Assessing Knowledge of Sustainable Development Goals Among Diverse Students: A Case Study of Al Qasimia University

Abstract

This research tests and assesses Al Qasimia University students’ knowledge of the Sustainable Development Goals (SDGs). The diversity of the university’s student body enhances the sample’s representativeness, allowing for an assessment of SDG knowledge across different populations and cultures. 119 responses were collected through online surveys. The respondents come from 41 countries across Africa, the Middle East, Asia, and Europe. The results show no statistically significant difference in knowledge levels based on gender. On the other hand, while nationality does not significantly influence the average level of SDG knowledge, place of residence does. Students who reside in economically better-off countries have a higher average knowledge of the SDGs. Moreover, the students perceived economic and social SDGs as more relevant to their future careers than environmental SDGs. This may be explained by their greater exposure to training related to the social and economic dimensions of the SDGs at the university level. The analysis also revealed that students view formal education as a more significant source of knowledge of SDGs than informal education. This highlights universities’ and academic institutions’ critical role in promoting sustainability education. While this research contributes to the literature on students’ knowledge of SDGs, it primarily focuses on students’ perceptions of their knowledge rather than their knowledge itself. Future research will aim to address this limitation by evaluating actual knowledge levels.

1. Introduction

The United Nations created the 17 interrelated global goals known as the Sustainable Development Goals (SDGs) in 2015. Their objectives encompass tackling various predicaments and directing global endeavours towards a fairer and more enduring future. The SDGs cover sustainable development’s social, economic, and environmental facets [1].

The 17 SDGs acknowledge the complexity of global challenges. They emphasise the need for collaboration and integrated approaches to achieve a more sustainable and prosperous world for present and future generations. The SDGs emphasise the contributions of business and civil society so that public and private actors can work in tandem to deliver an ambitious development agenda [2]. Ref. [3] highlighted the necessity of the effective contribution and involvement of all stakeholders to address the interconnected and complex nature of the SDGs.

One significant stakeholder is academic institutions, which equip future generations with the knowledge, skills, and interests to achieve the SDGs. According to ref. [4], it is the responsibility of educational institutions, schools, teachers, and instructors to guide students to become world citizens and contribute to the SDGs.

While education is undeniably crucial for achieving the SDGs [5], the mechanisms and practises for its effective implementation remain an ongoing research topic.

Several studies have examined students’ knowledge and awareness of the SDGs. This helps identify the factors influencing their knowledge and support the development of improved educational strategies for sustainable development [6]. It is also essential for informed decision making and policy development. However, limited research exists on how students from different backgrounds and disciplines understand the SDGs, especially in diverse academic environments.

This research aims to examine and evaluate Al Qasimia University students’ knowledge of the SDGs. Surveys are used to gather information about students’ knowledge and comprehension of the SDGs, spot any gaps or areas of misunderstanding, and provide insightful data that can guide educational strategies and initiatives to raise students’ awareness of and engagement with sustainable development principles.

This paper’s main objective is to assess students’ awareness and understanding of the SDGs and explore the sources of this knowledge. It also examines the correlation between the SDGs and students’ backgrounds, including their nationality and place of residence before joining the university. Additionally, the paper assesses the link between students’ chosen career paths, their personal lives, and their awareness and understanding of the SDGs.

This research is particularly significant as it focuses on a 100% free, scholarship-based institution with students from 120 nations worldwide. The university’s diversity allows for an assessment of SDG knowledge across nationalities and places of residence before university enrolment, making this research a valuable contribution to the existing literature.

Additionally, Al Qasimia University provides degrees in social and Islamic religious studies, including topics such as economics and management, mass communication, arts and humanities, Holy Quran, and Sharia and Islamic studies. Thus, this research addresses a key gap by exploring SDG knowledge among students whose studies may not be directly linked with sustainability but still allow a connection. Additionally, it enhances the limited body of literature on SDG awareness within Arab universities, a region that is understudied in SDG research.

The structure of this research is as follows: The subsequent section provides a literature review of studies on university students’ awareness of SDGs. A presentation of the research methodology and survey results follows. The study concludes with a discussion of our findings and recommendations.

2. Literature Review

Many studies have explored the level of awareness and knowledge of SDGs among university students, concluding that varied levels of understanding exist across different regions and disciplines. Overall, the literature has emphasised the positive role of sustainability education and how it affects students’ levels of sustainability awareness and influences behaviours [7].

