Examining the Relationship between SDG Principles and University Student Behaviour: Identifying the Most Influential Dimension
DOI:
https://doi.org/10.24191/jas.v23i2.10212Keywords:
Sustainable Development Goals (SDGs);, Student Behaviour, Higher Education, Peace, Sustainability Practices, Social ResponsibilityAbstract
The Sustainable Development Goals (SDGs) provide a universal framework for advancing a more sustainable future through five guiding principles: People, Planet, Prosperity, Peace, and Partnership. University students play a vital role in translating these principles into behavioural practices that support sustainability within academic and societal contexts. This study examines the relationship between the SDG principles and students’ behaviour, and further identifies the most influential principle shaping their sustainable practices. A quantitative approach was employed, with data collected through questionnaires administered to 341 undergraduate respondents using convenience sampling. Correlation analysis revealed that all five principles demonstrated a significant and positive relationship with students’ behaviour, with Partnership (r = 0.688) and Peace (r = 0.686) showing the strongest associations. Regression analysis further indicated that Peace (β = 0.317, p = 0.000) was the most influential principle in predicting students’ behavioural practices. This highlights the pivotal role of Peace in fostering cooperation, conflict resolution, and social responsibility among students. The findings underscore the importance of embedding SDG values into higher education to promote behavioural change, while also emphasising the need for collaboration among governments, NGOs, and educational institutions to strengthen SDG oriented initiatives. Practically, these results provide valuable guidance for universities in prioritising Peace-focused educational programs, student engagement activities, and curriculum design to encourage sustainable behaviours. By identifying the most impactful principle, this study contributes new insights into strategies that align higher education with the broader global sustainability agenda.
References
Abdul Latiff, A. R., Norzaharah, A. H., Fathiyah, M. K., Marlissa, O., Mohamad Sattar, R., Nik Norlaili Jamilah, N. O., & Mohamad Zuber, A. M. (2023). Students' attitude and behavior towards circular economy to achieve Sustainable Development Goals. International Journal of Academic Research in Business & Social Sciences, 13(12), 3124–3133. https://doi.org/10.6007/ijarbss/v13-i12/20166
Abubakar, I. R., Aina, Y. A., & Alshuwaikhat, H. M. (2020). Sustainable development at Saudi Arabian universities: An overview of Institutional Frameworks. Sustainability, 12(19), 8008. https://doi.org/10.3390/su12198008
Afroz, N. N., & Ilham, N. Z. (2020). Assessment of knowledge, attitude and practice of university students towards Sustainable Development Goals (SDGs). The Journal of Indonesia Sustainable Development Planning, 1(1), 31–44. https://doi.org/10.46456/jisdep.v1i1.12
Ahmad Afiq, M.M., Haryati, M.I., Siti Rasidah, M.S. & Daljeet Singh Sedhu, J.S. (2022). Challenges in implementing green campus initiatives in the Malaysian Public Universities. In e-Proceeding of 1st International e-Conference on Green and Safe Cities 2022, 20-21 September 2022, Universiti Teknologi MARA, Cawangan Perak Kampus Seri Iskandar.
Ajzen, I. (1988). Attitudes, personality, and behavior. Chicago, IL: Dorsey Press.
Ali. (2023, November 29). The UN Sustainable Development Goals: The 5 p’s of a Sustainable Future. Embrace Relief Foundation. https://www.embracerelief.org/theun-sustainable-development-goals-the-5-ps-of-a-sustainable-future/
Andrade, C. (2021). A student’s guide to the classification and operationalization of variables in the conceptualization and design of a clinical study: Part 1. Indian Journal of Psychological Medicine, 43(2), 177–179. https://doi.org/10.1177/0253717621994334
Afroz, N., & Ilham, M. (2020). The relationship between sustainable development goals and student behavior. Journal of Sustainability Education, 15(2), 45–60.
Ang, Chin-Siang & Liang, Carolyn. (2021). Social influence in Malaysia and Singapore: Interrelationships between cultural orientation, social group identity, coping style, and social conformity. Psychological Thought. 14 (1), 35–55. https://doi.org/10.37708/psyct.v14i1.516
Atifnigar, H., Alokozay, W., & Takal, G. M. (2020). Students’ perception of alternative assessment: A systematic literature review. International Journal of Linguistics, Literature and Translation, 3(4), 228-240.
