Sustainability as a life purpose among first-semester students at a private university in Malaysia

Sustainability as a life purpose among first-semester students at a private university in Malaysia | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Sustainability as a life purpose among first-semester students at a private university in Malaysia Lok Boon Thian, Yen Heng Chang, Naveen Raman, Veronica Ng This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6543196/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 21 Oct, 2025 Read the published version in Discover Sustainability → Version 1 posted 12 You are reading this latest preprint version Abstract In response to the global crisis, education for sustainable development has become a pressing priority for universities in emerging nations, but nurturing students’ commitment to sustainability remains a challenge. This qualitative study explores how first-semester students at a private university in Malaysia integrate sustainability into their life purpose statements. From analysing the life purpose statements of 1,506 students across 22 science and social science disciplines, three purpose profiles have been identified: purposeful (39.4%), dreamer (9.5%), and self-oriented (29.1%), with a balance (22%) that did not submit their life purpose statements. The finding denotes that almost half of the students are prosocial and are likely to be committed to sustainability. Among the 943 students with prosocial purpose profiles, the majority (68.9%) expressed support for social sustainability, 23.9% expressed support for economic sustainability, and a minority (5.5%) expressed support for environmental sustainability. This study also reveals distinct purpose profiles and dominant commitment to social, economic, or environmental sustainability among students from various disciplines. The two case studies exemplify how students with different purpose profiles perceive their roles towards sustainability. This study discusses the importance of sustainability among university students in an emerging nation. It contributes to the sustainable higher education agenda of emerging nations by underscoring the need to enhance environmental sustainability education across various disciplines. Malaysia purpose in life SDG 4 (Quality Education) sustainability sustainability as a life purpose sustainable higher education Figures Figure 1 1 Introduction 1.1 Sustainability as a goal in higher education Responding to the global crisis, education for sustainable development has become a pressing priority among universities including those in the emerging nations (Bespalyy et al., 2024 ; Leal Filho et al., 2022; Reffhaug and Lysgaard, 2024 ; Wang and Horta, 2024 ; Kopnina, 2018 ; Leicht, Heiss and Byun, 2018 ). Despite the diverse opinions (Tryggvason, Öhman, and Van Poeck, 2023 ), education for sustainable development (ESD) is commonly understood as ‘Education that empowers learners with knowledge, skills, values and attitudes to take informed decisions and take responsible action for environmental integrity, economic viability and a just society empowering people of all genders, for present and future generations, while respecting cultural diversity’ (UNESCO, 2024 ; Leicht, Heiss and Byun, 2018 ; McKeown and Hopkins, 2003 ). ESD aims to empower and equip current and future generations to meet their needs through a balanced and integrated approach to the economic, social, and environmental dimensions of sustainable development. (Leicht, Heiss and Byun, 2018 ). Sustainable development is commonly defined as ‘development that meets the needs of the present without compromising the ability of future generations to meet their own needs’ (Purvis, Mao, and Robinson, 2018 ). ‘Sustainable development’ and ‘sustainability’ are often interchangeable (Purvis, Mao, and Robinson, 2018 ). Sustainability is often described in terms of three main pillars: environmental, social, and economic, highlighting the importance of socially and environmentally sustainable economic development (Tafese and Kopp, 2025 ; Purvis, Mao, and Robinson, 2018 ; Goodland, 1995 ). Social sustainability focuses on the well-being of people and communities; economic sustainability focuses on economic activities that promote long-term economic well-being; while environmental sustainability focuses on protecting and preserving the natural environment. The United Nations Sustainable Development Goals (UN SDGs) (2015) support the three pillars of sustainability. Noting that there are different perspectives on the dominant pillar supported by the respective UN SDGs, the following is one such perspective (Mangukiya and Sklarew, 2023 ). Environmental sustainability is aligned with the UN SDGs: responsible consumption and production, climate action, life under water, and life on land. Social sustainability is aligned with UN SDGs: no poverty, zero hunger, good health and wellbeing, quality education, gender equality, clean water and sanitation, affordable and clean energy, sustainable cities and communities, peace, justice and strong institutions. Economic sustainability is aligned with UN SDGs: decent work and economic growth; industry, innovation and infrastructure; reduced inequalities. The research on sustainability in higher education has focused on incorporating sustainability into governance and campus operations (Deroncele-Acosta et al., 2023 ). In addition, the current literature also focuses on integrating sustainability in students’ learning and teaching (supporting UN SDG 4 Target 4.7, by 2030 ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development) with a more specific focus on pedagogies (Deroncele-Acosta et al., 2023 ), interdisciplinary approach (Deroncele-Acosta et al., 2023 ; Thian, Choong and Chang, 2022 ) and youth engagement (Leicht, Heiss and Byun, 2018 ). However, there is limited research around the pillar of sustainability that students are inclined to contribute to (Kuusisto and Schutte, 2023 ), which is critical to design education that fosters commitment to sustainability. In a recent study of Dutch university students, only 22% of students who completed the purpose statements mentioned sustainability as part of their life purposes, which is 14% of the student population. Out of the students who completed their purpose statements, the majority (70.7%) chose social sustainability, some (26.1%) chose environmental sustainability, and a small number (3.3%) chose economic sustainability (Kuusisto and Schutte, 2023 ). In Malaysia, there is a growing emphasis on education for sustainable development. The Malaysian government has explicitly expressed its commitment to sustainable development through its five-year national development plan, the Twelfth Malaysia Plan 2021–2025, towards a prosperous, inclusive, and sustainable Malaysia (Leal Filho et al. , 2022; Economic Planning Unit, Prime Minister’s Department, Malaysia, 2021). The Malaysian Qualifications Agency has explicitly incorporated the need for all Malaysian higher education institutions to embed the global key competencies for sustainability into the academic programmes through its recently published Malaysian Qualifications Framework Second Edition (2024) (Malaysian Qualifications Agency, 2024 ). While the need to develop sustainability competencies among higher education students is urgent and clear, the challenge remains on how not just to educate the emerging adults with the knowledge and skill, but also to educate their values and attitudes towards sustainable development (Marathe, Dutta and Kundu, 2020 ; Leicht, Heiss and Byun, 2018 ). ‘Since traditional single-directional delivery of knowledge is no longer sufficient to inspire learners to take action as responsible citizens’ (Leicht, Heiss and Byun, 2018 ), there is a need for more studies to encourage changes in the values and attitudes of youth towards sustainable development (Marathe, Dutta and Kundu, 2020 ; Leicht, Heiss and Byun, 2018 ; Laurie et al., 2016 ). Hence, this study aims to contribute to youth engagement by understanding students' life purpose statements and focusing on their values and attitudes for a sustainable future. 