Hopes for the Future: Capturing the Perspectives of Students on Higher Education and Sustainable Development in the Post-Pandemic Era

Abstract

The global community has faced significant challenges in the twenty-first century, such as COVID-19, which have led to uncertainty about the survival of current and future generations. Educating the next generation of employers and leaders is the primary goal of educational institutions, particularly in higher education. Education promotes sustainable development (SD) when learners acquire ethics, abilities, and skills that assist them in affecting positive changes in themselves and their communities. Policies, projects, and investments that benefit society today while protecting the environment, human health, and social well-being in the future are considered SD. This study aimed to develop our understanding of how to promote SD in Pakistani higher education institutions (HEIs) by finding out students’ perceptions about their institutions’ commitment to SDGs and SD. The data for this quantitative-descriptive study were gathered through an online survey. The study involved 1109 students from ten Pakistani HEIs. The study results show that SD has become an essential issue in the present era. In students’ perceptions, HEIs should give more training on sustainable development goals. Furthermore, students’ self-declared statements indicated that most have sustainable habits and behaviors. Students of different genders had different sustainability behaviors and habits. Students are less likely to participate in environmental or higher education organizations supporting sustainable development. HEIs and stakeholders in Pakistan and worldwide are still needed to participate actively and engage in improving education for SD.

1. Introduction

With the onset of the twenty-first century, the global community has faced significant challenges, such as COVID-19, which have led to the uncertainty about the survival of current and future generations [1]. Worldwide, countries have implemented strict policies to prevent the transmission of COVID-19 as a result of the COVID-19 pandemic [2]. The COVID-19 pandemic has been ongoing for more than 2.5 years [3].

We must adopt new leadership behaviors to help us deal with the uncertainty [4]. We must find ways to enable people of all faiths, races, and colors, with places to live and work sustainably [5]. Educating the next generation of employers and leaders is the primary goal of educational institutions, particularly in higher education [6]. An increasing number of stakeholders expect higher education institutions (HEIs) to be sustainable organizations and play an essential role in promoting sustainability. Nevertheless, this can only be accomplished by overcoming certain barriers and challenges [7]. HEIs have built technological capacities through various educational experiences since the invasion of COVID-19 [3]. During this pandemic, many sectors of the economy, including higher education worldwide, adopted digital technologies much faster than they had previously [8].

In order to be able to live in peace and comfort, people must fulfill their current needs from natural resources without affecting either the future of the next generation or the availability of such resources [5]. To foster a greater awareness of sustainable development (SD) and to adopt sustainable behaviors and attitudes, UNESCO has been improving its general education initiatives for SD, since 1992. Students must develop new skills, behaviors, values, and attitudes to create a sustainable society [6]. Even though SD seems simple at first glance, it is not. In order to ensure the safety and comfort of future generations as well as ourselves, it requires a great deal of immediate effort and attention [5]. Policies, projects, and investments that benefit society today while protecting the environment, human health, and social well-being in the future, are considered SD [9].

Since educational institutions tend to educate future employers and leaders, they play an essential role in society [6]. This process relies heavily on HEIs, which serve as bridges between scientific and common sense knowledge [10]. In order to achieve sustainable development goals (SDGs) effectively, education is considered a critical synergistic factor [11].

The Millennium Summit in 2000 led to the Millennium Declaration, which outlined eight Millennium Development Goals (MDGs) to be achieved by 2015 [6]. Then, following the Rio+20 Conference in 2012, the Agenda 2030 (2015–2030) was adopted with the vision of promoting economic growth, social development, and environmental protection over fifteen years [12]; furthermore, 17 SDGs should be achieved by the year 2030 under the SD Agenda. Instead of focusing on a single sustainability goal, the SDGs focus on relationships and interconnections among various sustainability dimensions, namely national priorities and policies, to achieve those goals [13].

A possible solution is to develop new processes of change within HEIs to overcome these challenges [14]. According to Bautista-Puig et al. (2021), in order to achieve the SDGs, HEIs need to play a critical role. Increasing awareness of global inequalities and promoting a more social world (e.g., extreme poverty, human rights, and civil rights) [13].

A 2030 SD Agenda was adopted on September 25, 2015, to replace the MDGs. There is no doubt that Pakistan is one of the countries that has embraced the 2030 agenda of the United Nations (UN). One hundred ninety-three countries, including Pakistan, agreed to meet the SDGs by 2030. Seventeen goals and 169 targets comprise the UN SDGs [15]. A key feature of Pakistan’s Education Policy (2017), which for the first time emphasizes the ESD’s role in achieving the SDGs, is that it recognizes the importance of both SD and ESD [15]. Even though 19 educational goals related to ESD are listed in the National Education Policy (Mirza, 2015), in the past few years, a few studies have been carried out exploring the situation of ESD and the role it plays in achieving SD [16].

Several studies emphasize the importance of fostering SD in HEIs among stakeholders, namely top management, faculty, and students [6,14,15,16,17,18,19,20].

Nousheen et al. [15] studied how a course related to SD affected students’ and teachers’ attitudes toward it. Students’ perceptions were measured in two stages; first, 287 students were used to validate the questionnaire, and then, experimental and control groups were used to collect the data. It was evident from the study that education for SD is needed in different academic programs, especially in Pakistani teacher education programs, in order to enhance students’ attitudes towards sustainable development.

Kalsoom et al. [20] conducted a study to investigate researchers’ lack of interest and perceptions of SD and ESD. Researchers were asked to complete a survey at the end of an international conference on SD to assess their perceptions. Based on this study’s results, there appears to be a lack of familiarity with the concept of sustainability and ESD. Efforts should be made to mainstream ESD into the educational system (at both the primary and secondary levels) and to increase awareness of sustainability concepts and ESD.

As previously mentioned, the UN adopted the 2030 Agenda for SD on 25 September 2015. Pakistan is one of the early adopters of the UN 2030 Agenda. Pakistan is one of 193 countries committed to meeting the SDGs by 2030. In Pakistan, ESD has a minimal visibility at both the school and university levels [20].

Although previous studies have contributed to a better understanding of SD and SDGs in Pakistan, no studies have been conducted in Pakistan in the post-pandemic era about higher education students’ perceptions of SD. García-González et al. [21] argued that students’ life experiences and education play a crucial role in their understanding of SD and actions. This study aimed to develop our understanding of how to promote SD in Pakistani HEIs by finding out students’ perceptions about their institutions’ commitment to SDGs and SD.

Theoretical Underpinnings

In order to achieve the 17 SDGs, all levels (national, regional, and local) should participate. ESD is crucial to achieving the 17 SDGs [6]. ESD beyond the 2019 framework proposed by UNESCO; “focuses on strengthening ESD’s contribution to the achievement of all 17 SDGs, focusing on policies, learning environments, teachers and educators, youth as well as communities” [22]. Knowledge, beliefs, emotions, and motivation all play a part in shaping teachers’ decisions [23].

