Social Media for Social Good: Student engagement for the SDGs

Killian, Sheila; Lannon, John; Murray, Liam; Avram, Gabriela; Giralt, Marta; O'Riordan, Stéphanie

doi:10.1016/j.ijme.2019.100307

Cited by 32 publications

(27 citation statements)

References 13 publications

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“…Goritz et al [90] and Kilian et al [91] describe the great potential of using social networks, such as Twitter, to educate on the SDGs. Despite this, students' average scores from the four countries considered here are low, which shows that social networks are not being used compellingly for this educational dissemination.…”

Section: Discussionmentioning

confidence: 99%

Expectations and Interests of University Students in COVID-19 Times about Sustainable Development Goals: Evidence from Colombia, Ecuador, Mexico, and Peru

Álvarez-Risco

Del-Aguila-Arcentales

Rosen

et al. 2021

Sustainability

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The coronavirus disease 2019 (COVID-19) pandemic has changed the world, creating the need for new actions from society, including universities and companies. The United Nations Sustainable Development Goals (SDGs) are part of a global agenda, but this priority is not significant to university students. Although some research has focused on SDGs and university students, there is a lack of evaluation and comparison in Latin American countries. The current study aims to evaluate student knowledge of the SDGs, the relation of student professional careers to the SDGs, the importance of the SDGs for economic development after the COVID-19 pandemic, and student interest research in SDG issues. The study is carried out with students in Colombia, Ecuador, Mexico, and Peru. The instrument was developed and validated. The highest score of level of knowledge was reported in Mexico and the lowest score in Colombia. This outcome can be explained by the availability of training programs in the universities about SDGs. The availability of programs created and promoted by the governments can also be a reason; however, students from Mexico are the ones who felt the most that the authorities are not making efforts to promote the SDGs. With research interests, interests in creating sustainable cities and communities, and responsible consumption and production were recognized for the four countries. The outcomes reveal several interesting insights through comparisons among the four countries considered according to descriptive analyses. Some SDGs were found to be more important for some countries than others. Interests were noted in research on some SDGs.

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Section: Discussionmentioning

confidence: 99%

Expectations and Interests of University Students in COVID-19 Times about Sustainable Development Goals: Evidence from Colombia, Ecuador, Mexico, and Peru

Álvarez-Risco

Del-Aguila-Arcentales

Rosen

et al. 2021

Sustainability

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“…The literature review includes several researches explored the effects of outline teaching-learning mechanism in higher education during lockdown period of COVID-19 pandemic in many countries (Villalba and Useche, 2021;Mishra et al, 2020). However, Killian et al (2019) suggest to group undergraduate students in teams to study the SDGs applications. Similarly, this paper presents newest method from several MDRPs group.…”

Section: Students Grouping Methodsmentioning

confidence: 99%

Sustainable Development Importance in Higher Education for Occupational Health and Safety Using Egypt Vision 2030 under COVID-19 Pandemic

Mouneer¹

2021

GEP

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Insertion of Sustainable Development Goals (SDGs) into higher education is an important concern. This article aims to address the influences of SDGs in higher and engineering educational system in Egypt. The present study focuses on SDGs 3, 4, 6, 7, 9, and 11. SDG 3 is related to occupational health and SDG 4 is related to higher education development. However, SDGs 6, 7, 9, and 11 are related to both mechanical and environmental engineering, and occupational safety. The study approach involves case risk analysis, investigations, and review for design concepts of occupational health and safety before and after the Coronavirus disease . A number of cross-sectional studies that constitute 125 multidisciplinary research plans (MDRPs) are grouped to monitor and evaluate two main factors which are an influence of involving SDGs into engineering education and selected curriculum of occupational health and safety. Then the results of these research-based studies, which performed over four academic years started from 2017 up to date 2021, are depicted and discussed. These results reveal the importance of interlink between engineering education and the intended SDGs. The latest 25 MDRPs demonstrate that Egypt response to alleviate the COVID-19 is rapidly pronounced specially on SDGs 3 and 4 simultaneously. However, those MDRPs show that neither record impacts nor delays on SDGs 6, 7, 9 and 11. The conclusions prioritize both the advanced educational mechanisms and verify the engineering curriculums to raise awareness of SDGs among both staff members and students in Egyptian universities. Finally, future work is recommended at the end of this article to focus on each specific goal to gain deep insight to state of the art for each SDG around globe using education development.