1.2 Purpose in life during higher education studies Literature has argued that having a life purpose helps an individual to navigate through life challenges and enhances one’s emotional well-being as well as the commitment to learning (van Zyl et al., 2023 ; Wilkes et al., 2023 ; Kotera et al., 2021 ; Colby, 2020 ; Schippers and Ziegler, 2019 ; Sumner, Burrow and Hill, 2018 ; Damon, 2008 ). Life purpose is commonly known as ‘a stable and generalised intention to accomplish something that is at the same time meaningful to the self and consequential for the world beyond self’ (Damon, 2008 ). A life purpose can be related to education for sustainable development, where the latter part of the definition, ‘consequential for the world beyond self’, is aligned with sustainability. It suggests the importance of positively impacting the world, either for people, the planet, or the prosperity of a community, aligned with the three pillars of sustainability. One’s life purpose may evolve over the lifespan, but studies have shown that it begins to emerge around eleven (Kuusisto and Schutte, 2023 ). Most traditional students pursue university studies around eighteen or nineteen, when emerging adults actively explore their life purpose. Hence, a growing body of literature urges universities to play a more active role in supporting students in developing their life purposes while studying (Moran, 2019 ). According to recent research, interventions to nurture purpose in life could be effective if implemented during adolescence and incorporated into the curriculum (Schippers and Ziegler, 2019 ). Research has also suggested that life-crafting interventions, such as writing one’s life purpose or personal goals, are associated with improved academic performance and can lead to a more fulfilling life (Schippers and Ziegler, 2019 ). More specifically, life crafting is ‘a process in which people actively reflect on their present and future life, set goals for important areas of life—social, career, and leisure time—and, if required, make concrete plans and undertake actions to change these areas in a way that is more congruent with their values and wishes’ (Schippers and Ziegler, 2019 ). Recently, there have been advocates for positive psychology interventions such as life-crafting through writing personal purpose and goals to be included in the curriculum to develop more substantial emotional intelligence among students (Schippers and Ziegler, 2019 ). American researchers (Maron, 2009; Damon, 2008 ; Damon, Menon, and Bronk, 2003 ) have identified four profiles of life purpose development: purposeful, dreamer, self-oriented, and disengaged. The profiles are conceptualised through intention, engagement, and prosocial reasoning. Intention refers to the extent to which a person is oriented towards personal meaningfulness, accomplishment, and the future. Engagement refers to a person's commitment to devote resources to their purpose. Prosocial reasoning refers to how a person ties their intention and engagement to consequences that affect others, encompassing people, the planet, and shared prosperity, aligning with the three pillars of sustainability. This highlights the importance of environmentally and socially responsible economic development (Kuusisto and Schutte, 2023 ). The three profiles of purposeful, dreamer and self-oriented individuals have a high level of intention. Those with a low level of intention are included in the disengaged profile, along with individuals who exhibit low levels of engagement and prosocial reasoning. Purposeful represents those with a mature sense of purpose, who have found something meaningful to devote their time to over a sustained period (Damon, 2008 ). This study includes those with clear action plans to live their life purpose as purposeful. These individuals exhibit high levels of intention, engagement, and prosocial reasoning. Dreamer represent those who express ideas about purpose but have done little to put their ideas into action. Within the context of this study, it includes those without action plans to live their life purposes. These individuals exhibit high levels of intention and prosocial reasoning but tend to have low engagement. Self-oriented individuals represent those who commit to doing something meaningful for themselves but do not express interest in ideas beyond their interests. These individuals exhibit high levels of intention and engagement but a low level of prosocial reasoning. Disengaged individuals represent those not interested in committing to anything meaningful for themselves or beyond their interests. These individuals exhibit low intention or engagement and limited prosocial reasoning. It is noted that the transition from self-oriented to prosocial is not discrete. Instead, it is gradual, spanning a continuum between the self and society, with friends, family, and clients occupying the intermediate positions (Manninen, Kuusisto, and Tirri, 2018 ). Figure 1 illustrates a summary of the four purpose profiles, based on their levels of prosocial behaviour and engagement. Few studies have been conducted to identify the purpose profiles of youth, categorising them into purposeful, dreamer, self-oriented, and disengaged profiles, as summarised in Table 1 . Most studies utilised standard scale questionnaires, including the Claremont Purpose Scale (Bronk, Riches and Mangan, 2018 ). Recent studies of Dutch and Finnish university students have shown that around 30 per cent of students are purposeful and self-oriented, respectively. The literature highlights that self-orientation has become more prominent among youth in traditionally collective cultures, such as Iran and China (Kuusisto and Schutte, 2023 ), indicating a decline in commitment to sustainability. Table 1 Studies and purpose profiles of youth. Author, year of publication Country Participants Method Purposeful % Dreamer % Self-oriented % Disengaged % 1 Moran, 2009 America University students Survey and interview 42 6 42 10 2 Hedayati et al., 2017 Iran Secondary students Survey 18 21 37 24 (self-oriented dabblers) 3 Damon, 2018 America Youth Qualitative analysis 20 25 30 (dabblers) 25 4 Kuusisto and Schutte, 2023 Netherlands University students Survey 37 25 23 15 5 Kuusisto et al., 2023 Finland (compared with the Netherlands) University students Survey 29 22 36 13 In terms of sustainability orientation, a study showed that Dutch university students have a dominant (70.7%) support towards social sustainability, followed by 26.1% of students supporting environmental sustainability and almost non-existent (3.3%) support for economic sustainability (Kuusisto and Schutte, 2023 ). At the discipline level, studies revealed that business and technology-oriented (engineering and computer science) students are more disengaged and less purposeful compared with students from other fields of study (Kuusisto and Schutte, 2023 ), as well as challenges faced in the technology-oriented discipline to implement courses that enhance the moral education of students (Hilty and Huber, 2018 ). Another study specifically showed that 49% of Finnish higher education student teachers have beyond-the-self orientation, while another 46% are self-oriented (Kuusisto and Tirri, 2021 ). In short, there are minimal studies of purpose profile and sustainability orientation at the discipline level. While the importance of sustainable education and the challenges in nurturing students’ commitment to sustainability have been acknowledged, the literature regarding purpose profiles and sustainability orientation of students in higher education institutions of emerging nations is lacking. Such studies are critical to contribute to the sustainable higher education agenda of emerging nations. This exploratory study aims to address this gap. 1.3 Research questions This study aims to investigate the purpose profiles and the sustainability orientation of first-semester tertiary-level students across various disciplines in Malaysia based on their life purpose statements. In addition, this study aims to provide further insights into how students from different purpose profiles perceive their roles towards sustainability. This study aims to answer the following research questions: What purpose profiles (purposeful, dreamer, self-oriented and disengaged) can be identified among first-semester bachelor’s degree students in a Malaysian private university based on their written life purpose statements? What is the sustainability orientation, in terms of economic, social, or environmental orientation, of students with different purpose profiles? What are the purpose profiles and sustainability orientation among students from different disciplines? How do students from different purpose profiles perceive their roles towards sustainability in their lives? 