Studies have shown that a significant share of students know about the SDGs, but the depth and scope of their understanding vary significantly. For example, ref. [8] showed that while most surveyed Nigerian students (82.46%) knew about the SDGs, their knowledge of specific details was lacking. Furthermore, in Nigeria, refs. [9,10] concluded that while most students are aware of the SDGs, they lack detailed knowledge about specific goals and targets.

The survey results of ref. [11] revealed that Chinese students’ knowledge of the SDGs needed improvement, demonstrating a need to increase the spread of knowledge among students. Similarly, ref. [12] highlighted that while first-year students in Italian universities had some awareness of the SDGs, their knowledge levels were somewhat lacking. Ref. [13] observed limited engagement and learning about the SDGs in UK students. Likewise, ref. [14] emphasised the need for a comprehensive understanding of the SDGs among Spanish university students.

Ref. [15] found varying familiarity with the SDGs, suggesting a need for more targeted educational initiatives. Additionally, ref. [16] reported that while most surveyed Indonesian students were aware of the SDGs, a smaller portion lacked sufficient knowledge about them.

When investigating student knowledge, awareness, and understanding of the SDGs, examining the factors affecting these is vital. Ref. [16] identified gender and information accessibility as important factors impacting awareness of SDGS.

Ref. [11] showed that Chinese students’ knowledge about the SDGs and information sources are limited and found no significant difference in knowledge between genders. Also, ref. [17] studied the differences in South African students’ knowledge and awareness of the SDGs across socio-economic characteristics. They concluded that students’ demographics, especially age, discipline, and qualifications, significantly influenced their knowledge and understanding of the SDGs. Gender was an exception.

Ref. [18] concluded that Spanish university students generally have limited knowledge of the SDGs. However, those specialising in social and legal sciences were significantly more familiar with these goals than students in other fields. Gender, on the other hand, showed a minor impact on the assessed variables.

One common theme across the literature is the gap between awareness and practical application of the SDGs. Ref. [12] assessed awareness, knowledge, and attitudes towards SDGs and sustainability among first-year students in Italian universities. They concluded that many students know SDGs but need a more inclusive understanding and hands-on application. A similar conclusion was drawn by ref. [19], who surveyed 321 Spanish university students and emphasised the necessity of finding links between the SDGs and students’ interest in fulfilling them. Ref. [20] highlighted a weak correlation between knowledge and practice.

The abovementioned studies, along with refs. [11,14], suggested that students understand the significance of the SDGs but often struggle to apply them practically.

This research found only five studies focusing on the Middle East, North Africa, and Arabic-speaking nations. Ref. [21] examined the implementation of the sustainable development concept in Jordanian higher education. Using a theoretical approach, she emphasised the need to support academic training continuously so that students can acquire the proper information and knowledge effectively and sustainably. In Jordan, ref. [22] found that understanding of SDGs in a sample of 362 students was low. There were no significant differences based on academic major, gender, year of study, or academic grade.

In the Gulf region, ref. [7] surveyed 500 students from seven universities within the Eastern Province of Saudi Arabia. The results showed that while many participants had heard the term “sustainability” from educational sources, they lacked sustainability knowledge.

This research found only two studies conducted in the UAE. The first one is ref. [23], who surveyed students at United Arab Emirates University (UAEU) and found that they understood sustainability well and displayed positive attitudes and moderately positive behaviour toward education for sustainable development (ESD) and the environment. Additionally, ref. [24] investigated the level of sustainability awareness among UAE university students before and after they used a mobile application focused on sustainability. The results revealed that the application was effective in raising sustainability awareness among students.

Through our sample, the current study aims to fill more than one gap in the literature. First, the assessment of SDGs knowledge is carried out across a diverse sample. Second, the research is implemented in a region that is understudied in the literature. Third, the research focuses on a university offering only social and Islamic studies majors, allowing an assessment across majors underrepresented in the literature.

3. Data and Analysis

This study employed a quantitative cross-sectional survey design. It adopted the survey methodology designed by ref. [14], with a few modifications to better suit the paper’s explicit context. The author was permitted to use and adapt the original survey.

Independent specialists reviewed the questionnaire and made minor wording changes. Then, the university’s Institutional Research Unit emailed the survey to students, employing an open, anonymous, and free-participation approach. Students completed the form anonymously using Microsoft Forms. Informed consent was obtained before participating. The survey was conducted over the period 13 March 2024 to 13 May 2024.

