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

• Published in: International journal of environmental research and public health 2020-12, Vol.17 (23), p.8968
• Main Authors: Smaniotto, Cecilia, Battistella, Claudio, Brunelli, Laura, Ruscio, Edoardo, Agodi, Antonella, Auxilia, Francesco, Baccolini, Valentina, Gelatti, Umberto, Odone, Anna, Prato, Rosa, Tardivo, Stefano, Voglino, Gianluca, Valent, Francesca, Brusaferro, Silvio, Balzarini, Federica, Barchitta, Martina, Carli, Alberto, Castelli, Francesco, Coppola, Cristina, Iannelli, Giuseppina, Milazzo, Marica, Rosina, Barbara, Salerno, Carla, Siliquini, Roberta, Sisi, Sauro
• Format: Article
• Language: English
• Subjects: Attitude; Attitudes; Behavior; Chi-square test; Climate change; Colleges & universities; Cooperation; Correlation analysis; Correlation coefficient; Correlation coefficients; Education; Environmental Policy; Female; Goals; Health care; Higher education; Humans; Italy; Knowledge; Male; Multivariate analysis; Questionnaires; School environment; Society; Statistical analysis; Statistical tests; Students; Sustainable Development; Universities
• ISSN: 1660-4601; 1661-7827; 1660-4601
• DOI: 10.3390/ijerph17238968

Sustainable Development Goals (SDGs) and 2030 Agenda represent global development programs. Education can widen the acknowledgement of their relevance and their applications. This survey aims to assess awareness, knowledge and attitudes towards SDGs and sustainability among first-year students in nine Italian Universities. A Likert scale-based online questionnaire of 70 items was compiled by students from March to July 2019. It examined knowledge and expectations referred to sustainable development concepts, indicators and documents/models accounting for sociodemographic variables. Statistical analyses performed were Chi-square test, Fisher's Exact test, Kendall's W correlation coefficient, univariate and multivariate analysis. The questionnaire was completed by 1676 students. A low percentage referred a good knowledge of SDGs and 2030 Agenda, most of them had never attended related educational activities previously. Better knowledge of SDGs and 2030 Agenda was observed in case of previous specific educational activities ( < 0.001). The expectation towards university guaranteeing an education on SDGs was high, both for personal wisdom and for usefulness in future professional context. A significant difference ( < 0.001) in such expectations was found, as healthcare students were less interested than colleagues of other areas. The results showed low knowledge but interest towards sustainable development. A scheduled implementation of academic initiatives should be considered.