2 Methods and materials 2.1 Research design Guided by the research questions, this study utilised a qualitative research design and a case study approach to collect students’ life purpose statements as data (Creswell and Poth, 2018 ). The case study in this research is a private university in Malaysia that offers academic programmes from a wide range of disciplines, with nearly half of the students being international students. The case was selected because it has recently introduced a life purpose crafting intervention in a compulsory module for all first-semester students, presenting a unique case for study. The module was introduced as part of the university’s initiative to support emerging adults navigating life’s challenges and improving their mental health by introducing social-emotional skills. The module includes a component of goal setting. This study is part of the university’s three-year learning transformation initiative, Purpose-led Learning. The university aspires to offer students learning that is meaningful to them personally by positively impacting the community and contributing to tackling challenges outlined by the UN SDGs. Supporting this initiative, the goal-setting component was expanded to become a six-week learning experience for students to craft their life purpose statements. To prepare students to craft their life purpose, they are exposed to renowned individuals with a clear life purpose, which helps expose students to the importance of purpose in life. After that, students were introduced to the ikigai framework, which consists of four dimensions: ‘what you love’, ‘what you’re good at’, ‘what the world needs’, and ‘what you can be paid for’. To inspire students to embark on their journey of discovering their life purpose, the module facilitators share their stories about how they discovered theirs. Then, students are given six weeks to reflect on the four dimensions of the ikigai framework to craft their life purpose statements. Along the way, students are guided by the module facilitators. By the end of the sixth week, students submit their final life purpose statements through a Google form. The life purpose crafting exercise is not part of the students' summative assessment. In other words, students are encouraged to complete it voluntarily. 2.2 Participants and procedure Out of the 1,931 first-semester bachelor’s degree students from the March 2023 intake across twenty-two science and social science disciplines, 1,506 students (78%) submitted their life purpose statements, while participation is voluntary. Certain students submitted their purpose statements more than once; for this study, the final purpose statements are being considered, not the earlier submissions. It is noted that the number of students who submitted their life purpose statements for the six disciplines is relatively small, i.e., less than thirty, and hence the findings for these disciplines may not be representative. The researchers analysed the life purpose statements of 1,506 students as secondary data to answer the first research question, guided by the definitions of the four purpose profiles mentioned earlier. The life purpose statements of students with a prosocial profile were further analysed regarding their sustainability orientation to answer the second research question. The life purpose statements were then analysed at the discipline level to answer the third research question. Within this study, the ‘self’ under the self-oriented profile includes those with closed or transactional relationships with the person, such as family, friends and clients. The assumption is that the focus on relationships with family, friends, and clients directly impacts them; hence, it is considered self-oriented. These individuals exhibit high levels of intention and engagement but a low level of prosocial reasoning. It is also noted that some students tend to describe based on what they are familiar with, relating to their family, friends, and studies, which, within the context of this study, is categorised as self-oriented rather than for the common good. There are occasions when the researcher faced challenges in profiling the students based on their life purpose statements due to limited information. The following examples are not classified regarding purpose profile and sustainability orientation due to limited information. I will be using my newly gained medical knowledge to assist. I will be someone people can count on. This is another example that is classified as purposeful but unclear in terms of sustainability orientation. I will make use of my perseverance and sky-high patience to maximise my potential to push my boundaries of knowledge and personal growth to become a well-rounded and successful individual in order to bring a positive impact to society. Semi-structured interviews were conducted with two purposefully selected students to answer the fourth research question. One of the students represents a purposeful profile, and another represents a self-oriented profile. The selection criteria include meeting the definition of the purpose profile, being expressive in English, and being willing to participate. Participants were asked to give their informed consent. The interview was conducted more than one year after the students crafted their life purpose statement in the module. The intention is to allow students more time to internalise their purpose statements before asking them how they perceive their roles in sustainability. The interview was conducted by a researcher who was not involved in delivering the module mentioned earlier, via a face-to-face interview lasting at least thirty minutes. The semi-structured interview includes the following interview questions: Would you like to talk about your life purpose statement? What kind of sustainability concerns (environmental, social, or economic) do you have, if any? For the self-oriented profile: How are you engaged in discovering or living your life purpose For the purposeful profile: How are you addressing your sustainability concerns? How do you perceive the relevance of your study to your life purpose? Moving forward, in what ways do you hope to contribute to your sustainability concerns, if any? The interview recordings were transcribed for qualitative analysis and presented as two cases using pseudonyms. 3 Results 3.1 Purpose profiles In response to the first research question, three purpose profiles have been identified among the 1,506 students’ life purpose statements. The purposeful profile is dominant (39.4%), with 9.5% considered dreamers, and 29.1% considered self-oriented. The 22% who did not submit their life purpose statements are potentially disengaged. The data indicates that almost half of the students have a prosocial (purposeful and dreamer) profile and are likely to be committed to sustainability. The following are examples of students’ life purpose statements for the three categories of purpose profiles. The life purpose statements of purposeful students demonstrate high levels of intention, engagement, and prosocial reasoning. I will develop new, innovative therapies for genetic diseases that use genome targets to revolutionise the drug discovery process for immunocompromised individuals, aiming to significantly shorten time and unlock new possibilities for effective treatments using my interest in biotechnology. I will develop genetically modified crops which have higher and better-quality yields for farmers in underdeveloped countries using my biotechnology knowledge so that they can have more income. The life purpose statements of students with a dreamer profile have high levels of intention and prosocial reasoning but low engagement. There is no clear articulation of an action plan. I will use my economic knowledge to make the country's GDP increase. I will help spread financial advice for the people around me using my knowledge of finance and economics. The life purpose statements of self-oriented students show high levels of intention and engagement but low levels of prosocial reasoning. I will provide information and understanding to the (project) group using clear communication, active listening and ask questions to team members. I will cooperate more with my teams and make more efforts in all the assignments! 