The survey consisted of five sections. The first section of the survey consisted of six questions and focused on the student’s demographic data This allows for assessing responses across demographic factors, including gender, academic major, nationality, and place of residence before joining the university. These demographic factors were selected based on the literature, to assess any potential correlations between students’ background characteristics and their knowledge of SDGs. While previous work has largely focused on the link between SDG awareness and nationality, this study expands the scope of this investigation by examining differences in knowledge levels across students’ place of residence before joining the university.

The second section assessed the student’s knowledge of the SDGs and investigated the sources of their knowledge. The first part aimed to check the students’ familiarity with the SDGs, including their total number, time frame, and the institutions that devised them. The second part explored the sources of students’ knowledge, examining whether it was obtained through formal education or informal channels. This allowed the role of formal education in shaping students’ knowledge of the SDGs to be assessed.

The third section explored the link between the SDGs and the professions the students were training to participate in through their studies. At the same time, the fourth section investigated the integration of SDG themes into university studies. Finally, the fifth section explored the link between the SDGs and the students’ personal lives. In these three sections, students were asked to reflect on each of the 17 SDGs individually and indicate whether they perceived the goal as being related to the professions they were training for, integrated into their university studies, and impacted by their lifestyle. Each section contained 17 questions. The respondents rated survey items on a five-point Likert scale, ranging from 1 (“Strongly disagree”) to 5 (“Strongly agree”). Detailed survey information is provided in Appendix A.

The targeted population were all undergraduate students at Al Qasimia University.

A total of 119 complete responses were obtained. The sample included students from all the university’s faculties, including Economics and management, mass communication students, Sharia and Islamic studies students, Holy Quran, and arts and humanities students. The average age was 20.9 years old and respondents came from 41 nationalities.

The data were analysed using the Microsoft Office Excel 365 and Statistical Package for the Social Sciences (SPSS) software, version 29. Descriptive analysis was employed to summarise the data. Inferential analyses such as independent samples t-tests and one-way analysis of variance (ANOVA) were developed to check the presence of significant differences among demographic factors including gender, university major, nationality, and place of residence. Statistical tests were evaluated at the 5% level of significance with one exception, the relationship between lifestyle and SDGs across gender, which was found to be significant at the 10% level.

To investigate the reliability and consistency of the survey items, the author examined Cronbach’s Alpha values for each of the five sections identified above. The results are presented in

Table 1. Cronbach’s alpha coefficient for each section of the survey.

Section	Cronbach’s Alpha
Knowledge of SDGs	0.835
Source of knowledge	0.746
SDGs and profession	0.963
Information received at university	0.970
Lifestyle and SDGs	0.972

. The Cronbach’s Alpha values range between 0 and 1, with values closer to 1 indicating higher internal consistency. Therefore, the results presented in the table below show high internal consistency between all items in the same section.

3.1. Demographic Data

A total of 119 students responded fully to the online survey. More than two-thirds of the respondents were female (70%), while on third were male (30%). Figure 1 presents respondents by academic major. Most respondents were economics and management students (40%), followed by mass communication students (25%), Sharia and Islamic studies students (16%), Holy Quran students (13%), and arts and humanities students (6%).

The respondents came from 41 countries across Africa, the Middle East, Asia, and Europe, indicating the sample’s diversity. This diversity is further indicated by the fact that 58% of the students had lived in countries different from their countries of origin before joining the university.

3.2. Knowledge of SDGs

Figure 2 summarises the sample’s average knowledge of the SDGs. Four questions were presented in the survey. These assessed (1) general awareness of the SDGs, (2) familiarity with the institution responsible for the SDGs and the countries that endorsed them, (3) knowledge of the total number of goals and an example of their objectives, and (4) awareness of the timeframe for which the goals were formulated. While they possessed adequate average knowledge of the SDGs, they showed lower levels of knowledge regarding more in-depth information on the SDGs—specifically, what institutions devised them, their objectives, and the time frame for attaining them.

To break down the students’ knowledge of the SDGs further, the author investigated the presence of significant differences across demographic factors including gender, academic majors, nationalities, and places of residence before joining the university.

Regarding gender (see

Table 2. Statistical comparison of mean knowledge of SDGs between male and female students.

Value	Male	Female
Mean	3.2	3.3
Variance	0.86	0.72
Observations	36	83
t Stat	−0.34559
P (T <= t) one-tail	0.365411
P (T <= t) two-tail	0.730823

), no statistical significance is observed between female and male respondents’ average knowledge of SDGs.