There are several levels and complex structures within HEIs [24]. In collaboration with external stakeholders, groups or individuals from HEIS participate in regional transitions to SD [25]. Since HEIs educate future professionals and leaders, they play an essential role in society’s transition to SD [26]. Even though best practices for sustainability are being increasingly adopted worldwide [6], HEIs need to integrate the SDGs into their formative offers to pursue SD and sustainability [27].

In recent years, there has been an abundance of productive discussion on this subject in areas such as teacher education [5,15,16,20,28]; management [29,30,31] and engineering [32,33,34].

No matter what curriculum and training area the students follow, all HEIs must define their sustainability strategy and identify the main stakeholders [27]. Aleixo et al. [7] explained that to advance SD, it is essential to understand the perceptions and opinions of higher education students; their involvement and participation demonstrate their commitment to the cause.

The curricula and course plans can help shape students’ personalities and make them ready to contribute positively to sustainability, which students can significantly impact [35]. In order to understand the factors that are associated with adopting environmentally friendly attitudes and behaviors, a more in-depth understanding is needed [36], and students’ understanding of SD could be enhanced by a community-oriented, constructive, active learning approach [37]. Students’ attitudes and behaviors may “reflect the national context and the institutional priorities” [38].

There are three levels of sustainability competencies identified by Cebrián et al. [39]: knowledge (conceptual learning), know-how (practical skills), and do (practical action). Taking part in sustainability projects may indicate a student’s level of sustainability expertise. Ambusaidi & Al Washahi’s [5] explored student teachers’ perceptions regarding SD, cultural diversity, renewable energy, and equity; they concluded that school textbooks are a significant source of knowledge about SD and student teachers were very positive about it. Cogut et al. [40] further noted that students who are aware of sustainability issues are more likely to adopt sustainable behaviors.

HEIs should strive to enhance students’ ability to think critically before graduating [1]. Climate change and other sustainability crises must be addressed at HEIs through critical thinking, social criticism, and local context analysis [21].

At Uganda Martyrs University, which had undergone a ten-year transformation into an SD-based program, Olweny used a mixed-methods approach to explore the changes in attitudes among students, faculty, and alumni. The results of the study revealed two critical points. Firstly, SD-based learning was deemed beneficial to all stakeholders; however, these tools were more complex and time-consuming, necessitating more time for project management and grading. Additionally, many alumni employed themselves at international and regional organizations using sustainability approaches in their careers [41].

Moreover, Chan et al. [42] note that a standard set of competencies cannot be developed because teaching pedagogy, curriculum, and students’ experiences are not aligned. Lambrechts et al. [43] find that problem solvers fall into four categories: (i) moderates, (ii) pessimists, (iii) realists, and (iv) convinced individuals. According to their knowledge, attitudes, and consumption behavior, these are two ways to characterize students’ behavior concerning the environment and sustainable development. A study conducted by Zsoka et al. [44] that students are divided into five groups: (i) active environmentalists, (ii) familiars, (iii) techno-optimists, (iv) hedonists, and (v) careless students.

Caniglia et al. [45] argued that digital technologies are combined with experiences and engagement to facilitate global collaboration through higher education to foster SD. In addition, [46] believes HEIs should engage in community engagement activities and integrate sustainability principles into all campus operations, waste management, and energy efficiency. SD must begin in the HEIs’ daily operations, despite all the talk of endorsing national and international initiatives and declarations. Many planners and decision-makers are still unaware of these fundamental principles related to sustainability.

Further, Lambrechts et al. [43] assert that when defining competencies and curricular innovations, it is imperative to consider students’ perspectives. Various factors can influence students’ perception of SD; García-Gonzalez et al. (2020) argued that education and life experiences play an essential role in students’ understanding and actions regarding SD.

2. Materials and Methods

Data were collected via an online Microsoft-based questionnaire between June and July 2022 using a cross-sectional survey design [47].

2.1. Participants and Procedure

Students of Pakistani public HEIs were the target population. In this study, the results are presented and discussed in a quantitative format and a descriptive and exploratory mode. This study was conducted using a random sampling technique where each individual has an equal chance of being selected. The purpose of this approach is to remove bias from the selection process, thus resulting in a sample that should be representative [48]. Based on Yamane Taro’s formula for sampling an infinite population [49], 1109 students were selected as a sample. In order to achieve a level of confidence of 5%, a sample size of 30 to 500 should be considered adequate [50]. It was determined that the sample size for this study was appropriate. Participants were provided with brief information about the study on the first page of the online questionnaire, and they were asked to sign a consent form before participating. Participation in the survey was voluntary. The survey participants were informed prior to the survey that all data would be confidential and used only for research purposes.

2.2. Measurement Instruments

This study utilized the questionnaire developed by [6] as an analytical tool. A high-reliability level is associated with the original version of the questionnaire, with a Cronbach’s alpha value ranging from 0.60 to 0.89. Prior to collecting the final data, the current authors checked the reliability and found Cronbach’s alpha to be 0.83, indicating a satisfactory level of internal consistency.

According to Aleixo et al. [6], this tool was designed to investigate the perceptions and aspects of sustainability related to HEI students by examining the habits, behaviors, and experiences they have about SD, as future professionals in their industry, how they perceive SDGs, and how will SD impact their decisions. The following are seven themes explored in the questionnaire (1) Demographics of the participants; (2) SD promotion and integration into courses in HEIs from students’ perspectives and the extent of the SD integration; (3) Environmental and social issues are important to HEIs; (4) How higher education has increased their awareness of the environmental and human rights issues, whether their HEI can do more to ensure better SD training, and how their education has made them more environmentally conscious; (5) Students’ post-graduation plans and job-searching strategies; (6) Students’ knowledge of the SDGs; (7) Student’s involvement in sustainability and sustainability habits.

2.3. Data Collection

The survey was created using Microsoft Forms. A total of ten Pakistani public HEIs (general category) were involved in the study. The questionnaire’s link was sent by e-mail to HEIs administrations for further asking students to fill it out. There was a random distribution of questionnaires. Furthermore, the link was also published on social media platforms (WhatsApp, Facebook). Additionally, to prevent a non-response bias, the authors asked some acquaintances to spread the word [1]. Since the number of students aware of the study was unknown, it was impossible to determine the response rate.

2.4. Data Analysis

The Microsoft Forms data were exported for statistical analysis using IBM SPSS version 26. The Shapiro–Wilk and Kolmogorov–Smirnov tests were applied to determine if the data were normally distributed, and a Gaussian distribution was observed in the data set. All variables were analyzed using descriptive statistics (mean and standard deviation) and an inferential test (t-test). Using descriptive analysis, each scale’s mean and standard deviations were determined, and the frequency of the categorical variables was gauged. The differences in gender perceptions of SD and SDGs among students were examined using a t-test, and the differences, based on age and discipline, were assessed using a one-way ANOVA.

