Abstract

Sustainable Development Goals (SDGs), established by the United Nations in 2015, represent a global call to action addressing the world's most pressing challenges. As institutions of higher education preparing students for the future, fostering SDG awareness has become increasingly vital. This study highlights the level of Sustainable Development Goals (SDGs) awareness and the structural relationship between SDG levels and students’ Year level. Results revealed that students in RSU have high levels of SDG awareness. SDG 3-Good Health and Well-being and SDG 4-Quality Education were also seen as most visible in the university. Structural Equation Modeling revealed that year level significantly predicts (R2 = 0.224, p = .000) the SDG awareness level of university students which denotes that SDG awareness activities should differ per year level, advancing and improving as year level of students progresses. Enhancing curriculum alignment with SDGs, providing more institutional support for SDG-related activities, and addressing the awareness gap could significantly boost the university's contribution to sustainable development.

Abstract

The integration of Sustainable Development Goals (SDGs) into university life is both a commendable and essential endeavor for shaping a generation equipped to address pressing global challenges. This study highlights the mapping of the SDGs level of awareness in a Philippine country-side state university, the interrelationship between its dimensions. Areas such as teaching-learning application/office operations, engagement with SDG-related activities, Integration in campus environment, and Research and development, were the focus of this investigation. Further, this also surveyed about the visibility of the SDGs and the barriers encountered by the Romblon State University community in addressing SDG awareness. Results revealed that the SDGs level of awareness in the university was generally “High” and SDG 4 & 5 were seen to be the most visible. Lack of awareness and understanding about the SDGs was also seen as a major barrier encountered in addressing SDG awareness. Structural equation modeling also presented a promising result which has seen research and development to have a very strong positive effect (R2 =0.837) on integration of SDG in campus environment.  There were also variations in the responses of the teaching and non-teaching personnel in terms of the SDG visibility indicating an opportunity to promote a more inclusive and comprehensive approach to SDG engagement across all university functions.