Regarding academic major, mass communication students reported the highest average knowledge (mean = 3.83), while students from Sharia and Islamic studies and Holy Quran studies scored lower in average knowledge (mean = 3.08 and 3.10, respectively). A significant difference was observed when testing the average knowledge across academic majors. The one-way ANOVA results suggest a statistically significant mean difference between the five college groups (F = 0.248, p-value = 0.029).

Furthermore, the author divided the sample into two groups based on nationality and place of residence before university enrolment. One group included those who came from/resided in a country with a Gross Domestic Product (GDP) higher than the sample mean GDP, and a second group included those who came from/resided in a country with a GDP lower than the sample mean. The aim was to analyse the impact of the economic status of country of origin and place of residence before university enrolment on students’ knowledge of SDGs.

A t-test found no significant difference between the two groups based on the economic status of the origin country, i.e., nationality. On the other hand, a significant difference was observed between the two groups regarding place of residence (see

Table 3. Statistical comparison of average knowledge of SDGs based on economic status of origin country and place of residence before university enrolment.

	Nationality		Place of Residence
	Above Average GDP	Below Average GDP	Above Average GDP	Below Average GDP
Mean	3.2	3.3	3.47	3.16
Variance	0.69	0.79	0.64	0.81
Observations	37	82	52	67
P (T <= t) one-tail	0.332329		0.027529
P (T <= t) two-tail	0.664659		0.055058

). This indicates that students living in countries that are better off economically have better knowledge of the SDGs. This can be explained by the association between a country’s economic performance and its education quality, access to information, and exposure to global issues.

3.3. Source of Knowledge

When students were asked to identify their source of knowledge of the SDGs, most referred to formal education, i.e., school/university (mean = 3.8); this high mean value emphasises academic institutions’ crucial and significant role in promoting awareness and understanding of SDGs.

Social media and emails follow formal education (mean = 3.6). Press, television, and radio are next (mean = 3.14). In contrast, informal training on SDGs was the least identified source of knowledge (mean = 3.03).

This indicates that digital platforms have a more significant effect than traditional media channels. The lower mean of informal training as a source of knowledge might suggest its limited reach or frequency among the students surveyed.

3.4. SDGs and Student Future Professions

Students were asked to identify on a scale of 5 (strongly agree) to 1 (strongly disagree), whether the profession they are currently training for is linked to the 17 SDGs.

Table 4. Students’ perception of the SDGs’ link to their future professions by SDG type.

SDG	Mean	Variance	SDG Type
SDG 4: Quality Education	4.0	0.97	Social, Economic
SDG 8: Decent Work and Economic Growth	3.9	1.1	Economic
SDG 16: Peace, Justice, and Strong Institutions	3.9	1.13	Social, Economic
SDG 12: Responsible Consumption and Production	3.8	1.17	Economic, Environmental
SDG 9: Industry, Innovation, and Infrastructure	3.8	1.26	Economic
SDG 11: Sustainable Cities and Communities	3.8	1.2	Environmental
SDG 17: Partnerships for the Goals	3.8	1.13	Social, Economic
SDG 1: No Poverty	3.7	0.99	Social, Economic
SDG 2: Zero Hunger	3.6	1.01	Social, Economic
SDG 3: Good Health and Wellbeing	3.6	1.16	Social, Economic
SDG 5: Gender Equality	3.6	1.04	Social, Economic
SDG 13: Climate Action	3.6	1.41	Environmental
SDG 7: Affordable and Clean Energy	3.5		Environmental
SDG 10: Reduced Inequality	3.5	1.12	Social, Economic
SDG 15: Life on Land	3.5	1.3	Environmental
SDG 6: Clean Water and Sanitation	3.4	1.24	Environmental
SDG 14: Life Below Water	3.4	1.4	Environmental

summarises the mean score per SDG. Quality Education (SDG 4), Decent Work and Economic Growth (SDG 8), and Peace, Justice, and Strong Institutions (SDG 16) were perceived as the top SDGs related to students’ future professions.

The author classified the 17 SDGs based on the three sustainability pillars: economic growth, social inclusion, and environmental protection. Given the complexity and interdependency between the SDGs, one SDG can fall under more than one category. The classification benefited from the work of ref. [25] and the Stockholm Resilience Centre’s SDG Wedding Cake, which classified the SDGs as economic, social, and environmental, emphasising that a healthy environment underpins social and economic development [26].

The results show that students perceived economic and social SDGs as highly relevant to their future professions, while they perceived environmental SDGs as less relevant to their training.

Moreover, environmental SDGs show the highest variance, indicating that students lacked a consensus on their relevance to their future professions (see Table 4).