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“…In summary, it seems that when the global calls for addressing wicked problems hit the unyielding curricular grid and can't correctly penetrate the core disciplines, they seem to liquefy and run through the more flexible and versatile student-led contexts: "The undergrads, the upcoming generations, have some kind of predisposition towards sustainability" (Specialist K). This effect seems to be following the studies of Høgdal, Rasche, Schoeneborn & Scotti (2019), Killian et al (2019), andBorges et al (2017) when it comes to hidden curriculum and the specific manifestation of it in students organizations or clubs.…”

Section: Student-led Projects Diverse Learning Methodologies and Local Communities Interactionsmentioning

confidence: 86%

“…Presence of educational programs linked to cooperatives or similar local business arrangements (Alberto, & Zabala, 2018) 25 Presence of informal learning settings (Hays et al, 2020;Borges et al, 2017) 26 Presence of experiential learning (Corriveau, 2020;Killian et al, 2019) 27 Presence of service learning (Killian et al, 2019) Use of social media as learning tool (Killian et al, 2019;Schulz, van der Woud & Westhof, 2020) Promotion of a deeper understanding of history, politics, sociology and economics. (Adler, 2016) Presence of "spaces", programs or initiatives that fosters students' reflexivity and critical thinking on the role of business schools.…”

Section: Research-education Relationshipmentioning

confidence: 99%

“…Integration of students in university sustainability reporting (Herzner & Stucken, 2020) Presence of student-led projects (Dallaire et al,.2018;Killian et al, 2019) Presence of hidden/alternative curriculum initiatives (Høgdal, Rasche, Schoeneborn & Scotti, 2019); (Borges et al, 2017;Killian et al, 2019) Presence of connection between natural and social sciences disciplines (Barthel & Seidl, 2017) Intercourse teaching, researching or project development. Presence of linkages with other knowledge areas like: environment, biology, medicine, nutrition, agronomics, geography, engineering, architecture, citizenship, sociology, psychology, political science, history, law, economics and business.…”

Section: Research-education Relationshipmentioning

confidence: 99%

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Interdisciplinarity in education for sustainable development: business schools perspectives

Martins¹

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The following mentions are people who contributed to this work and, in a broader perspective, to my academic career in the past two years. I therefore thank:My twin daughters, Bárbara and Helena, for the time spent developing this work several times deprived me of the sweetness of their coexistence: I hope that one day you will forgive your father and understand my reasons. You are my intergenerational motivation: my reason for leaving something better for the world and, at the same time, my "outstanding something better" for the world. If there is any way to categorize love in this world, it would be the way I feel when you hug my neck so tightly and laugh so loosely nestled in my chest.My mother, Izilda, and to the mother of my daughters, Cristiana: none can work full time, be a father and develop so many research activities without support; at least I am sure I couldn't. My deeds are yours as well; thanks for the love, friendship, and all the "logistics." Some things change; others never do, and I am therefore lucky to have you as my family.Luciana, for being an educator in the lato sensu: offering me a flawless academic supervision and a guidance that consistently increased my level of excellence, clarity, tranquility, and motivation. Thank you also for the life relationship, which goes way beyond academic outputs: you were my supervisor, boss, friend, and sister throughout these years. Thanks for trusting me when I could not. Thanks for embracing such a daunting task of rescuing me from the darkness and the numb when none else could, on so many occasions.Lara: 10 years ago, the first time you entered as a teacher in my bachelor's classes, I could never imagine that our paths would cross again in my career, and I am glad they did.

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Social Media for Social Good: Student engagement for the SDGs

Cited by 32 publications

References 13 publications

Expectations and Interests of University Students in COVID-19 Times about Sustainable Development Goals: Evidence from Colombia, Ecuador, Mexico, and Peru

Expectations and Interests of University Students in COVID-19 Times about Sustainable Development Goals: Evidence from Colombia, Ecuador, Mexico, and Peru

Sustainable Development Importance in Higher Education for Occupational Health and Safety Using Egypt Vision 2030 under COVID-19 Pandemic

Interdisciplinarity in education for sustainable development: business schools perspectives

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