Sustainable Development Goals from Theory to Practice Using Spatial Data Infrastructure: A Case Study of UAEU Undergraduate Students

Abstract

The importance of Education for Sustainable Development (ESD) in influencing students’ understanding of and behavior toward sustainability cannot be overstated. However, prior studies have shown that students generally lack comprehension of how to apply geography instruction in relation to territories and their contribution to the Sustainable Development Goals (SDGs). Although the relationship between the SDGs and academic institutions has been the subject of numerous research, it is still unknown how much knowledge students have on the subject. Therefore, this research aims to raise awareness about SDGs and evaluate the knowledge of undergraduate geography students regarding the SDGs. Additionally, it investigates the impact of Spatial Data Infrastructure (SDI) and quality education as pedagogical tools on students’ sustainability consciousness. A questionnaire was designed, validated, and administered to students at the United Arab Emirates University from both geography and non-geography cohorts to assess their knowledge. Statistical analysis indicated high reliability of the constructs. The results revealed significant insights through descriptive, ANOVA, and multiple comparisons analysis with the Tukey HSD test. Specifically, geography students who participated in an SDG Awareness and Knowledge Program within the Technological Pedagogical Content Knowledge (TPACK) model demonstrated statistically significant differences in various aspects of SDG awareness and knowledge, SDG awareness using SDI skills, and the importance of quality education and the integration of SDG knowledge in pedagogy, as compared to other geography and non-geography students who did not receive the SDG awareness program. This research is expected to provide valuable knowledge about SDGs through effective pedagogical skills, benefiting both student and educator community.