3.2 Sustainability orientation of students with different purpose profiles Answering the second research question, the purpose statements of 943 students with a beyond-the-self or prosocial (purposeful and dreamer) purpose profile were further analysed. According to the analysis, a majority (68.9%) of students expressed an intention to contribute to social sustainability, 23.9% expressed an intention to support economic sustainability, and a minority (5.5%) expressed an intention to support environmental sustainability in their life purpose statements. A few (0.6%) life purpose statements are challenging to classify. The following examples illustrate life purpose statements with orientations focused on social, economic, and environmental sustainability. Life purpose statements with a social sustainability intention focus on the well-being of people and communities. I will provide free legal aid and advice to my local community, especially the underprivileged, using my communication skills and my passion for public speaking. I will design inclusive teaching practices that can cater to the diverse learning needs of students for all learners using my education expertise. Life purpose statements with an economic sustainability intention focus on economic activities that promote long-term economic well-being. I will help to advance the IT infrastructure and share the information about how IT helps in our life for the future of people in Malaysia using my passion in Information Technology and strength in communication skills. I will help organizations and firms such as banks, to manage employees in the workplace to help them reach the same goal in their company by using my knowledge in management that I learned in my business course, and my strength in motivation. Life purpose statements with an environmental sustainability intention focus on protecting and preserving the natural environment. I will develop new technologies that reduce pollution, save the environment, and tackle carbon emissions for the planet and the future generations using my skills developed from Mechanical Engineering. I will design sustainable and eco-friendly residential architecture for young couples or families that are in search of a house using my passion for green architecture, interest in creating a more environmentally friendly world and skillsets that I have learned in architecture school. 3.3 Purpose profiles and sustainability orientation of students from different disciplines To answer the third research question, among the different disciplines of students, those in food science, biotechnology, and law have a higher percentage of students with prosocial (purposeful and dreamer) profiles and are more likely to be committed to sustainability. In contrast, students in accounting, hospitality, and tourism and those in business management have a higher self-oriented profile and are less likely to be committed to sustainability. Table 2 summarises the purpose profiles of students from various disciplines. The table shows that specific disciplines have fewer than thirty students participating in this study, and the results may not be representative. Table 2 Purpose profiles of students from various disciplines. No Disciplines Purposeful Dreamer Prosocial (Purposeful and Dreamer) sub-total Self-Oriented Total No. % No. % No. % No. % No. 1 Performing Arts 2 67 1 33 3 100 0 0 3 2 Food Science 26 68 6 16 32 84 6 16 38 3 Biotechnology 30 73 2 5 32 78 9 22 41 4 Law 69 64 14 13 83 78 24 22 107 5 Robotic 3 75 0 0 3 75 1 25 4 6 Health Science 23 56 7 17 30 73 11 27 41 7 Education 24 62 4 10 28 72 11 28 39 8 Finance 34 49 15 22 49 71 20 29 69 9 Actuarial science 10 67 0 0 10 67 5 33 15 10 Psychology 34 54 8 13 42 67 21 33 63 11 Social Science 2 33 2 33 4 67 2 33 6 12 Computing 134 57 20 9 154 66 81 34 235 13 Design 34 51 10 15 44 66 23 34 67 14 Engineering 32 49 11 17 43 66 22 34 65 15 Architecture 66 57 9 8 75 65 41 35 116 16 Media and Communication 61 44 23 17 84 61 54 39 138 17 Medical 16 40 8 20 24 60 16 40 40 18 Business Management 98 42 22 10 120 52 111 48 231 19 Hospitality and Tourism 27 25 11 10 38 36 69 64 107 20 Quantity Survey 3 20 0 0 3 20 12 80 15 21 Accounting 3 51 9 14 12 18 23 35 65 22 Pharmacy 0 0 0 0 0 0 1 100 1 Total 761 182 943 563 1506 The orientation towards social, economic, and environmental sustainability among prosocial (purposeful and dreamer) students from different disciplines can be categorised into three categories (Table 3 ). The first category represents a dominant social sustainability orientation, with almost non-existent economic and environmental sustainability. The disciplines showing such patterns are listed below. Architecture Biotechnology Education Health Science Law Media and Communication Medical Performing Arts Psychology Social Science Robotic Table 3 Sustainability orientation manifested in life purpose statements of students from various disciplines. Discipline No. of Students Social Sustainability: % of Students Economic Sustainability: % of Students Environmental Sustainability: % of Students Unclassified % A. Social Architecture 75 83 3 15 Biotechnology 32 91 3 6 Education 28 100 0 0 Health Science 30 97 3 0 Law 83 92 4 4 1 Media and Communication 84 88 7 5 Medical 24 100 0 0 Performing Arts 3 100 0 0 Psychology 42 100 0 0 Social Science 4 100 0 0 Robotic 3 100 0 0 B. Social and Economic Accounting 42 48 52 0 Actuarial science 10 40 40 20 Business Management 120 46 45 9 Computing 154 51 44 4 Finance 49 39 55 6 C. Social-Economic-Environmental Design 44 59 27 9 5 Engineering 43 38 15 12 Hospitality and Tourism 38 63 21 13 3 Food Science 32 72 22 6 D. Others Quantity Surveying 3 33 0 33 33 Occupations directly related to the disciplines, such as teacher, lawyer, and medical doctor, are people-oriented, which could explain their strong social orientation. Compared to other disciplines, architecture has a higher orientation towards sustainability, which can be attributed to the role of the architect and the latest developments in the discipline. The second category represents a strong orientation towards social and economic sustainability, with a relatively minor emphasis on environmental sustainability. The disciplines showing such patterns include accounting, actuarial science, business management, computing, and finance. Similarly, it could be due to the nature of the discipline, which has a strong interest in economics. The third category represents dominant social sustainability, reduced economic orientation, and a minority of environmental orientation. The disciplines showing such patterns include design, engineering, hospitality and tourism, and food science. Due to a small number of students, the quantity surveying discipline cannot be categorised accordingly. The discipline-level patterns have implications for educational design regarding ways to engage students based on their dominant sustainability orientation. It may also imply a lack of awareness regarding environmental sustainability, which requires more educational focus to enhance their understanding. Table 3 summarises the sustainability orientation manifested in life purpose statements of students from various disciplines. 3.4 Case studies of two students with different purpose profiles Responding to the fourth research question, the two case studies exemplify how students with different purpose profiles perceive their roles towards sustainability, demonstrating varying levels of commitment to sustainability. Shirley – sustainability through helping small businesses (purposeful) Shirley was an accounting and finance student. Her life purpose statement, ‘I will help provide financial advice for people who need financial advice or people who are struggling with their business using my empathy and good communication skills’, is categorised as purposeful with an economic sustainability orientation. When discussing her purpose statement, she emphasised her commitment to helping small businesses, especially those struggling in the post-COVID-19 pandemic. ‘You know that, especially after the COVID-19 pandemic, everyone (small businesses) is struggling in their businesses. So I think it'd be nice to give them business advice and guide them through their struggles to help them progress in their business.’ Shirley, interview She highlighted the importance of avoiding self-interest in accounting, citing creative accounting as an example. She expressed her appreciation for how her degree was preparing her for her envisioned future. She was interning when interviewed. She valued learning the behind-the-scenes accounting processes to better assist small businesses in the future. She plans to gain experience in both accounting and auditing to provide comprehensive financial advice to small businesses. She aspires to work closely with them to build long-term relationships, inspired by her father’s approach. ‘Looking at the way my dad operates his firm… he works really closely with his clients, and he often builds friendships with them… So I kind of want that relationship with my clients. I want to be there as their friend.’ Shirley, interview Albert – completing the degree (self-oriented) Albert’s degree is related to building and construction. His life purpose statement, ‘I will provide information and understanding to the group using clear communication, active listening and ask questions to team members’, is categorised as self-oriented. When discussing his purpose statement, he emphasised the importance of clear communication, active listening, and asking questions in group work. He focuses on his immediate goal to complete his degree, with plans to work in the offshore oil and gas industry and explore financial investments. ‘My priority right now is finishing (my) degree. So after (completing) my degree, I might be thinking of working offshore, in offshore oil and gas.’ Albert, interview When asked why he was taking this degree, he mentioned that he had ‘no choice’ as he was limited by the diploma programme he had completed. He expressed concern about inflation and its impact on businesses and individuals, but did not indicate any specific actions he intended to take. 4 Discussion 4.1 Purpose profiles Compared to recent studies on purpose profiles of university students from the Netherlands and Finland (Kuusisto and Schutte, 2023 ), the data appear to be relatively consistent, with around 30 to 40% of students having purposeful and self-oriented profiles, respectively. However, considering Malaysia to have a more collective rather than individualistic culture, one would expect most students to have a prosocial profile; however, this is not the case. This finding is consistent with the literature, which suggests that self-orientation has become more prominent among youth in traditionally collective cultures, such as Iran and China (Kuusisto and Schutte, 2023 ). Noting that this study focuses on first-semester students, the university could play an active role in offering opportunities for students to be exposed to prosocial or civic-engagement experiences. In addition, the finding is also interesting, as the rest of the studies use survey instruments, whereas this study employs a qualitative secondary data analysis. 4.2 Sustainability orientation in different purpose profiles Comparing this study of students in Malaysia with a study on university students in the Netherlands, it is interesting to note that both countries have around 70% of students expressing the intention to contribute to social sustainability. However, the percentage of students who expressed support for economic and environmental sustainability is the opposite, as shown in Table 4 . Around twenty to thirty percent of students expressed an intention to support environmental sustainability in the Netherlands, compared with supporting economic sustainability in Malaysia. Less than ten percent of students supported economic sustainability in the Netherlands, compared with environmental sustainability in Malaysia. The apparent difference in priority between economic and environmental sustainability may be due to the varying levels of economic development in both countries and the differing emphasis on these two agendas in each country. Table 4 Sustainability orientation of university students in the Netherlands and Malaysia. Country Social Sustainability Economic Sustainability Environmental Sustainability Netherlands 70.7 3.3 26.1 Malaysia 68.9 23.9 5.5 4.3 Purpose profiles and sustainability orientation in different disciplines Compared to existing studies, where business and technology (engineering and computer science) students appear to be less purposeful, accounting, hospitality and tourism, as well as business management students in Malaysia, appear to have higher self-oriented profiles, but not technology (engineering and computing) students. This is an interesting phenomenon that deserves more in-depth study. Compared to the study of Finnish university student teachers, where approximately half have a prosocial profile and the other half have a self-oriented profile, a majority (72%) of student teachers in Malaysia exhibit a prosocial profile, and only 28% have a self-oriented profile. The high percentage of prosocial student teachers in Malaysia may be attributed to the country's values, where the profession of ‘teacher’ is highly respected and tends to attract individuals who share these values and believe in them. The findings above suggest that the discipline chosen by students and their country's cultural values may significantly impact the students’ purpose profiles. The literature lacks explicit information on the sustainability orientation (social, economic, and environmental) across different disciplines. Hence, this study serves as an important reference for future research. 4.4 Case studies of students with different purpose profiles The case studies of two students with different purpose profiles exemplify how they perceived their roles towards sustainability. With a purposeful profile, Shirley viewed economic sustainability as the core of her life's purpose. She demonstrated her commitment towards her purpose by being fully engaged in her learning. She deliberately learned the accounting knowledge and skills to prepare herself to help struggling small businesses. She wanted to be guided by her values, avoid self-interest in accounting, and build a long-term, mutually beneficial relationship with her clients, inspired by her father. On the other hand, with a self-oriented profile, Albert focused on achieving his immediate goal of completing his degree. When asked, he expressed concern about inflation, but did not see a specific role for himself in sustainability. 5 Conclusion As the United Nations Sustainable Development Goals (UN SDGs) become an urgent and important priority in higher education, understanding students’ purpose profiles and sustainability orientations becomes critical to inform universities as they design programmes and learning experiences that will engage students in committing to the UN SDGs. This is potentially the first large-scale study of Malaysian university students’ purpose profiles and sustainability orientations, analysing secondary data of students’ life purpose statements across twenty-two disciplines. This study has answered all the research questions. It has identified the three purpose profiles of university students, with almost half being prosocial and likely to be committed to the sustainability agenda. It highlights the value of creating more opportunities for students to experience prosocial learning. The study has also identified that most prosocial students are committed to social sustainability, with a quarter committed to economic sustainability, and a minority committed to environmental sustainability. This finding underscores the pressing need to enhance environmental sustainability education. This study yielded mixed findings at the disciplinary level, which aligns with existing literature and warrants further in-depth research. The two cases provide greater insight into how students with different purpose profiles view their role in sustainability. As mentioned earlier, the researchers face some challenges in profiling certain students, both purpose profile and sustainability orientation, due to limited information on the students’ life purpose statements. It is arguably the case that the purpose profile survey used by other studies may yield more accurate purpose profile information, and this approach can be employed in the future to triangulate the findings of this study. Since this study focuses on first-semester students, it would be beneficial to conduct subsequent studies to understand the changes in the students’ purpose profiles and sustainability orientation as they progress through their studies. Longitudinal studies on whether the university experience empowered them to discover and live their life purpose and their commitment to sustainability are also recommended. Additionally, it would be beneficial to conduct further studies on how sociocultural context influences the crafting of purpose statements and sustainability orientation. In conclusion, this study uncovers the purpose profiles and sustainability orientation among young individuals joining a private university in an emerging nation, Malaysia. It highlights the pressing need to enhance environmental sustainability education across various disciplines in universities. The findings offer valuable insights for universities in emerging nations to design their programmes and learning experiences to engage youth in supporting education for sustainable development. This study has contributed to the sustainable higher education agenda of emerging nations, which is to nurture youth who are committed to a sustainable future. Declarations Competing interests The authors declare no competing interests. Ethics approval and consent to participate The study adhered to the ethical guidelines outlined in the Declaration of Helsinki. The data was collected as part of the learning activities of an approved module. This study was approved by Taylor’s University’s Human Ethics Committee (reference no. HEC 2025/109). ). Participants were asked to give their informed consent. Clinical trial number Not applicable Consent to Publish declaration Not applicable Funding This work has not received any funding. Data availability Data will be available upon a reasonable request. Author Contribution All authors conceptualised and