3. Results

3.1. Preliminary Analysis: The Questionnaire’s Reliability and Validity

The reliability of the survey items was measured using Cronbach’s Alpha and the Kudar–Richardson 20 (KR-20) for items with categorical response sets [6]. Cronbach’s coefficient is deemed acceptable for conducting research when it is greater than 0.6 [51]. It was found that the different sections of the survey were fairly reliable: (i) Students’ perceptions about the incorporation of SD in HEIs (Items 3, Scale 1–5, Cronbach Alpha 0.87); (ii) Concepts and issues associated with SD (Items 14, Scale 0–1, KR-20 0.77); (iii) HEIs’ actions for student training in SD (Items 8, Scale 0–1, KR-20 0.71); (iv) HEI action for SD (Items 4, Scale 1–5, Cronbach Alpha 0.83); (v) Students’ perceptions and behaviors about SD: (a) F1: Reuse and reduce (Items 7, Scale 1–5, Cronbach Alpha 0.78), (b) F2: Climate change concerns (Items 4, Scale 1–5, Cronbach Alpha 0.81), (c) F3: Activities organized by the HEI in the SD area (Items 3, Scale 1–5, Cronbach Alpha 0.86), (d) F4: Contributing to environmental protection (Items 4, Scale 1–5, Cronbach Alpha 0.80), (f) F5: Recycle (Items 2, Scale 1–5, Cronbach Alpha 0.70).

3.2. Demographics of Participants

A total of 1109 students from public HEIs in Pakistan participated in this study. A total of 590 participants (53.2%) were females. The majority of respondents (n = 697; 63.0%) were between 18 and 22 years of age, followed by those between 23 and 27 years of age (n = 250; 22.4%). A total of 697 students (63%) were from the BS-4 years. According to the survey, most respondents came from the domain of sciences and engineering (n: 809; 72.94%), followed by the exact social sciences and humanities domain (n: 265; 23.9%), and the agriculture sciences domain (n: 35; 3.15%) (Table 1).

3.3. Incorporating SD into HEIs: Students’ Perceptions

The study examined the actions HEIs have taken to support SD from the students’ perspective. Students learned about SD, their interest in learning more, and how HEIs can promote and incorporate SD more.

As seen in Table 2, the response—SD is something I would like to learn more about —gained the highest mean value (M = 4.56, SD = 1.34). This demonstrates that students are keen to learn about SD. Next, the response—SD has been covered in my course— was assigned by students the least mean value (M = 2.96, SD = 1.03). Furthermore, an independent sample t-test was employed, and there were no gender differences in the variances for the two groups (males and females). Still, there was a statistically significant difference in the mean score of the students’ perceptions about the promotion and incorporation of SD in HEIs between males and females (Table 2), with females scoring higher (M = 4.13) than males (M = 3.99). According to these findings, female students are much more concerned about SD being incorporated into their courses and into the learning processes at HEIs.

3.4. SD Teaching

Table 3 provides a list of SD-related topics already covered in degree courses. Students are usually taught about these topics in their formal training as a component of their course units, modules, or seminars. Among the most frequently addressed issues and concepts were accountability and ethics (n: 770; 12.33%), human rights (n: 518; 8.29%), and cultural diversity and equality (517; 8.280%). Consumption, globalization, and ethical trade (n: 198; 3.17%) are the least commonly covered SD concepts, followed by citizenship and democracy (239; 3.82%). Courses studied by respondents may influence this response rate.

Policies, projects, and investments that benefit society today while protecting the environment, human health, and social well-being in the future are considered SD [9]. Sustainable development is becoming increasingly popular around the world. Internationally, numerous educational institutions are offering sustainable development courses. Sustainable development courses can help students integrate sustainability strategies into their business operations and branding. Since new eco-friendly technologies emerge yearly, students can benefit from sustainability planning and integration courses.

In response to the question of what HEIs can do to enhance their students’ training in SD, students selected the following actions (Figure 1): Encourage students to participate in social and environmental campaigns (n: 510; 20.42%); Encourage students to participate in practical actions on campus (n: 487; 19.46%) and promote action on social and environmental issues (n: 485; 19.380%). As compared with other options, there was a lower percentage of votes on the following options: Offer free courses/workshops on SD (n: 213; 8.51%); Encourage engagement in the institution’s planning activities (n: 222; 8.87%); and include SD as an optional course unit (n: 110; 4.39%). Moreover, 89 (3.55%) have not yet been taught anything about SD.

3.5. HEI Action for SD

As seen in Table 4, the response—My studies are helping me positively impact the world around me—ranked with the highest mean value (M = 4.12, SD = 1.14). It can be concluded that HEIs provides quality education, including SD. Next, the response—In my institution, students are allowed to participate in actions aimed at reducing its negative effects on the environment and society—obtained the lowest mean value (M = 3.29, SD = 1.21) from students. Further, an independent sample t-test was performed, and no gender differences were found in the variances between the two groups. Although there was a statistically significant difference between males and females concerning their perceptions of the actions by HEIs for SD (Table 5), female students scored higher (M = 4.11) than male students (M = 3.93). Therefore, it can be concluded that female students are much more optimistic about HEIs’ actions for SD than male students.

3.6. Students’ Knowledge of the SDGs

We used a one-way ANOVA test to determine students’ knowledge of the SDG in three possible scenarios: The results for SDGs are something I’ve heard about and I know what they are: [F (2,93) = 0.52, p = 0.60)]; SDGs are something I’ve heard of, but I don’t know what they are: [F (2,84) = 0.19, p = 0.83)]; SDGs are something I’ve never heard of: [F (2,198) = 2.91, p = 0.06)]; and all combined knowledge of SDG: [F (2,387) = 2.92, p = 0.06)] suggested that there was no significant difference in the mean estimated for all three scenarios. So, no Tukey’s post-hoc test was applied.

3.7. SD Companies Are of Interest to Students

Three scenarios (Table 5) were used to assess students’ interest in working for SD-aligned companies. According to 87.01% (n: 955) of students, they would be willing to accept a salary 5% below the average in exchange for being employed by an organization with an excellent environmental and social profile. According to 60.50% (n: 671) of respondents, they would accept a 15% lower salary in scenario B to work in a job that contributes to social and environmental responsibilities. To work in a job that contributes to positive social and environmental change, 54.01 % of respondents (n: 599) would accept a salary 15% lower than average. There were no significant gender, age group, or major differences regarding future employment perceptions. Generally speaking, students were most likely to accept a lower salary to undertake a job contributing to a positive change in the environment and society. A tangible contribution to SD would be made by it.

3.8. Perceptions and Behaviors of Students to Climate Change

In order to examine students’ perceptions of climate change and behavior (reuse and reduce, climate change concerns, SD activities organized by the HEI, contributing to environmental protection, recycling), a t-test was used; no significant differences between genders were found.