The ANOVA results (p-values = 0.00) confirm a statistically significant difference in how different SDGs were perceived as relevant to future professions.

Based on the students’ responses, Figure 3 classifies the SDGs into three clusters: those that are highly relevant to students’ future professions, those that are moderately relevant, and those that have low relevance. This is cross-checked against the SDG categories, which includes economic, social, and environmental SDGs.

Identifying social and economic SDGs as highly relevant is indeed linked to students’ backgrounds, as the focus on economic goals aligns with the fields of economics and management. One would expect students in communication, Holy Quran studies, and Shari’a and Islamic studies to show a stronger orientation toward social dimensions.

Among the colleges, mass communication, economics, and management show the highest perceptions of the relevance of the SDGs to future professions. Again, this is linked to educational backgrounds, as mass communication, economics, and management students are likely acquainted with sustainability issues through their studies (see Figure 4).

3.5. Training at University Level

Figure 5 illustrates the mean responses on whether training was received at the university stage on the 17 SDGs. Quality Education (SDG 4), Decent Work and Economic Growth (SDG 8), and Peacebuilding, Justice, and Corruption-free Institutions (SDG 16) are highlighted as the SDGs with the highest level of training received at the university level. These also happen to be the top three SDGs students consider relevant to their future professions. The association between training received at the university level on the 17 SDGs and the perception of the relevance of the SDGs to future professions necessitates examination. Figure 6 plots the association between training received at the university level on specific SDGs and students’ perceptions of each SDG’s relevance to their future professions.

With a correlation coefficient of 0.81, Figure 6 shows that the more training students receive at the university level on a specific SDG, the more they perceive that the SDG is relevant to their future profession. This highlights universities’ crucial role in shaping students’ perceptions of sustainability issues and illustrates the significance of incorporating sustainability education into university curricula.

3.6. SDGs and Lifestyle

Students’ responses regarding the impact of their lifestyles on the 17 SDGs show less variation (lower variances) compared to their perception of the link between the SDGs and their future professions. As indicated by Figure 7, Quality Education is perceived as the SDG most impacted by students’ lifestyles (highest mean), while Responsible Consumption and Production (SDG 12) is the most agreed-upon SDG (lowest variance).

The author assessed the mean perceived impact of lifestyle on the SDGs by gender. Females show a statistically significantly higher perception of the impact of lifestyle on the SDGs than males (mean = 3.7 and 3.4, respectively, at a 10% significance level).

No statistical differences were observed when examining the mean perceived impact of lifestyle on SDGs according to the economic status of the origin country and place of residence before attending university. In other words, students who came from or resided in countries with high and low GDPs had the same perception of the impact of their lifestyles on SDGs.

4. Discussion

The current research provides insights into students’ knowledge of SDGs at Al Qasimia University, a highly diverse institution with students from over 120 nationalities.

With a sample of 119 students from 41 countries, the findings indicate that while the university students show average knowledge of SDGs, they lack an understanding of deeper SDG-related information, including the institutions that devised the SDGs, the SDGs’ objectives, and the timeframe for achieving them. This result aligns with previous studies that found gaps in students’ knowledge of specific details regarding the implementation and institutional structures of SDGs [11,12,14,19,20].

4.1. Demographic Factors

This study tested some of the key demographic factors influencing SDG knowledge. The author found no statistically significant difference in knowledge levels based on gender. This confirms the results of refs. [11,14,17].

The impact of nationality on students’ knowledge of the SDGs was insignificant. On the other hand, place of residence before attending university was a significant determinant of SDG knowledge. Students residing in economically better-off countries (based on GDP) showed higher SDG awareness. This can be partially attributed to the fact that students from more developed countries are more likely to engage with sustainability topics due to their greater access to education and institutional initiatives [27,28].

4.2. The Role of Formal vs. Informal Education

Students referred to universities/schools as the primary source of their knowledge of the SDGs, compared to informal training, social media, and traditional media channels like TV and radio. This highlights the role of formal education in shaping the world’s sustainability by spreading knowledge to the younger generation on issues that shape our world today.

The above suggests that it is vital to integrate sustainability and SDG education into the university curriculum across all disciplines. This aligns with the work of ref. [8], who found that students emphasised the need for formal SDG education in universities. Moreover, it aligns with the findings of refs. [6,29], which highlighted the need for higher education institutions to include effective SDG-related education to ensure that students understand their role in achieving these goals.