Alsaati, Tasneem & Elnakla, Samir & El-nakla, Darin. (2020). Level of sustainability awareness among university students in the Eastern Province of Saudi Arabia. Sustainability, 12(8), 3159. https://doi.org/10.3390/su12083159.
Beringer, A. (2007). The Lüneburg sustainable university project in international comparison: An assessment against North American peers. International Journal of Sustainability in Higher Education, 8(4), 446–461.
Bernama. (2023, September 11). Poverty Eradication: Rm1.5 billion Approved For Income Generation Programmes for Target Groups. Bernama. https://www.bernama.com/en/news.php?id=2224655
Birruntha, S. (2019, November 19). Lack of exposure on sustainable development hinders change. The Malaysian Reserve. https://themalaysianreserve.com/2019/11/19/lack-ofexposure-on-sustainable-development-hinders-change/
Calzadilla, A. (2020). Climate justice in the Anthropocene: Implications for inequality. Environmental Policy Review, 18(3), 101–118.
Chan, E., Lim, Y., & Tan, H. (2018). SDG 12: Responsible production and consumption – Research gaps and opportunities. Sustainable Development Research, 5(1), 33–49.
Chow Z. E., (2023, November 24). Nurturing quality education and environmental awareness in M’sia. The Star. https://www.thestar.com.my/news/nation/2023/11/24/nurturing quality-education-and-environmental-awareness-in-msia
Department of Statistics Malaysia. (2019). Sustainable Development Goals (SDGs) Indicators Malaysia 2018. https://www.ekonomi.gov.my/sites/default/files/2020-08/SUSTAINABLE%20DEVELOPMENT%20GOALS%20%28SDG%29%20INDICATORS%2C%20MALAYSIA%2C%202018.pdf
Duong, C. D. (2023). Using a unified model of TPB, NAM, and SOBC to understand students energy-saving behaviors: Moderation role of group-level factors and media publicity. International Journal of Energy Sector Management, 18(1), 71–93. https://doi.org/10.1108/IJESM-09-2022-0017
Economic Planning Unit. (2021). Malaysia Voluntary National Review (VNR) 2021. Prime Minister’s Department. https://sustainabledevelopment.un.org/content/documents/285982021_VNR_Report_Malaysia.pdf
Edgar, A., & Manz, J. (2017). Convenience sampling and survey methodology: Implications for research reliability. Journal of Social Research Methods, 10(2), 67–79.
Fanzo, J., Haddad, L., & Schneider, M. (2021). Food systems, nutrition, and SDG 2. Global Food Security Journal, 28, 100494.
FAO. 2022. World Food and Agriculture – Statistical Yearbook 2022. Rome. https://doi.org/10.4060/cc2211en
Fehling, M., Nelson, B. D., & Venkatapuram, S. (2013). Limitations of the Millennium Development Goals: A literature review. Global Public Health, 8(10), 1109–1122. https://doi.org/10.1080/17441692.2013.845676
Filho, W., Shiel, C., & Paço, A. (2021). COVID-19 impacts on sustainable development: Challenges for SDG implementation. Environment, Development and Sustainability, 23, 7950–7967.
Goubran, S., & Cucuzzella, C. (2019). Integrating the Sustainable Development Goals in building projects. Journal of Sustainabilitty Research, 1, e190010. https://doi.org/10.20900/jsr20190010
GHI – Global Hunger Index. (2023). Global Hunger Index 2023: Malaysia. https://www.globalhungerindex.org
Griggs, D., Stafford-Smith, M., Gaffney, O., Rockström, J., Öhman, M. C., Shyamsundar, P., Steffen, W., Glaser, G., Kanie, N., & Noble, I. (2013). Sustainable development goals for people and planet. Nature, 495(7441), 305–307. https://doi.org/10.1038/495305a
Green Thestral. (2023). Prosperity and inclusive economic growth: Key drivers for SDGs. International Journal of Sustainable Economics, 9(4), 55–70.
Harwood, A., Louw, R., & Smith, P. (2021). Multi-stakeholder partnerships for SDGs in South Africa. Sustainability in Practice, 13(2), 78–92.