However, Table 6 shows that students exhibited positive and negative behaviors, e.g., students have a moderate commitment to recycling and reusing materials. The response—I usually reuse plastic bottles (male, 3.11 ± 0.78, female, 3.23 ± 0.76, p = 0.468)—essentially refers to the fact that students are somewhat aware of or are facilitating the reuse of plastic. The response to climate change concerns (governments worldwide should take whatever measures are necessary to address global warming) had the highest mean values in the domain (male, 4.56 ± 0.98, female, 4.58 ± 1.19, p = 0.327). This indicates that students are becoming more aware of the issue of SD. There is an incipient involvement of students in the SD area, when examining perceptions and behaviors related to the activities organized by the HEI. For example, the response—I participate in environmental activities organized by my HEI—ranked lowest (male, 1.96 ± 1.31, female, 2.10 ± 1.30, p = 0.349). Environmental protection is not a priority for many students. It has been revealed that many students have never volunteered for nature conservation projects (male, 1.99 ± 1.11, female, 1.89 ± 0.41, p = 0.334). Moreover, most of them have not planned their holidays around an environment of environmental interest (male, 1.97 ± 1.21, female, 1.87 ± 1.20, p = 0.324). In addition to climate change concerns, recycling practices are the most common among students. The response—I leave the waste in the proper places (male, 4.01 ± 1.12, female, 4.31 ± 1.15, p = 0.221)—were ranked higher in their recycling practices. Females are more likely to engage in these practices than males.

4. Discussion

The study aimed to assess HEI students’ perceptions and future expectations regarding SD and climate change. The significance of this study is that although the purpose was not to determine whether students had a scientifically accurate perception of SD, it did identify the aspects. Overall, the results indicate that HEI students moderately recognize SD, promoted inside and outside the classroom. The students’ perceptions of SD covered in the course taught on campuses are less evident. The HEIs’ activities in the SD area and contribution to environmental protection are also gray areas. To communicate their actions more effectively, universities with the infrastructure should initiate more efforts. Students will benefit from this communication as it allows them to connect teaching to the university’s commitment to SD [52].

Students at public HEIs in Pakistan are generally aware of the SD issues from an environmental perspective. Several studies have reached similar conclusions, including Nousheen et al. [15], Garca-Gonzalez et al. [21], Kalsoom et al. (2018), Aleixo, Leal, et al. [7], and Fumiyo [53]. Understanding better attitudes and behaviors related to environmental sustainability is necessary [36].

Students strongly desire to work for companies focusing on SD and climate change action. Additionally, students are highly interested in SD; their HEIs should do more to support it, and they are interested in learning more about it. Additionally, students acknowledge the impact of their studies on their ability to make a difference and their university’s efforts to mitigate this impact. Taking into account the students’ perceptions of their sustainability competencies, knowledge, and practical skills, Cebrian et al. [39] noted that students regard themselves as having knowledge and skills about sustainability at a medium level; furthermore, they are committed to voting for governments that address environmental issues and climate change. Students have emphasized the political power’s importance in mitigating the effects of climate change [54]. Transitioning to sustainable societies is also a government responsibility [43].

In the context of SD issues related to HEI students, there is a lack of knowledge about gender differences regarding SD issues. According to the study, the perceptions of males and females about SD and SDGs differed, with females having a more positive outlook than males. The findings of this study align with those of [5,55,56,57], which indicate that women are more sensitive to issues related to SD. The present study found a statistically significant difference between genders in climate change and behavior; females generally tend to be more sensitive to SD practices and report stronger perceptions or more frequent SD practices in their daily lives. These findings align with those [57] noted. Sustainability interests and pro-environmental behaviors tend to be more prevalent among women.

The study also notes that although some degree programs offer subjects related to SD and SDGs, there is still limited involvement and participation. A total of 71% of students reported that SD is a part of the curriculum in their courses. The reasons mentioned above make SD education one of the curriculum’s most urgent subjects. Aleixo et al. [6] pointed out that HEIs provide free courses and workshops or encourage volunteers to serve in their communities as part of their SD efforts. Moreover, Cebrian et al. [39] also highlighted that HEIs should integrate sustainability holistically through interdisciplinary and innovative practices, which require change at the cultural level. Furthermore, HEIs should encourage voluntary actions on campus [6], encouraging the students’ active participation and research into sustainability on campus [39]. To develop a more holistic and integrated approach, the divergent epistemologies on knowledge and problem-solving should be acknowledged and valued in SD units [58].

Therefore, senior management should acknowledge that sustainability is a crucial component of the HEI system and its primary stakeholders, notably teachers, and the need to change curricula to reflect the SDGs [6]. According to Albareda-Tiana et al. [59], education on sustainable development and SDGs should be incorporated into human rights and integral human development curricula at higher education institutions. Moreover, there is no question that the best way to achieve sustainability is through environmental education and education for the environment [60]. The HEIs could increase awareness of sustainability issues by incorporating sustainability in all of their activities [16]. Sustainability needs to be incorporated into HEIs’ programs [52]. The HEIs and governments should take a multifaceted approach because different levels of knowledge and attitudes are present among students [6].This study’s findings generally agree with those of other studies [6,16,35,36,43,44]. Therefore, the findings of the current study are also supported by previous studies; nevertheless, the findings are new in the Pakistani context, and stakeholders can benefit from them.

5. Conclusions

This study provides valuable insight into the students’ perceptions and behaviors regarding SD and how Pakistani HEIs address this issue. A total of 1109 valid questionnaires from Pakistani public HEIs were used to analyze the primary data. The student data suggests that most students support HEIs by actively incorporating and promoting SD, especially in their training programs. Currently, only 27% of students feel that SD is widespread in their course, while 12% say it is sporadically covered. In most cases, students think HEIs should do more to ensure their students are equipped with SD skills. HEIs and stakeholders in Pakistan and worldwide are still needed to participate actively and engage in improving education for SD in Pakistan.

6. Limitations and Future Research Directions

The study has the limitation of a relatively small sample size, with only 1109 samples used. It is essential to increase the sample size of participants in replicated studies in Pakistan or other similar contexts to establish the generalizability of the results. Researchers and policymakers must use study findings cautiously, considering the study’s context and usability. Moreover, this study did not examine the students’ perceptions of SD from a scientific standpoint. Furthermore, this study did not examine the SD-related courses’ impact on the students’ perceptions compared to their beliefs. Hopefully, researchers in the future will be able to explore these issues further in depth.

Author Contributions

Conceptualization, S.A. (Sarfraz Aslam); methodology, S.A. (Sarfraz Aslam), A.H.S. and K.P.; software, S.A. (Sarfraz Aslam), S.A. (Safdar Abbas), A.H.S. and K.V.E.; validation, K.P., A.A.A. and S.A. (Sarfraz Aslam); formal analysis, S.A. (Sarfraz Aslam), A.A.A. and S.A. (Safdar Abbas); investigation, S.A. (Sarfraz Aslam); resources, S.A. (Safdar Abbas) and K.P.; data curation, S.A. (Safdar Abbas) and K.P.; writing—original draft preparation, S.A. (Sarfraz Aslam); writing—review and editing, K.P., A.A.A., S.A. (Safdar Abbas), A.H.S. and K.V.E.; visualization, S.A. (Safdar Abbas); project administration, S.A. (Sarfraz Aslam) and A.A.A.; funding acquisition, S.A. (Sarfraz Aslam), K.P. and A.A.A. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Not applicable.

