interdisciplinary approaches and the critical need for active faculty involvement in fostering sustainability education. Drawing from a rich compilation of data and narratives, the paper presents a set of strategic recommendations designed to enhance the efficacy and reach of sustainability education. These recommendations are informed by the challenges observed and the success stories identified during our investigation. Ultimately, our research underscores the indispensable role that higher education plays in preparing future generations to navigate and address the complexities of sustainability challenges effectively.

Putting precision and elegance in enzyme immobilisation with bio-orthogonal chemistry

The covalent immobilisation of enzymes generally involves the use of highly reactive crosslinkers, such as glutaraldehyde, to couple enzyme molecules to each other or to carriers through, for example, the free amino groups of lysine residues, on the enzyme surface. Unfortunately, such methods suffer from a lack of precision. Random formation of covalent linkages with reactive functional groups in the enzyme leads to disruption of the three dimensional structure and accompanying activity losses. This review focuses on recent advances in the use of bio-orthogonal chemistry in conjunction with rec-DNA to affect highly precise immobilisation of enzymes. In this way, cost-effective combination of production, purification and immobilisation of an enzyme is achieved, in a single unit operation with a high degree of precision. Various bio-orthogonal techniques for putting this precision and elegance into enzyme immobilisation are elaborated. These include, for example, fusing (grafting) peptide or protein tags to the target enzyme that enable its immobilisation in cell lysate or incorporating non-standard amino acids that enable the application of bio-orthogonal chemistry.

Sustainable Development Goals and 2030 Agenda—Survey on Awareness, Knowledge and Attitudes of Italian Teachers of Public Mandatory Schools, 2021

Achieving the Sustainable Development Goals (SDGs) goes hand in hand with realising a more sustainable future, taking into account environmental, economic and social dimensions. Education can accelerate these goals, with teachers playing a central role. In 2021, a study was conducted among teachers in Italian mandatory schools to investigate knowledge, sources of information and attitudes towards the SDGs. An online survey was conducted, based on a Likert-scale with 62 items. The questionnaire was completed by 417 teachers. The overall knowledge score shows a median of 42.9%, an interquartile range of 25% and a range of 1.8–91.1%. A very good level of knowledge among teachers is limited to some topics, such as the Greenhouse effect (19.6%) and Resilience (13%), which may be better known due to wider media coverage. Sustainability issues are not yet considered as a shared responsibility, as teaching in designated hours was often suggested. The commitment of Italian teachers and schools to a stronger integration of sustainability issues into didactic programmes still needs to be improved. A change of perspective is urgently needed, whereby sustainability education should be seen as a collective responsibility.

Spanish University Students’ Awareness and Perception of Sustainable Development Goals and Sustainability Literacy

The implementation of Agenda 2030 and the Sustainable Development Goals (SDGs) by the United Nations in 2015 focuses on making a more sustainable world in all countries and for all stakeholders. Higher education institutions (HEI) play a key role in increasing students’ sustainability knowledge, transforming their attitudes and motivating them to promote or engage in sustainability behaviors. HEI can take several measures to fulfill these objectives, but it is important to develop efficient tools to assess the starting point at which university students are at. In this study, a survey was conducted that addressed students from different Universitat Politècnica de València (UPV) degrees to investigate their knowledge and awareness of sustainability and SDGs. This survey (n = 321) showed students’ levels of knowledge and initial awareness. Many UPV students state that they are aware of the SDGs, but most do not fully understand these 17 goals and their current implementation but think that the SDGs are important for their daily lives. Therefore, finding links between the SDGs and daily interests is necessary to advance toward further implementation to allow us to fulfill all SDGs. These results offer a good starting point for evaluating future training and awareness actions to improve sustainability-related educational strategies.

Sustainable Development in Education from Students’ Perspective—Implementation of Sustainable Development in Curricula

Education for sustainable development is a method of teaching aimed at developing awareness, competence, knowledge, skills, and attitudes in the field of environmental protection in such a way that each activity related to its operation supports the satisfaction of the needs of future generations. In the face of environmental and social challenges, these are key competencies that require significant changes in university curricula, supporting a sustainable and innovative economy. This article aims to present the results of a study on young people’s awareness of sustainable development and their opinion on the implementation of SDGs in curricula. The publication responds to the demand of technical students for educational content related to sustainable development and a greater integration of economic, social, and environmental issues. The analysis carried out as part of the EnAct-SDGs project at the AGH University of Science and Technology in Krakow (Poland) shows that students are increasingly aware of the importance of sustainable development in various aspects of their lives, both in their education, in their professional work and in their lives, as part of an awareness-raising society. The conducted analyses allowed us to define the directions of necessary changes in the didactic process as an essential set of skills and knowledge for future graduates of raw materials faculties.

Toward Environmental Sustainability, Health, and Equity: How the Psychological Characteristics of College Students Are Reflected in Understanding Sustainable Development Goals

This study aimed to identify how the psychological characteristics of college students are reflected in understanding sustainable development goals (SDGs) by examining college students' psychological characteristics, including attitude, interests, motivations, and self-efficacy, through the Sustainable Development Goals Psychological Inventory (SDGPI). The relationships among SDGs attitude, SDGs interest, SDGs motivation, and SDGs self-efficacy were analyzed by Pearson product-moment correlation coefficients. In addition, the Mann-Whitney U test and Kruskal-Wallis one-way analysis of variance were used to explore the differences among the college student groups in terms of gender, grade, and major in relation to attitude and personal characteristics. Attitude scores based on regression analysis were used to predict college students' interest, motivation, and self-efficacy in relation to the SDGs. According to the results, (a) the college students considered the three most important SDGs to be good health and well-being (SDG 3) (49.72%), quality education (SDG 4) (41.39%), and no poverty (SDG 1) (32.22%), while the three least important SDGs were decent work and economic growth (SDG 8) (41.11%), partnerships for the goals (SDG 17) (38.06%), and response consumption and institutions (SDG 12) (30.83%); (b) the SDGPI had a high reliability, with a Cronbach's alpha of 0.942; (c) there was a significant positive correlation between attitude and the variables of interest, motivation, and self-efficacy; (d) differences in attitudes, interest, and motivation between men and women were distinct and women scored much higher in these three subscales than men; (e) attitude could explain significant variance in interest, motivation and self-efficacy. In addition, attitude, interest, and motivation could account for self-efficacy. This study supports the development of sustainability education (SE) at the college level by providing new insights into college students' psychological characteristics in relation to the SDGs.