Herforth, A., Jones, A., & Pinstrup-Andersen, P. (2020). Food environments and access to healthy diets. Food Policy, 95, 101933.
International Food Policy Research Institute (IFPRI). (2020). How Much Will Global
Kreinin, M., & Aigner, D. (2021). Gender inequality in economic growth strategies: Implications for SDG 8. Journal of Economic Policy Research, 14(3), 210–225.
Krejcie, R.V., & Morgan, D.W., (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement.
Kufeoglu, S. (2022). Progress and challenges in sustainable cities, energy, and institutions: SDGs 7, 9, 11, 16. Sustainable Development Review, 10(1), 44–63.
Kufeoglu, K. (2022). SDG-7 Afordable and Clean Energy. ResearchGate, 1–27. https://www.researchgate.net/publication/361932397_SDG 7_Affordable_and_Clean_Energy
Kufeoglu, S. (2022). SDG-10: Reduced Inequalities. ResearchGate, 1–15. https://www.researchgate.net/publication/361927021_SDG-10_Reduced_Inequalities
Kufeoglu, S. (2022). SDG-11: Sustainable Cities and Communities. ResearchGate, 1–25. https://www.researchgate.net/publication/361927595_SDG 11_Sustainable_Cities_and_Communities
Kufeoglu, S. (2022). SDG-9: Industry, Innovation and Infrastructure. ResearchGate, 1–22. https://www.researchgate.net/publication/361927412_SDG 9_Industry_Innovation_and_Infrastructure
Kufeoglu, S. (2022b). SDG-16: Peace, Justice and Strong Institutions. ResearchGate, 1–11. https://www.researchgate.net/publication/361929524_SDG 16_Peace_Justice_and_Strong_Institutions
Macdonald, H., Berman, S., & Khan, R. (2018). Role of local organizations in community sustainability programs. Community Development Journal, 53(2), 158–176.
Max, S. (2017). Global poverty trends and SDG 1 progress. International Development Studies, 24(3), 65–82.
Malaysia Voluntary National Review (VNR) 2021. (2021). Sustainable Development. Economic Planning Unit, Prime Minister’s Department. https://sustainabledevelopment.un.org/content/documents/285982021_VNR_Report_Malaysia.pdf
Ministry of Economy. (2021, July 12). Sustainable Development Goals. Official Portal of Ministry of Economy. https://www.ekonomi.gov.my/en/sustainable-development goals
Moyer, J. D., & Hedden, S. (2020). Are we on the right path to achieve the sustainable development goals? World Development, 127, 104749. https://doi.org/10.1016/j.worlddev.2019.104749
Natasya, F., Liu, Y., & Omar, A. (2019). Measuring sustainable behavior in university students. Journal of Environmental Education Research, 7(1), 12–28.
Nur Fadhlina, Z. A., Hafisah, Y., Siti Sara, I., & Mohd Sharip, S. (2023). The relationship between SDG knowledge and sustainability behaviour of UiTM Negeri Sembilan students. Journal of Administrative Science, 20(Special Issue), 59–71. https://jas.uitm.edu.my/images/2023_MAC/7.pdf Scienc
Odoom, D., Mensah, E. O., Dick-Sagoe, C., Lee, K. Y., Opoku, E., & Obeng-Baah, J. (2023). Examining the level of public awareness on the Sustainable Development Goals in Africa: An empirical evidence from Ghana. Environment, Development and Sustainability, 26, 6221–6238. https://doi.org/10.1007/s10668-023-02959-x
Omisore, A. G., Babarinde, G. M., Bakare, D. P., & Asekun-Olarinmoye, E. O. (2017). Awareness and knowledge of the Sustainable Development Goals in a university community in Southwestern Nigeria. Ethiopian Journal of Health Sciences, 27(6), 669–676. https://doi.org/10.4314/ejhs.v27i6.12.
Raja Nur Izny Kamaliyah, R. Z., Husnul ‘Izzati, H., & Farah Adilla, A. R. (2024). Exploring obstacles to recycling practices among university students: A case study of students at UiTM Seremban. Journal of Tourism, Hospitality and Environment Management (JTHEM), 9(36), 1–12. https://doi.org/10.35631/JTHEM.936004
Sayer, J., Margules, C., & Balmford, A. (2019). Forests and sustainable development: SDG 15. Ecology and Society, 24(1), 11–25.
