Research Details
Development of an SDG Course to Enhance Education for Sustainable Development at Mariano Marcos State University
Arlene L. Gonzales, Mark Joseph D. Pastor, Mee Jay Domingo
Category
Project
Status
On-going
Duration
Jan 1, 2026 -
Jun 30, 2027
Brief Description
Examining how well students are learning sustainability is important to ensure that sustainability is successfully incorporated into the curriculum and comprehending how education affects students’ attitude and actions regarding sustainability. Through the assessment activity it also helps the students to acquire values, knowledge and skills to be able to address complex sustainability challenges. Education plays a crucial role in accelerating a sustainable future. The United Nation’s Decade of Education for Sustainable Development has advocated education for sustainable development (ESD) to promote global sustainability. UNESCO supports ESD as a way to provide society with the knowledge, skill, values, and attitude needed for sustainable living. While considerable progress has been made in higher education institutions in many developed countries and to some extent in developing countries, similar success has been very slow in Philippine’s Higher Education Institutions (PHEIs). This problem may be attributed to several factors such as lack of resources, insufficient teacher training, and resistance to change from both teachers and students. Additionally, a lack of awareness and understanding of sustainable development principles among stakeholders, including university administrators and staff can hinder our progress towards achieving the different SDGs.
The pursuit for ESD has been articulated in the Commission on Higher Education’s (CHED) strategic plan in 2011-2016, aiming to reform higher education institutions (HEIs) to promote sustainable development (Balanay et al., 2016). The plan included the major restructuring process to enable the PHEIs to streamline efforts and resources towards the said goal. In CHED’s 2023-2028 Strategic Plan, the context of sustainable development is embedded in one of the Key Result Areas (KRAs) which is on Social Responsibility focused on addressing societal needs.
It was only recently that MMSU has embraced sustainability integration into teaching and operations. It has set its goal of becoming a “green university” by 2030 aiming to reduce its environmental footprint and promote social responsibility. This integration is set to recalibrate its curriculum and teaching, campus policies and operations, and community extension activities. As sustainability performance is now of a growing importance in the university, evaluation instruments need to be developed to gauge the university’s success in integrating sustainability into its different functions.
This initiative aims to equip students with the knowledge and skills necessary to address global sustainability challenges, fostering a generation of graduates who are actively engaged in creating a more sustainable future. A key component of this initiative is the development of a mandated, SDG-responsive course that will be integrated into the university's curriculum. This course will provide a structured and comprehensive introduction to the SDGs, exploring their relevance to various disciplines and fostering critical thinking about sustainable solutions
This necessitates the development of effective evaluation instruments to measure the success of this new SDG-responsive course and the overall progress of sustainability integration across all university functions. This research addresses this need by developing an SDG-based quiz as a tool to assess the progress of Education for Sustainable Development (ESD) at MMSU. This quiz will provide valuable data to inform future policy decisions and improvements to MMSU's sustainability initiatives. The quiz's importance lies in its ability to quantitatively measure student understanding of the SDGs, providing a concrete metric for evaluating the effectiveness of MMSU's ESD efforts and the impact of the new SDG-responsive course. The data gathered will be crucial in identifying areas of strength and weakness in student understanding, informing the ongoing refinement and improvement of both the course itself and broader university sustainability initiatives.
The pursuit for ESD has been articulated in the Commission on Higher Education’s (CHED) strategic plan in 2011-2016, aiming to reform higher education institutions (HEIs) to promote sustainable development (Balanay et al., 2016). The plan included the major restructuring process to enable the PHEIs to streamline efforts and resources towards the said goal. In CHED’s 2023-2028 Strategic Plan, the context of sustainable development is embedded in one of the Key Result Areas (KRAs) which is on Social Responsibility focused on addressing societal needs.
It was only recently that MMSU has embraced sustainability integration into teaching and operations. It has set its goal of becoming a “green university” by 2030 aiming to reduce its environmental footprint and promote social responsibility. This integration is set to recalibrate its curriculum and teaching, campus policies and operations, and community extension activities. As sustainability performance is now of a growing importance in the university, evaluation instruments need to be developed to gauge the university’s success in integrating sustainability into its different functions.
This initiative aims to equip students with the knowledge and skills necessary to address global sustainability challenges, fostering a generation of graduates who are actively engaged in creating a more sustainable future. A key component of this initiative is the development of a mandated, SDG-responsive course that will be integrated into the university's curriculum. This course will provide a structured and comprehensive introduction to the SDGs, exploring their relevance to various disciplines and fostering critical thinking about sustainable solutions
This necessitates the development of effective evaluation instruments to measure the success of this new SDG-responsive course and the overall progress of sustainability integration across all university functions. This research addresses this need by developing an SDG-based quiz as a tool to assess the progress of Education for Sustainable Development (ESD) at MMSU. This quiz will provide valuable data to inform future policy decisions and improvements to MMSU's sustainability initiatives. The quiz's importance lies in its ability to quantitatively measure student understanding of the SDGs, providing a concrete metric for evaluating the effectiveness of MMSU's ESD efforts and the impact of the new SDG-responsive course. The data gathered will be crucial in identifying areas of strength and weakness in student understanding, informing the ongoing refinement and improvement of both the course itself and broader university sustainability initiatives.
Expected Output
Product: A validated SDG quiz and a fully developed, validated curriculum for a mandated SDG-responsive undergraduate course at MMSU. These will be readily available for use within the university and potentially for wider dissemination.
Publication: A peer-reviewed journal article detailing the research methodology, findings, and implications for sustainability education. This will contribute to the body of knowledge on SDG integration in higher education.
Publication: A peer-reviewed journal article detailing the research methodology, findings, and implications for sustainability education. This will contribute to the body of knowledge on SDG integration in higher education.
Patent: Not applicable to this research. This project does not involve the development of patentable technology or inventions.
Policy: The research findings and recommendations will be presented to MMSU administrators to inform the development of university policies related to sustainability education and the integration of the SDGs into the curriculum. This could lead to the formal adoption of the developed course as a mandated requirement.
People: The project will contribute to the professional development of the researchers involved, enhancing their expertise in sustainability education, curriculum development, and mixed-methods research. Furthermore, the course will enhance the knowledge and skills of MMSU students, equipping them to address sustainability challenges.
People: The project will contribute to the professional development of the researchers involved, enhancing their expertise in sustainability education, curriculum development, and mixed-methods research. Furthermore, the course will enhance the knowledge and skills of MMSU students, equipping them to address sustainability challenges.
Places: The developed course and quiz will be implemented within MMSU, contributing to the university's commitment to sustainability and its efforts to become a more sustainable institution.
Partnerships: The research may involve collaborations with other universities, organizations, or experts in the field of sustainability education, fostering knowledge exchange and collaboration.
Social Impact: Increased awareness and understanding of the SDGs among students, faculty, and staff at MMSU, potentially leading to more sustainable practices on campus and in the wider community.
Economic Impact: The quiz could become a valuable tool for universities and organizations seeking to assess SDG knowledge, potentially generating revenue through licensing or commercialization (though this is less likely for a simple quiz).
Social Impact: Increased awareness and understanding of the SDGs among students, faculty, and staff at MMSU, potentially leading to more sustainable practices on campus and in the wider community.
Economic Impact: The quiz could become a valuable tool for universities and organizations seeking to assess SDG knowledge, potentially generating revenue through licensing or commercialization (though this is less likely for a simple quiz).