designed this study. LBT, YHC and NR collected the data. LBT and YHC analysed the data. All authors interpreted the data. LBT and VN drafted the first draft. All authors reviewed, edited and agreed to the final manuscript. Acknowledgement We sincerely thank Professor Charles Hopkins, UNESCO Chair in Reorienting Education towards Sustainability at York University, for his helpful feedback on this manuscript. References Bespalyy, S., Alnazarova, G., Scalcione, V. N., Vitliemov, P., Sichinava, A., Petrenko, A., and Kaptsov, A. (2024) Sustainable development awareness and integration in higher education: a comparative analysis of universities in Central Asia, South Caucasus and the EU. Discover Sustainability, 5 (1), 1-18. Doi: 10.1007/s43621-024-00562-2 Bronk, K.C., Riches, B.R. and Mangan, S.A. (2018) ‘Claremont Purpose Scale: A Measure That Assesses the Three Dimensions of Purpose among Adolescents’, Research on Human Development , 15(2), pp.101–117. Doi:10.1080/15427609.2018.1441577. Colby, A. (2020) ‘Purpose as a Unifying Goal for Higher Education’, Journal of College and Character, 21(1), pp.21–29. Doi:10.1080/2194587X.2019.1696829. Creswell, J.W. and Poth, C.N. (2018) Qualitative inquiry and research design: Choosing among five approaches . Thousand Oaks, CA: SAGE. Damon, W. (2008) The Path to Purpose . New York, NY: Free Press. Damon, W., Menon, J. and Bronk, K.C. (2003) ‘The Development of Purpose during Adolescence’, Applied Developmental Science, 7(3), p.119–128. Doi:10.1207/S1532480XADS0703_2. Deroncele-Acosta, A., Jiménez-Chumacero, R. V., Gamarra-Mendoza, S., Brito-Garcías, J. G., Flores-Valdivieso, H. G., Velázquez-Tejeda, M. E., Goñi-Cruz, F. F. (2023) ‘Trends in Educational Research for Sustainable Development in Postgraduate Education Programs at a University in Peru’, Sustainability, 15(6), p.5449. Doi: 10.3390/su15065449. Economic Planning Unit, Prime Minister’s Department, Malaysia. (2021) Twelfth Malaysia Plan, 2021-2025: A prosperous, inclusive, sustainable Malaysia . Percetakan Nasional Malaysia Berhad. Available at: https://rmke12.ekonomi.gov.my/en (Accessed: 31 December 2024). Goodland, R. (1995) ‘The Concept of Environmental Sustainability’, Annual Review of Ecology and Systematics, 26(1), pp.1–24. Doi:10.1146/annurev.es.26.110195.000245. Hedayati, N., Kuusisto, E., Gholami, K. and Tirri, K. (2017) ‘Life Purposes of Iranian Secondary School Students’, Journal of Moral Education, 46(3), pp.283–294. Doi:10.1080/03057240.2017.1350148. Hilty, L. M. and Huber, P. (2018) ‘Motivating Students on ICT-Related Study Programs to Engage with the Subject of Sustainable Development’, International Journal of Sustainability in Higher Education, 19(3), pp.642–656. Doi:10.1108/IJSHE-02-2017-0027. Kopnina, H. (2018) ‘Teaching Sustainable Development Goals in The Netherlands: A Critical Approach’, Environmental Education Research, 24(9), pp.1268–1283. Doi:10.1080/13504622.2017.1303819. Kotera, Y., Kaluzeviciute, G., Garip, G., McEwan, K. and Chamberlain, K. (2021) ‘Health benefits of ikigai: A review of literature’, in Kotera, Y. and Fido, D. (eds.) Ikigai: Towards a psychological understanding of a life worth living . CDS Press, pp. 1–13. Kuusisto, E., and Tirri, K. (2021) ‘The Challenge of Educating Purposeful Teachers in Finland’, Education Sciences, 11(1), p.29. Doi:10.3390/educsci11010029. Kuusisto, E., and Schutte, I. (2023) ‘Sustainability as a purpose in life among Dutch higher education students’, Environmental Education Research , 29(5), pp.733–746. Doi: 10.1080/13504622.2022.2107617. Kuusisto, E., de Groot, I., de Ruyter, D., Schutte, I., Rissanen, I. and Suransky, C. (2023) ‘Life purposes: Comparing higher education students in four institutions in the Netherlands and Finland’, Journal of Moral Education , 52(4), pp.489-510. Doi: 10.1080/03057240.2022.2159347 Laurie, R., Nonoyama-Tarumi, Y., Mckeown, R., and Hopkins, C. (2016) ‘Contributions of education for sustainable development (ESD) to quality education: A synthesis of research’. Journal of Education for Sustainable Development , 10(2), 226-242. Doi: 10.1177/0973408216661442 Leal Filho, W., Dinis, M. A. P., Sivapalan, S., Begum, H., Ng, T. F., Al-Amin, A. Q., ... and Neiva, S. (2022) Sustainability practices at higher education institutions in Asia. International Journal of Sustainability in Higher Education, 23 (6), 1250-1276. Doi: 10.1108/IJSHE-06-2021-0244 Leicht, A., Heiss, J. and Byun, W. J., (2018) Issues and Trends in Education for Sustainable Development . UNESCO Publishing. Paris. Available At: http://unesdoc.unesco.org/images/0026/002614/261445e.pdf Malaysian Qualifications Agency. (2024) Malaysian Qualifications Framework (MQF) Second Edition . Malaysian Qualifications Agency. Available at: https://www.mqa.gov.my/new/mqf.cfm#gsc.tab=0 (Accessed: 31 December 2024). Mangukiya, R.D. and Sklarew, D.M., (2023) ‘Analyzing three pillars of sustainable development goals at sub-national scales within the USA’, World Development Sustainability , 2, p. 100058, ISSN 2772-655X, https://doi.org/10.1016/j.wds.2023.100058. Manninen, N., Kuusisto, E., and Tirri. K. (2018) ‘Life Goals of Finnish Social Services Students’, Journal of Moral Education, 47(2), pp.175–185. Doi:10.1080/03057240.2017.1415871. Marathe, G. M., Dutta, T. and Kundu, S. (2020) ‘Is Management Education Preparing Future Leaders for Sustainable Business? Opening Minds but Not Hearts’, International Journal of Sustainability in Higher Education, 21(2), pp.372–392. Doi:10.1108/IJSHE-02-2019-0090. McKeown, R., and Hopkins, C. (2003) ‘EE ≠ ESD: Defusing the worry’. Environmental education research, 9 (1), 117-128. Doi: 10.1080/13504620303469 Moran, S. (2009) ‘Purpose: Giftedness in Intrapersonal Intelligence’, High Ability Studies 20(2), pp.143–159. Doi:10.1080/13598130903358501. Moran, S. (2019) ‘Is Personal Life Purpose Replacing Shared Worldview as Youths Increasingly Individuate? Implications for Educators’, International Journal of Learning, Teaching and Educational Research, 18(5), pp.8–23. doi:10.26803/ijlter.18.5.2. Purvis, B., Mao, Y. and Robinson, D. (2018) ‘Three Pillars of Sustainability: In Search of Conceptual Origins’, Sustainability Science, 14, pp.681–695. Reffhaug, M. B. A. and Lysgaard, J. A. (2024) ‘Conceptualisations of ‘critical thinking’ in environmental and sustainability education’, Environmental Education Research , 30(9), pp. 1519–1534. Doi: 10.1080/13504622.2024.2363848. Schippers, M.C. and Ziegler, N. (2019) ‘Life Crafting as a Way to Find Purpose and Meaning in Life’, Frontiers in Psychology , 10, p.2778. Doi: 10.3389/fpsyg.2019.02778 Schutte, I. (2017) Ethical Sensitivity and Developing Global Civic Engagement in Undergraduate Honors Students . Doctoral dissertation. University of Humanistic Studies, The Netherlands [Online]. Available at: https://repository.uvh.nl/uvh/bitstream/handle/11439/3095/dissertatie%20Ingrid%20Schutte%20Ethical%20sensitivity%20and %20developing%20global%20civic%20engagement.pdf?sequence=1 (Accessed: 31 December 2024). Shirley, D. (2020) Beyond Well-being: The Quest for Wholeness and Purpose in Education. ECNU Review of Education, 3 (3), 542-555. Doi: 10.1177/2096531120932579 Sumner, R., Burrow, A. L. and Hill, P. L. (2018) ‘The Development of Purpose in Life among Adolescents Who Experience Marginalization: Potential Opportunities and Obstacles’, The American Psychologist 73 (6), pp.740–752. Doi: 10.1037/amp0000249 Tafese, M. B., and Kopp, E. (2025) Education for sustainable development: analyzing research trends in higher education for sustainable development goals through bibliometric analysis. Discover Sustainability, 6 (1), 51. Doi: 10.1007/s43621-024-00711-7 Thian, L.B., Choong, W.K. and Chang, Y.H. (2022) ‘Entrepreneurship through Multidisciplinary Learning: A Cooperative Procedural Framework for Implementation’, International Journal of Information and Education Technology, 12(10), pp.1118-1125. Doi: 10.18178/ijiet.2022.12.10.1729 Tryggvason, Á., Öhman, J. and Van Poeck, K. (2023) ‘Pluralistic environmental and sustainability education – a scholarly review’, Environmental Education Research , 29(10), pp. 1460–1485. Doi: 10.1080/13504622.2023.2229076 UNESCO (2024) Greening Curriculum Guidance: Teaching and learning for climate action. Paris: UNESCO. United Nations (2015) General Assembly Resolution a/RES/70/1. Transforming Our World, the 2030 Agenda for Sustainable Development . van Zyl, L.E., Custers, N.C., Dik, B.J., Van der Vaart, L. and Klibert, J. (2023) ‘The Holistic Life-Crafting Model: a systematic literature review of meaning-making behaviors’, Frontiers in psychology , 14, p.1271188. Doi: 10.3389/fpsyg.2023.1271188. Wang, Y. and Horta, H. (2024) ‘University-based social innovation and entrepreneurship education in Hong Kong: a curriculum analysis’, Studies in Higher Education , pp. 1–20. Doi: 10.1080/03075079.2024.2369202. Wilkes, J., Garip, G., Kotera, Y. and Fido, D. (2023) ‘Can Ikigai predict anxiety, depression, and well-being?’, International Journal of mental health and addiction , 21(5), pp.2941-2953. Doi: 10.1007/s11469-022-00764-7. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Published Journal Publication published 21 Oct, 2025 Read the published version in Discover Sustainability → Version 1 posted Editorial decision: Revision requested 23 Jun, 2025 Reviews received at journal 31 May, 2025 Reviews received at journal 29 May, 2025 Reviews received at journal 27 May, 2025 Reviewers agreed at journal 17 May, 2025 Reviewers agreed at journal 14 May, 2025 Reviewers agreed at journal 14 May, 2025 Reviewers invited by journal 14 May, 2025 Editor invited by journal 10 May, 2025 Editor assigned by journal 08 May, 2025 Submission checks completed at journal 08 May, 2025 First submitted to journal 27 Apr, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6543196","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":457962694,"identity":"03aa4077-ce43-4f96-850f-838b0da8e2ce","order_by":0,"name":"Lok Boon Thian","email":"data:image/png;base64,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","orcid":"","institution":"Taylor’s University","correspondingAuthor":true,"prefix":"","firstName":"Lok","middleName":"Boon","lastName":"Thian","suffix":""},{"id":457962695,"identity":"b4e1bb42-227d-4b41-8dbd-0fc7f11400bb","order_by":1,"name":"Yen Heng Chang","email":"","orcid":"","institution":"Taylor’s University","correspondingAuthor":false,"prefix":"","firstName":"Yen","middleName":"Heng","lastName":"Chang","suffix":""},{"id":457962696,"identity":"13d8cad4-da66-4970-bc58-5f244b1804dd","order_by":2,"name":"Naveen Raman","email":"","orcid":"","institution":"Taylor’s University","correspondingAuthor":false,"prefix":"","firstName":"Naveen","middleName":"","lastName":"Raman","suffix":""},{"id":457962697,"identity":"96b88535-2f85-4177-a512-64992414e527","order_by":3,"name":"Veronica Ng","email":"","orcid":"","institution":"Taylor’s University","correspondingAuthor":false,"prefix":"","firstName":"Veronica","middleName":"","lastName":"Ng","suffix":""}],"badges":[],"createdAt":"2025-04-28 02:38:22","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6543196/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6543196/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1007/s43621-025-02012-z","type":"published","date":"2025-10-21T16:16:53+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":83040598,"identity":"f5a29342-1293-4576-b318-adcc1b61db87","added_by":"auto","created_at":"2025-05-19 10:40:07","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":26794,"visible":true,"origin":"","legend":"\u003cp\u003eProsocial and engagement orientations of four purpose profiles\u003c/p\u003e","description":"","filename":"1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-6543196/v1/11c4d1120182bd5f4006c2f9.jpg"},{"id":94490789,"identity":"76c8844f-b552-4f70-9d13-de4ccf3cc712","added_by":"auto","created_at":"2025-10-27 17:15:11","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1346465,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6543196/v1/9fbf8541-9b7b-498f-a083-e3d88f90acca.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Sustainability as a life purpose among first-semester students at a private university in Malaysia","fulltext":[{"header":"1 Introduction","content":"\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e1.1 Sustainability as a goal in higher education\u003c/h2\u003e \u003cp\u003eResponding to the global crisis, education for sustainable development has become a pressing priority among universities including those in the emerging nations (Bespalyy et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Leal Filho et al., 2022; Reffhaug and Lysgaard, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Wang and Horta, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Kopnina, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Leicht, Heiss and Byun, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Despite the diverse opinions (Tryggvason, Öhman, and Van Poeck, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), education for sustainable development (ESD) is commonly understood as ‘Education that empowers learners with knowledge, skills, values and attitudes to take informed decisions and take responsible action for environmental integrity, economic viability and a just society empowering people of all genders, for present and future generations, while respecting cultural diversity’ (UNESCO, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Leicht, Heiss and Byun, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; McKeown and Hopkins, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2003\u003c/span\u003e). ESD aims to empower and equip current and future generations to meet their needs through a balanced and integrated approach to the economic, social, and environmental dimensions of sustainable development. (Leicht, Heiss and Byun, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Sustainable development is commonly defined as ‘development that meets the needs of the present without compromising the ability of future generations to meet their own needs’ (Purvis, Mao, and Robinson, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). ‘Sustainable development’ and ‘sustainability’ are often interchangeable (Purvis, Mao, and Robinson, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eSustainability is often described in terms of three main pillars: environmental, social, and economic, highlighting the importance of socially and environmentally sustainable economic development (Tafese and Kopp, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Purvis, Mao, and Robinson, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Goodland, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e1995\u003c/span\u003e). Social sustainability focuses on the well-being of people and communities; economic sustainability focuses on economic activities that promote long-term economic well-being; while environmental sustainability focuses on protecting and preserving the natural environment. The United Nations Sustainable Development Goals (UN SDGs) (2015) support the three pillars of sustainability. Noting that there are different perspectives on the dominant pillar supported by the respective UN SDGs, the following is one such perspective (Mangukiya and Sklarew, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Environmental sustainability is aligned with the UN SDGs: responsible consumption and production, climate action, life under water, and life on land. Social sustainability is aligned with UN SDGs: no poverty, zero hunger, good health and wellbeing, quality education, gender equality, clean water and sanitation, affordable and clean energy, sustainable cities and communities, peace, justice and strong institutions. Economic sustainability is aligned with UN SDGs: decent work and economic growth; industry, innovation and infrastructure; reduced inequalities.\u003c/p\u003e \u003cp\u003eThe research on sustainability in higher education has focused on incorporating sustainability into governance and campus operations (Deroncele-Acosta et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). In addition, the current literature also focuses on integrating sustainability in students’ learning and teaching (supporting UN SDG 4 Target 4.7, by 2030 ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development) with a more specific focus on pedagogies (Deroncele-Acosta et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), interdisciplinary approach (Deroncele-Acosta et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Thian, Choong and Chang, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and youth engagement (Leicht, Heiss and Byun, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). However, there is limited research around the pillar of sustainability that students are inclined to contribute to (Kuusisto and Schutte, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), which is critical to design education that fosters commitment to sustainability. In a recent study of Dutch university students, only 22% of students who completed the purpose statements mentioned sustainability as part of their life purposes, which is 14% of the student population. Out of the students who completed their purpose statements, the majority (70.7%) chose social sustainability, some (26.1%) chose environmental sustainability, and a small number (3.3%) chose economic sustainability (Kuusisto and Schutte, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn Malaysia, there is a growing emphasis on education for sustainable development. The Malaysian government has explicitly expressed its commitment to sustainable development through its five-year national development plan, the Twelfth Malaysia Plan 2021–2025, towards a prosperous, inclusive, and sustainable Malaysia (Leal Filho \u003cem\u003eet al.