Acknowledgments

The authors would like to thank the Deanship of Scientific Research at Umm Al-Qura University for supporting this work by Grant Code: (22UQU4280253DSR02).

Conflicts of Interest

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Figure and Tables

Figure 1. Students’ perception of the actions taken by HEIs for student training in SD.

Table 1

A table outlining the demographics (gender, age, discipline) of students responding to the survey (n = 1109).

Variable	Frequency	Percentage (%)
Gender
Male	519	46.8
Female	590	53.2
Age
18–22 years	697	63.0
23–27 years	250	22.4
30 & Above	162	14.6
Program enrolled
Undergraduate (4 years)	697	63.0
Master (2 years)	198	17.8
M.Phil./MS	155	13.9
Doctoral	47	04.2
Other	12	01.1
Major
Science & Engineering	809	72.9
Social sciences & Humanities	201	18.1
Agricultural sciences	99	09.0

Table 2

A table displaying the students’ perceptions of the SD experience.

Statement				Response	n (%)	Mean ± SD
All higher education institutions should actively integrate and promote SD.						4.46 ± 1.15
				Strongly disagree	00 (0)
				Disagree	34 (3)
				Sometimes	122 (11)
				Agree	311 (28)
				Strongly agree	642 (58)
SD should be actively incorporated and promoted in all courses.						4.29 ± 1.27
				Strongly disagree	00
				Disagree	00
				Sometimes	134 (12)
				Agree	387 (35)
				Strongly agree	588 (53)
I am interested in learning more about SD.						4.56 ± 1.34
				Strongly disagree	00
				Disagree	12 (01)
				Sometimes	122 (11)
				Agree	366 (33)
				Strongly agree	609 (55)
My course covers SD.						2.96 ± 1.03
				SD is not considered at all in my course.	00 (00)
				SD is sporadicallyconsidered in my course	12 (1.1)
				SD is partly considered in my course.	788 (71.0)
				SD is broadly considered in my course	302 (27.2)
				SD is extensively considered in my course	07 (0.6)
t-test for Gender Differences
Gender	N	Mean	SD	t-value	df	Sig.
Male	519	3.99	±0.53		1301.2	0.375
Female	590	4.13	±0.75	0.874

Table 3

Students’ degree courses cover SD-related topics.

Sr #	Topics	n	% Relative to Total Answers	% Relative to the Total Sample
1.	Ethics and accountability	770	12.33	69.43
2.	Cultural diversity andequality	517	8.28	46.61
3.	Human rights	518	8.29	46.70
4.	Social and corporateresponsibility	380	6.08	34.26
5.	Health and wellness	498	7.97	44.90
6.	Waste, water, and energy	467	7.48	42.11
7.	Climate change	501	8.02	45.17
8.	Citizenship and democracy	239	3.82	21.55
9.	Business ethics	354	5.67	31.92
10.	Consumerism, global andethical trade	198	3.17	17.85
11.	Social justice	343	5.49	30.92
12.	Rural and urbandevelopment	455	7.28	41.02
13.	Ecosystems and ecologicalprinciples	487	7.80	43.91
14.	Biological diversity andnature	440	7.11	39.67
15.	None of the previous topics	76	1.21	6.85
	Total	6243	100	-

Table 4

Recognition of HEIs’ actions for SD.

Statement				Response	(%)	Mean ± SD
Limiting the negative impact on the environment and society is a priority of my HEI						3.31 ± 1.11
				Strongly disagree	120 (10.6%)
				Disagree	392 (35.4%)
				Sometimes	205 (18.5%
				Agree	323 (29.2%)
				Strongly agree	69 (6.2%)
Students at my institution have opportunities to participate in initiatives that reduce their negative impact on the environment and society						3.29 ± 1.21
				Strongly disagree	122 (11.00%)
				Disagree	390 (35.16%)
				Sometimes	205 (18.5%)
				Agree	320 (28.85%)
				Strongly agree	72 (6.49%)
Through my studies, I am learning how I can help the environment through alterations to my lifestyle						3.99 ± 1.06
				Strongly disagree	122 (11.00%)
				Disagree	205 (18.5%)
				Sometimes	390 (35.16%)
				Agree	300 (27.05%)
				Strongly agree	92 (8.29%)
Having a positive impact on the world around me is one of the goals of my studies						4.12 ± 1.14
				Strongly disagree	69 (6.2%)
				Disagree	120 (10.6%)
				Sometimes	323 (29.2%)
				Agree	392 (35.4%)
				Strongly agree	205 (18.5%)
t-test for Gender Differences
Gender	n	Mean	SD	t-value	df	Sig.
Male	519	3.93	±0.53		1201.3	0.377
Female	590	4.11	±0.76	0.873

Table 5

Intent to work for SD-aligned companies among students.

Statement	n	%	t-Test	ANOVA	ANOVA
			Gender	Age	Major
Scenario A
Agree to work in a company with a poor social and environmental record for 5% over the average salary	144	12.99	p-value = 0.135	p-value = 0.112	p-value = 0.104
Agree to work in a company with an excellent social and environmental record for a 5% lower average salary	955	87.01
Scenario B
Agree to work in a company with a poor social and environmental record for 15% over the average salary	438	39.50	p-value = 0.111	p-value = 0.98	p-value = 0.07
Agree to work in a company with an excellent social and environmental record for a 15% lower average salary	671	60.50
Scenario C
Agree to work in a company that does not contribute to positive social and environmental change for 15% over the average salary	510	45.99	p-value = 0.12	p-value = 0.78	p-value = 0.12
Agree to work in a company that contributes to positive social and environmental change for 15% lower the average salary	599	54.01

Table 6

A t-test result (p < 0.05): comparison of the perceptions and behaviors of students to climate change.