Given the variations in how sustainability issues are integrated across disciplines, interdisciplinary approaches should be promoted so that all students receive suitable exposure to sustainability principles. UAE universities can add sustainability-related courses under their General Education Requirements (GERs). These courses aim to help students develop a strong core of critical thinking and a broad understanding of knowledge approaches. They are compulsory; undergraduates must complete them as part of their graduation requirements. For example, Al Qasimia University offers a mandatory course on creativity and entrepreneurship across all disciplines. Adding a course on sustainability and sustainable development would be extremely beneficial.

4.3. Perceived Relevance of SDGs to Careers

The analysis showed that the surveyed students perceived economic and social SDGs as more relevant to their future careers than environmental SDGs. Three possible justifications for this exist. The first is the nature of their university education. Since Al Qasimia University offers only social and Islamic studies programmes, students might have had negligible exposure to environmental SDGs. A second factor could be the sample’s demographics, as most students surveyed were from or resided in developing countries. The literature has mentioned that environmental issues often receive less attention and are not prioritised in developing countries [27]. Ref. [28] illustrated that environmental issues receive less attention during economic hardship. This suggests that students from these countries are less exposed to knowledge of environmental issues. Third, the analysis revealed a strong association between training received at the university level on specific SDGs and students’ perceptions of their relevance to their future professions. In other words, the university shapes students’ perceptions of the significance of a specific SDG for their future professions. The results highlight that students have received more training on the social and economic SDGs. The more training students receive on a particular SDG, the more they perceive its link to their future profession.

The above also suggests the need for interdisciplinary SDG education, particularly in fields where environmental awareness is not traditionally emphasised. This confirms the findings of ref. [30], who claimed that students must be attentive to environment-related SDGs.

4.4. Perceived Relevance of SDGs to Lifestyle

The students showed a higher level of consensus regarding the impact of their lifestyles on the SDGs, especially regarding SDG 12, Responsible Consumption and Production. In other words, students recognised the link between their daily lifestyles and SDG 12, given its direct impact on their daily consumption habits.

4.5. Implications for Universities and Policymakers

The findings above suggest a need to strengthen the role of formal education. Students refer to formal education as the primary source of SDG knowledge. Thus, adding sustainability and SDG education into the university curriculum across all disciplines is fundamental. Public policies play a significant role in encouraging universities to include compulsory SDG courses.

A holistic, sustainable development training programme covering the three sustainability pillars is also necessary. The need for greater focus on environmental sustainability topics must be addressed. This training should address both professional and personal dimensions related to the SDGs. It is important to align SDG education and training with future professions to ensure student engagement.

5. Conclusions

The fulfilment of the SDGs is partially dependent on future generations’ awareness and knowledge of these goals, their significance, and their urgency. Thus, assessing students’ knowledge of the SDGs and highlighting their perception of how these goals relate to their current lifestyles and future careers is essential.

This research surveys Al Qasimia University students’ knowledge of the SDGs. Al Qasimia University is 100% based on scholarships, with students from 120 nations. Moreover, it offers degrees in social and Islamic religious studies, which are usually underrepresented in the literature that assesses students’ knowledge of SDGs. This diversity enriches the analysis and helps determine the factors that impact students’ knowledge of SDGs.

The sample of 119 students from 41 countries shows that while students possess adequate average knowledge of SDGs, they have lower levels of knowledge regarding more in-depth information on SDGs, including the institutions that devised them, the SDGs’ objectives, and the time frame for attaining them. Analysing demographic factors that impact students’ knowledge of the SDGs shows that students who previously resided in economically better-off countries carry a higher knowledge.

Regarding sources of knowledge, in comparison to informal education, formal education plays a more critical role in acquiring students with knowledge of SDGs. This highlights academic institutions’ importance in shaping future generations’ knowledge of sustainability issues.

The analysis reveals that students perceive economic and social SDGs as more relevant to their future careers than environmental SDGs. The nature of their university education mainly influences this perception. Nevertheless, it is also connected to the university’s training on SDGs. This highlights the need to improve awareness of environmental sustainability and its interdependence with socio-economic sustainability.

While the current research adds to the body of knowledge on students’ awareness of SDGs, it is vital to highlight some limitations, including assessing students’ perceptions of their knowledge rather than their actual knowledge. It is essential to access actual knowledge to design more effective educational interventions and accurately measure their impact. Thus, further analysis is needed to reveal and test students’ actual knowledge of SDGs. Future research can be carried out through a mixed-method approach, including self-reported surveys and knowledge-based assessments, to accurately provide a clearer picture of students’ SDG knowledge.