Purpose The purpose of this paper is to examine university students’ attitudes towards the concept of sustainable development and towards the need for the implementation of education for sustainable development into the higher education system. To that end, the paper explores in a process-oriented focus which drivers and barriers are experienced as being the most important ones and how they relate to one another. Design/methodology/approach The study is based on the questionnaire for the evaluation of attitudes towards the concept of sustainable development. This instrument consists of 9 batteries with 83 items presented in the form of the five-point Likert scale. The questionnaire evaluated different aspects of respondents’ attitudes towards the concept of sustainable development, but students’ attitudes in relation to the items from the following subscales will be presented for this paper: understanding the concept of sustainable development, position of sustainable development in the system of higher education, sources of information about sustainable development and entities responsible for sustainable development. The study sample consisted of students from the University of Novi Sad, specifically from the faculties with accredited programs in the field of humanities and technological sciences. Findings In general, students recognized the main determinants of sustainable development and they support an integral approach to sustainability, i.e. the need to include the knowledge, values and skills for sustainable development in the higher education programs. In addition, they identified a number of obstacles and the uncertainties of overcoming them. In this regard, the students did not recognize the responsibility of the higher education institutions as the key responsibility or their own responsibility in relation to sustainable development, which can be related to their feeling of marginalization and the doubt that their behaviour and decisions can influence the development of the local society, as well as the development of the society as a whole. On the other hand, the respondents acknowledged the role, the importance and the responsibility of the mass media in the process of developing the attitudes towards and opinions about the problems related to environmental protection and sustainable development. Practical implications The results of the study indicate the students’ attitudes towards sustainable development, thus making the directions for higher education reform clearer and in line with the present needs for sustainable development in Serbia. The obtained results can serve as a recommendation to the governing structures, i.e. to the relevant ministries of education and environmental protection, as well as to the universities in terms of which direction their process of planning and creating paths of sustainability should take. This is particularly important in the case of the Republic of Serbia, which is currently in the process of joining the European Union and responding to the requirements set by the process of negotiation for Chapter 27 in terms of improving the strategic framework and plans for the education for sustainable development and building the capacities in response to climate change. On the other hand, linking the results of this research with the results of similar studies around the world contributes to the further enrichment of the scientific knowledge base in this field and confirms the need for stronger and united efforts on the path to a sustainable future. It is a fact that, regardless of the national, economic, socio-political and cultural context, there is a global lack of success in shaping a humane and sustainable relationship between man and nature. Therefore, the results of this research should be considered as an invitation for new research initiatives regarding the ways to support the positive attitudes of students towards the concept of sustainable development and to facilitate their further development in the educational process, as well as in other academic domains. Originality/value This research is inspired by the fact that, in the Balkan countries, education for sustainable development has not been extensively discussed within the scientific discourse on higher education for sustainable development. This is one of the first papers to provide data about students’ attitudes towards the concept of sustainable development and the need for its implementation in the higher education system in Serbia. The value of the paper lies in its potential to help understand the role that different drivers and barriers play in higher education for sustainable development.
The goal of education for sustainable development, that is, the development of awareness and responsibility towards the environment, the adoption of values and principles such as justice, equality, peace, democracy, and encouraging students to change their personal lifestyle and adhere to the principles of sustainable development in their daily behavior cannot be achieved only through the education “about” sustainable development – there is a need for the education “for” sustainable development, whose main carriers are the teachers of the modern school. Given that the teachers are the role models, the source of information and knowledge, educators, that is, someone who is in direct contact with the students, i.e. present generations, whose attitudes and behavior should be shaped in accordance with the sustainable development, it is of great importance to explore their attitudes towards sustainable development and education for sustainable development. Accordingly, the research is focused on the sustainable development from the high school teachers’ perspective, with the aim of finding out whether the teachers are familiar with the concept of sustainable development, whether their daily behavior is sustainable, how they perceive the education for sustainable development, the position of sustainable development within the educational system, and their personal competence for working in this area.
The subject of the research is focused on identifying the conditions that determine university’s specific response to sustainable development, as well as on identifying the characteristics of a transformative university, and the obstacles in the process of creating a sustainable university. Given the importance of educating the future decision makers, the paper is particularly focused on the problems and the possibilities for developing the competencies for sustainable development within the higher education. The originality of the paper is found in its wholesome overview of the universities’ response to the sustainable development challenge and in the identification of possible barriers that the universities face when striving to sustainability. The special value of the paper is in the analysis of the models for sustainable development competencies which should help to further understand these models and the possibilities for their application in university’s teaching practice.
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