Statements	Male	Female	p-Value
	n = 519M ± SD	n = 590M ± SD
F1: Reuse and reduce
Reusing plastic bottles is something I usually do	3.11 ± 0.78	3.23 ± 0.76	0.468
Respecting the environment is important to me	4.01 ± 1.21	4.12 ± 1.11	0.761
My home is water-efficient	4.44 ± 1.23	4.47 ± 1.22	0.428
I prefer to buy energy-efficient appliances	3.13 ± 1.68	3.11 ± 1.77	0.364
If I or others can reuse something, I try to do so	4.22 ± 1.19	4.34 ± 1.14	0.548
To save paper, I print double-sided documents	3.89 ± 1.11	3.34 ± 1.14	0.329
Whenever possible, I avoid printing documents	3.67 ± 1.33	3.21 ± 1.13	0.468
F2: Climate change concerns
Climate change will negatively impact me and my lifestyle	4.23 ± 1.33	4.33 ± 1.43	0.873
I am concerned about the effects of climate change	4.36 ± 1.13	4.46 ± 1.10	0.373
Governments worldwide should do whatever it takes to address climate change	4.56 ± 0.98	4.58 ± 1.19	0.327
I would vote for a government that increased action to tackle climate change	4.11 ± 1.21	3.77 ± 1.11	0.636
F3: Activities organized by the HEI in the SD area
Participating in social activities organized by my educational institution is my priority	2.33 ± 1.14	2.56 ± 1.24	0.543
In my educational institution, I am actively involved in various activities	2.24 ± 1.11	2.87 ± 1.01	0.562
In my educational institution, I participate in environmental activities	1.96 ± 1.31	2.10 ± 1.30	0.349
F4: Contributing to environmental protection
My volunteering activities include nature conservation (cleaning beaches, etc.).	1.99 ± 1.11	1.89 ± 0.41	0.334
Participating in environmental actions in public places is important to me	2.33 ± 1.11	2.53 ± 1.13	0.756
My interest in environmental protection leads me to read blogs and participate in social networks and pages	4.01 ± 1.33	3.01 ± 1.23	0.263
It’s important to me to plan my holiday around the destination’s environmental interest	1.97 ± 1.21	1.87 ± 1.20	0.324
F5: Recycle
I make sure that the waste is disposed of in the proper place	4.01 ± 1.12	4.31 ± 1.15	0.221
Separating garbage according to its type is imperative to me	2.80 ± 0.67	3.80 ± 1.21	0.311
p-Value calculated by using t-test, M = Mean, SD = standard deviation

References

1. Aslam, S.; Akram, H.; Saleem, A.; Zhang, B. Experiences of International Medical Students Enrolled in Chinese Medical Institutions towards Online Teaching during the COVID-19 Pandemic. PeerJ; 2021; 9, e12061. [DOI: https://dx.doi.org/10.7717/peerj.12061]

2. Sarwar, H.; Akhtar, H.; Naeem, M.M.; Khan, J.A.; Waraich, K.; Shabbir, S.; Hasan, A.; Khurshid, Z. Self-Reported Effectiveness of e-Learning Classes during COVID-19 Pandemic: A Nation-Wide Survey of Pakistani Undergraduate Dentistry Students. Eur. J. Dent.; 2020; 14, pp. S34-S43. [DOI: https://dx.doi.org/10.1055/s-0040-1717000] [PubMed: https://www.ncbi.nlm.nih.gov/pubmed/33003240]

3. Vlachopoulos, D. How the “Lessons Learned” from Emergency Remote Teaching Can Enrich European Higher Education in the Post-COVID-19 Era. High. Learn. Res. Commun.; 2022; 12, 7.

4. Aslam, S.; Saleem, A.; Kumar, T.; Parveen, K. New Normal: Emergence of Situational Leadership During COVID-19 and Its Impact on Work Motivation and Job Satisfaction. Front. Psychol.; 2022; 13, 919941. [DOI: https://dx.doi.org/10.3389/fpsyg.2022.919941]

5. Ambusaidi, A.; Al Washahi, M. Prospective Teachers’ Perceptions about the Concept of Sustainable Development and Related Issues in Oman. J. Educ. Sustain. Dev.; 2016; 10, pp. 3-19. [DOI: https://dx.doi.org/10.1177/0973408215625528]

6. Aleixo, A.M.; Leal, S.; Azeiteiro, U.M. Higher Education Students’ Perceptions of Sustainable Development in Portugal. J. Clean. Prod.; 2021; 327, 129429. [DOI: https://dx.doi.org/10.1016/j.jclepro.2021.129429]

7. Aleixo, A.M.; Leal, S.; Azeiteiro, U.M. Conceptualization of Sustainable Higher Education Institutions, Roles, Barriers, and Challenges for Sustainability: An Exploratory Study in Portugal. J. Clean. Prod.; 2018; 172, pp. 1664-1673. [DOI: https://dx.doi.org/10.1016/j.jclepro.2016.11.010]

8. Mhlanga, D.; Denhere, V.; Moloi, T. COVID-19 and the Key Digital Transformation Lessons for Higher Education Institutions in South Africa. Educ. Sci.; 2022; 12, 464. [DOI: https://dx.doi.org/10.3390/educsci12070464]

9. World Health Organization (WHO) Sustainable Development. Available online: https://www.who.int/health-topics/sustainable-development (accessed on 10 September 2022).

10. De Andrade, J.B.S.O.; Garcia, J.; de Andrade Lima, M.; Barbosa, S.B.; Heerdt, M.L.; Berchin, I.I. A Proposal of a Balanced Scorecard for an Environmental Education Program at Universities. J. Clean. Prod.; 2018; 172, pp. 1674-1690. [DOI: https://dx.doi.org/10.1016/j.jclepro.2016.11.179]

11. Hallinger, P.; Chatpinyakoop, C. A Bibliometric Review of Research on Higher Education for Sustainable Development, 1998–2018. Sustainability; 2019; 11, 2401. [DOI: https://dx.doi.org/10.3390/su11082401]

12. United Nations. Transforming Our World: The 2030 Agenda for Sustainable Development; United Nations, Department of Economic and Social Affairs: New York, NY, USA, 2015.

13. Bautista-Puig, N.; Aleixo, A.M.; Leal, S.; Azeiteiro, U.; Costas, R. Unveiling the Research Landscape of Sustainable Development Goals and Their Inclusion in Higher Education Institutions and Research Centers: Major Trends in 2000–2017. Front. Sustain.; 2021; 2, 620743. [DOI: https://dx.doi.org/10.3389/frsus.2021.620743]

14. Cortese, A.D. The Critical Role of Higher Education in Creating a Sustainable Future. Plan. High. Educ.; 2003; 31, pp. 15-22.