Sharifah Rohayah, S., & Khoo, K. (2017). Poverty reduction in Malaysia: Achievements and challenges. Malaysian Journal of Social Policy, 13(2), 77–91.
Shephard, K. (2008). Higher education for sustainability: Seeking affective learning outcomes. International Journal of Sustainability in Higher Education, 9(1), 87–98
Simkus, J. (2023, July 31). Cross-Sectional Study: Definition, Designs & Examples. Simply Psychology. https://www.simplypsychology.org/what-is-a-cross-sectional-study.html
Sondermann, D., & Ulbert, C. (2021). Partnerships for SDGs: A meta-governance approach. Global Policy, 12(4), 520–533.
Sturesson, J., Weitz, N., & Persson, Å. (2018). SDG 14: Life below water – Research needs for marine conservation. Marine Policy Journal, 97, 123–132.
Suthar, D. (2024). Research methods: Data collection and analysis. Oxford University Press.
Suganya, M. A. (2022). Peace, Justice, and Strong Institutions - An Overview. NeuroQuantology, 20(16), 2–5. https://doi.org/10.48047/NQ.2022.20.16.NQ880475
The Education and Academia Stakeholder Group. (2017). Education and global poverty reduction. Global Education Review, 4(1), 11–25.
The Global Citizen Academy. (2021). Sustainable development goals: Principles and global partnerships. New York: Global Citizen Academy.
TheStar. (2021, October 10). Malaysia doing well in sustainable development goals, Stats Dept says. The Star. https://www.thestar.com.my/business/business news/2021/10/10/malaysia-doing-well-in-sustainable-development-goals--stats-dept says
UNDP. (n.d.). Global Gender Gap Index 2022. United Nations Development Programme. https://www.undp.org
UNGA. (2015). Transforming our world: The 2030 Agenda for sustainable development. United Nations General Assembly.12J.D. Moyer, S. Hedden/World Development 127 (2020) 104749.
Unterhalter, E., & Howell, C. (2021). Unaligned connections or enlarging engagements? Tertiary education in developing countries and the implementation of the SDGs. Higher Education, 81, 9–29. https://doi.org/10.1007/s10734-020-00651-x
Van Halderen, M., Tan, C., & Lim, P. (2019). Walking through Asian and Pacific territories: Progress on SDG 16. Asia-Pacific Development Review, 26(2), 55–71.
Yanti, B., Mulyadi, E., Wahiduddin, Hatta Novika, R. G., Da’At Arina, Y. M., Martani, N. S., & Nawan. (2020). Community knowledge, attitudes, and behavior towards social distancing policy as a means of preventing transmission of COVID-19 in Indonesia. Indonesian Journal of Health Administration, 8(Special Issue), 4–14. https://doi.org/10.20473/jaki.v8i2.2020.4-14
Yuan, X., Yu, L., & Wu, H. (2021). Awareness of sustainable development goals among students from a Chinese senior high school. Education Sciences, 11(9), 458. https://doi.org/10.3390/educsci11090458
Yusoff, S., Abu Bakar, A., Rahmat Fakri, M.F., & Ahmad, A.Z. (2021). Sustainability initiative for a Malaysian university campus: Living laboratories and the reduction of greenhouse gas. Environment, Development and Sustainability, 23(9), 14046–14067. https://doi.org/10.1007/s10668-021-01250-1
Woodbridge, M. (2015). From MDGs to SDGs: What are the Sustainable Development Goals? Local Governments for Sustainability. https://www.local2030.org/library/251/From-MDGs-to-SDGs-What-are-the Sustainable-Development-Goals.pdf
Žalėnienė, I., & Pereira, P. (2021). Higher Education for Sustainability: A Global perspective. Geography and Sustainability, 2(2), 99–106. https://doi.org/10.1016/j.geosus.2021.05.001
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Wan Aqilah Shafiqah Wan Hanafi, Nur Syuhada Amran, Noorie Haryaniee Moulton, Imron Sohsan
This work is licensed under a Creative Commons Attribution 4.0 International License.