15. Nousheen, A.; Zai, S.A.Y.; Waseem, M.; Khan, S.A. Education for Sustainable Development (ESD): Effects of Sustainability Education on Pre-Service Teachers’ Attitude towards Sustainable Development (SD). J. Clean. Prod.; 2020; 250, 119537. [DOI: https://dx.doi.org/10.1016/j.jclepro.2019.119537]

16. Kalsoom, Q.; Khanam, A.; Quraishi, U. Sustainability Consciousness of Pre-Service Teachers in Pakistan. Int. J. Sustain. High. Educ.; 2017; 18, pp. 1090-1107. [DOI: https://dx.doi.org/10.1108/IJSHE-11-2016-0218]

17. Sanchez-Carracedo, F.; Sureda, B.; Moreno-Pino, F.M.; Romero-Portillo, D. Education for Sustainable Development in Spanish Engineering Degrees. Case Study. J. Clean. Prod.; 2021; 294, 126322. [DOI: https://dx.doi.org/10.1016/j.jclepro.2021.126322]

18. Elmassah, S.; Biltagy, M.; Gamal, D. Engendering Sustainable Development Competencies in Higher Education: The Case of Egypt. J. Clean. Prod.; 2020; 266, 121959. [DOI: https://dx.doi.org/10.1016/j.jclepro.2020.121959]

19. Milutinović, S.; Nikolić, V. Rethinking Higher Education for Sustainable Development in Serbia: An Assessment of Copernicus Charter Principles in Current Higher Education Practices. J. Clean. Prod.; 2014; 62, pp. 107-113. [DOI: https://dx.doi.org/10.1016/j.jclepro.2013.05.028]

20. Kalsoom, Q.; Qureshi, N.; Khanam, A. Perceptions of the Research Scholars Regarding Education for Sustainable Development (ESD) in Pakistan. Sustainable Development Research in the Asia-Pacific Region; Springer: Berlin/Heidelberg, Germany, 2018; pp. 165-179.

21. García-González, E.; Jiménez-Fontana, R.; Goded, P.A. Approaches to Teaching and Learning for Sustainability: Characterizing Students’ Perceptions. J. Clean. Prod.; 2020; 274, 122928. [DOI: https://dx.doi.org/10.1016/j.jclepro.2020.122928]

22. UNESCO Framework for the Implementation of Education for Sustainable Development (ESD) beyond 2019. Available online: https://unesdoc.unesco.org/ark:/48223/pf0000370215 (accessed on 10 September 2022).

23. Bruggeman, B.; Garone, A.; Struyven, K.; Pynoo, B.; Tondeur, J. Exploring University Teachers’ Online Education during COVID-19: Tensions between Enthusiasm and Stress. Comput. Educ. Open; 2022; 3, 100095. [DOI: https://dx.doi.org/10.1016/j.caeo.2022.100095]

24. Denman, B.D. What Is a University in the 21st Century?. High. Educ. Manag. Policy; 2009; 17, pp. 9-28. [DOI: https://dx.doi.org/10.1787/hemp-v17-art8-en]

25. Radinger-Peer, V.; Pflitsch, G. The Role of Higher Education Institutions in Regional Transition Paths towards Sustainability. Rev. Reg. Res.; 2017; 37, pp. 161-187. [DOI: https://dx.doi.org/10.1007/s10037-017-0116-9]

26. Pérez-Foguet, A.; Lazzarini, B.; Giné, R.; Velo, E.; Boni, A.; Sierra, M.; Zolezzi, G.; Trimingham, R. Promoting Sustainable Human Development in Engineering: Assessment of Online Courses within Continuing Professional Development Strategies. J. Clean. Prod.; 2018; 172, pp. 4286-4302. [DOI: https://dx.doi.org/10.1016/j.jclepro.2017.06.244]

27. Aleixo, A.M.; Azeiteiro, U.M.; Leal, S. Are the Sustainable Development Goals Being Implemented in the Portuguese Higher Education Formative Offer?. Int. J. Sustain. High. Educ.; 2020; 21, pp. 336-352. [DOI: https://dx.doi.org/10.1108/IJSHE-04-2019-0150]

28. Aslam, S.; Saleem, A.; Hali, A.U.; Zhang, B. Promoting Sustainable Development in School Classrooms: Using Reciprocal Teaching in Mathematics Education. TEM J; 2021; 10, pp. 392-400. [DOI: https://dx.doi.org/10.18421/TEM101-49]

29. Adomßent, M.; Fischer, D.; Godemann, J.; Herzig, C.; Otte, I.; Rieckmann, M.; Timm, J. Emerging Areas in Research on Higher Education for Sustainable Development–Management Education, Sustainable Consumption and Perspectives from Central and Eastern Europe. J. Clean. Prod.; 2014; 62, pp. 1-7. [DOI: https://dx.doi.org/10.1016/j.jclepro.2013.09.045]

30. Eizaguirre, A.; García-Feijoo, M.; Laka, J.P. Defining Sustainability Core Competencies in Business and Management Studies Based on Multinational Stakeholders’ Perceptions. Sustainability; 2019; 11, 2303. [DOI: https://dx.doi.org/10.3390/su11082303]

31. Kumar, S.; Afreen, S. Understanding Perceptions of Faculty and Students about Sustainability in Indian Business Management Schools. Int. J. Indian Cult. Bus. Manag.; 2021; 22, pp. 383-400. [DOI: https://dx.doi.org/10.1504/IJICBM.2021.114102]

32. Ali, A.; Ali, U. Predictability of Engineering Students’ Performance at the University of Engineering and Technology, Peshawar from Admission Test Conducted by Educational Testing and Evaluation Agency (ETEA), NWFP, Pakistan. Procedia—Soc. Behav. Sci.; 2010; 2, pp. 976-982. [DOI: https://dx.doi.org/10.1016/j.sbspro.2010.03.137]

33. Brophy, S.; Klein, S.; Portsmore, M.; Rogers, C. Advancing Engineering Education in P-12 Classrooms. J. Eng. Educ.; 2008; 97, pp. 369-387. [DOI: https://dx.doi.org/10.1002/j.2168-9830.2008.tb00985.x]

34. Jayarajah, K.; Saat, R.M.; Rauf, R.A.A. A Review of Science, Technology, Engineering & Mathematics (STEM) Education Research from 1999–2013: A Malaysian Perspective. Eurasia J. Math. Sci. Technol. Educ.; 2014; 10, pp. 155-163.

35. Dagiliūtė, R.; Liobikienė, G.; Minelgaitė, A. Sustainability at Universities: Students’ Perceptions from Green and Non-Green Universities. J. Clean. Prod.; 2018; 181, pp. 473-482. [DOI: https://dx.doi.org/10.1016/j.jclepro.2018.01.213]

36. Chuvieco, E.; Burgui-Burgui, M.; Da Silva, E.V.; Hussein, K.; Alkaabi, K. Factors Affecting Environmental Sustainability Habits of University Students: Intercomparison Analysis in Three Countries (Spain, Brazil and UAE). J. Clean. Prod.; 2018; 198, pp. 1372-1380. [DOI: https://dx.doi.org/10.1016/j.jclepro.2018.07.121]

37. Segalàs, J.; Ferrer-Balas, D.; Mulder, K.F. What Do Engineering Students Learn in Sustainability Courses? The Effect of the Pedagogical Approach. J. Clean. Prod.; 2010; 18, pp. 275-284. [DOI: https://dx.doi.org/10.1016/j.jclepro.2009.09.012]

38. Cotton, D.; Shiel, C.; Paço, A. Energy Saving on Campus: A Comparison of Students’ Attitudes and Reported Behaviours in the UK and Portugal. J. Clean. Prod.; 2016; 129, pp. 586-595. [DOI: https://dx.doi.org/10.1016/j.jclepro.2016.03.136]

39. Cebrián, G.; Pascual, D.; Moraleda, Á. Perception of Sustainability Competencies amongst Spanish Pre-Service Secondary School Teachers. Int. J. Sustain. High. Educ.; 2019; 20, pp. 1171-1190. [DOI: https://dx.doi.org/10.1108/IJSHE-10-2018-0168]

40. Cogut, G.; Webster, N.J.; Marans, R.W.; Callewaert, J. Links between Sustainability-Related Awareness and Behavior: The Moderating Role of Engagement. Int. J. Sustain. High. Educ.; 2019; 20, pp. 1240-1257. [DOI: https://dx.doi.org/10.1108/IJSHE-09-2018-0161]

41. Olweny, M. Introducing Sustainability into an Architectural Curriculum in East Africa. Int. J. Sustain. High. Educ.; 2018; 19, pp. 1131-1152. [DOI: https://dx.doi.org/10.1108/IJSHE-02-2018-0039]

42. Chan, C.K.; Fong, E.T.; Luk, L.Y.; Ho, R. A Review of Literature on Challenges in the Development and Implementation of Generic Competencies in Higher Education Curriculum. Int. J. Educ. Dev.; 2017; 57, pp. 1-10. [DOI: https://dx.doi.org/10.1016/j.ijedudev.2017.08.010]

43. Lambrechts, W.; Paul, W.T.; Jacques, A.; Walravens, H.; Van Liedekerke, L.; Van Petegem, P. Sustainability Segmentation of Business Students: Toward Self-Regulated Development of Critical and Interpretational Competences in a Post-Truth Era. J. Clean. Prod.; 2018; 202, pp. 561-570. [DOI: https://dx.doi.org/10.1016/j.jclepro.2018.07.303]

44. Zsóka, Á.; Szerényi, Z.M.; Széchy, A.; Kocsis, T. Greening Due to Environmental Education? Environmental Knowledge, Attitudes, Consumer Behavior and Everyday pro-Environmental Activities of Hungarian High School and University Students. J. Clean. Prod.; 2013; 48, pp. 126-138. [DOI: https://dx.doi.org/10.1016/j.jclepro.2012.11.030]

45. Caniglia, G.; John, B.; Bellina, L.; Lang, D.J.; Wiek, A.; Cohmer, S.; Laubichler, M. The Glocal Curriculum: A Model for Transnational Collaboration in Higher Education for Sustainable Development. J. Clean. Prod.; 2018; 171, pp. 368-376. [DOI: https://dx.doi.org/10.1016/j.jclepro.2017.09.207]

46. Nejati, M.; Nejati, M. Assessment of Sustainable University Factors from the Perspective of University Students. J. Clean. Prod.; 2013; 48, pp. 101-107. [DOI: https://dx.doi.org/10.1016/j.jclepro.2012.09.006]

47. Fraenkel, J.R.; Wallen, N.E.; Hyun, H.H. How to Design and Evaluate Research in Education; McGraw-Hill: New York, NY, USA, 1993; Volume 7.

48. Gravetter, F.J.; Forzano, L.A.B. Research Methods for the Behavioral Sciences: Cengage Learning. Stamford CT 2011, 147–148; Available online: https://old.amu.ac.in/emp/studym/100016040.pdf (accessed on 10 September 2022).

49. Israel, G.D. Sampling the Evidence of Extension Program Impact: PEOD5/PD005, Rev. 2/2015. EDIS; 2020; 2016, 9.

50. Altunışık, R.; Coşkun, R.; Bayraktaroğlu, S.; Yıldırım, E. Research Methods in Social Sciences; 3rd ed. Sakarya Bookstore: Istanbul, Turkey, 2004.

51. Hancock, G.R.; Mueller, R.O. Structural Equation Modeling: A Second Course; 2nd ed. IAP Information Age Publishing: Charlotte, NC, USA, 2013; xxvii. ISBN 978-1-62396-244-9

52. Pereira Ribeiro, J.M.; Hoeckesfeld, L.; Dal Magro, C.B.; Favretto, J.; Barichello, R.; Lenzi, F.C.; Secchi, L.; Montenegro de Lima, C.R.; Salgueirinho Osório de Andrade Guerra, J.B. Green Campus Initiatives as Sustainable Development Dissemination at Higher Education Institutions: Students’ Perceptions. J. Clean. Prod.; 2021; 312, 127671. [DOI: https://dx.doi.org/10.1016/j.jclepro.2021.127671]

53. Fumiyo, K. Dissonance in Students’ Perceptions of Sustainable Development and Sustainability. Int. J. Sustain. High. Educ.; 2007; 8, 317.

54. Vargas-Callejas, G.; Barba-Núñez, M.; Carvalho, A.; Vicente-Mariño, M.; Arto-Blanco, M.; Meira-Cartea, P.Á. How Do Students Perceive and Evaluate Responses to Climate Change?. Int. J. Clim. Change: Impacts Responses; 2018; 10, pp. 1-19. [DOI: https://dx.doi.org/10.18848/1835-7156/CGP/v10i02/1-19]

55. Abubakar, I.R.; Al-Shihri, F.S.; Ahmed, S.M. Students’ Assessment of Campus Sustainability at the University of Dammam, Saudi Arabia. Sustainability; 2016; 8, 59. [DOI: https://dx.doi.org/10.3390/su8010059]

56. Bahaee, M.; Perez-Batres, L.A.; Pisani, M.J.; Miller, V.V.; Saremi, M. Sustainable Development in Iran: An Exploratory Study of University Students’ Attitudes and Knowledge about Sustainable Developmenta. Corp. Soc. Responsib. Environ. Manag.; 2014; 21, pp. 175-187. [DOI: https://dx.doi.org/10.1002/csr.1312]

57. Chaplin, G.; Wyton, P. Student Engagement with Sustainability: Understanding the Value–Action Gap. Int. J. Sustain. High. Educ.; 2014; 15, pp. 404-417. [DOI: https://dx.doi.org/10.1108/IJSHE-04-2012-0029]

58. Sidiropoulos, E. The Personal Context of Student Learning for Sustainability: Results of a Multi-University Research Study. J. Clean. Prod.; 2018; 181, pp. 537-554. [DOI: https://dx.doi.org/10.1016/j.jclepro.2018.01.083]

59. Albareda-Tiana, S.; Vidal-Raméntol, S.; Fernández-Morilla, M. Implementing the Sustainable Development Goals at University Level. Int. J. Sustain. High. Educ.; 2018; 19, pp. 473-497. [DOI: https://dx.doi.org/10.1108/IJSHE-05-2017-0069]

60. Boca, G.D.; Saraçlı, S. Environmental Education and Student’s Perception, for Sustainability. Sustainability; 2019; 11, 1553. [DOI: https://dx.doi.org/10.3390/su11061553]