\u003c/em\u003e, 2022; Economic Planning Unit, Prime Minister’s Department, Malaysia, 2021). The Malaysian Qualifications Agency has explicitly incorporated the need for all Malaysian higher education institutions to embed the global key competencies for sustainability into the academic programmes through its recently published Malaysian Qualifications Framework Second Edition (2024) (Malaysian Qualifications Agency, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eWhile the need to develop sustainability competencies among higher education students is urgent and clear, the challenge remains on how not just to educate the emerging adults with the knowledge and skill, but also to educate their values and attitudes towards sustainable development (Marathe, Dutta and Kundu, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Leicht, Heiss and Byun, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). ‘Since traditional single-directional delivery of knowledge is no longer sufficient to inspire learners to take action as responsible citizens’ (Leicht, Heiss and Byun, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), there is a need for more studies to encourage changes in the values and attitudes of youth towards sustainable development (Marathe, Dutta and Kundu, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Leicht, Heiss and Byun, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Laurie et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Hence, this study aims to contribute to youth engagement by understanding students' life purpose statements and focusing on their values and attitudes for a sustainable future.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e1.2 Purpose in life during higher education studies\u003c/h2\u003e \u003cp\u003eLiterature has argued that having a life purpose helps an individual to navigate through life challenges and enhances one’s emotional well-being as well as the commitment to learning (van Zyl et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Wilkes et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Kotera et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Colby, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Schippers and Ziegler, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Sumner, Burrow and Hill, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Damon, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). Life purpose is commonly known as ‘a stable and generalised intention to accomplish something that is at the same time meaningful to the self and consequential for the world beyond self’ (Damon, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). A life purpose can be related to education for sustainable development, where the latter part of the definition, ‘consequential for the world beyond self’, is aligned with sustainability. It suggests the importance of positively impacting the world, either for people, the planet, or the prosperity of a community, aligned with the three pillars of sustainability.\u003c/p\u003e \u003cp\u003eOne’s life purpose may evolve over the lifespan, but studies have shown that it begins to emerge around eleven (Kuusisto and Schutte, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Most traditional students pursue university studies around eighteen or nineteen, when emerging adults actively explore their life purpose. Hence, a growing body of literature urges universities to play a more active role in supporting students in developing their life purposes while studying (Moran, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). According to recent research, interventions to nurture purpose in life could be effective if implemented during adolescence and incorporated into the curriculum (Schippers and Ziegler, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Research has also suggested that life-crafting interventions, such as writing one’s life purpose or personal goals, are associated with improved academic performance and can lead to a more fulfilling life (Schippers and Ziegler, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). More specifically, life crafting is ‘a process in which people actively reflect on their present and future life, set goals for important areas of life—social, career, and leisure time—and, if required, make concrete plans and undertake actions to change these areas in a way that is more congruent with their values and wishes’ (Schippers and Ziegler, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Recently, there have been advocates for positive psychology interventions such as life-crafting through writing personal purpose and goals to be included in the curriculum to develop more substantial emotional intelligence among students (Schippers and Ziegler, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAmerican researchers (Maron, 2009; Damon, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Damon, Menon, and Bronk, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2003\u003c/span\u003e) have identified four profiles of life purpose development: purposeful, dreamer, self-oriented, and disengaged. The profiles are conceptualised through intention, engagement, and prosocial reasoning. Intention refers to the extent to which a person is oriented towards personal meaningfulness, accomplishment, and the future. Engagement refers to a person's commitment to devote resources to their purpose. Prosocial reasoning refers to how a person ties their intention and engagement to consequences that affect others, encompassing people, the planet, and shared prosperity, aligning with the three pillars of sustainability. This highlights the importance of environmentally and socially responsible economic development (Kuusisto and Schutte, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe three profiles of purposeful, dreamer and self-oriented individuals have a high level of intention. Those with a low level of intention are included in the disengaged profile, along with individuals who exhibit low levels of engagement and prosocial reasoning. Purposeful represents those with a mature sense of purpose, who have found something meaningful to devote their time to over a sustained period (Damon, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). This study includes those with clear action plans to live their life purpose as purposeful. These individuals exhibit high levels of intention, engagement, and prosocial reasoning. Dreamer represent those who express ideas about purpose but have done little to put their ideas into action. Within the context of this study, it includes those without action plans to live their life purposes. These individuals exhibit high levels of intention and prosocial reasoning but tend to have low engagement.\u003c/p\u003e \u003cp\u003eSelf-oriented individuals represent those who commit to doing something meaningful for themselves but do not express interest in ideas beyond their interests. These individuals exhibit high levels of intention and engagement but a low level of prosocial reasoning. Disengaged individuals represent those not interested in committing to anything meaningful for themselves or beyond their interests. These individuals exhibit low intention or engagement and limited prosocial reasoning. It is noted that the transition from self-oriented to prosocial is not discrete. Instead, it is gradual, spanning a continuum between the self and society, with friends, family, and clients occupying the intermediate positions (Manninen, Kuusisto, and Tirri, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Figure\u0026nbsp;1 illustrates a summary of the four purpose profiles, based on their levels of prosocial behaviour and engagement.\u003c/p\u003e\u003cp\u003eFew studies have been conducted to identify the purpose profiles of youth, categorising them into purposeful, dreamer, self-oriented, and disengaged profiles, as summarised in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. Most studies utilised standard scale questionnaires, including the Claremont Purpose Scale (Bronk, Riches and Mangan, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Recent studies of Dutch and Finnish university students have shown that around 30 per cent of students are purposeful and self-oriented, respectively. The literature highlights that self-orientation has become more prominent among youth in traditionally collective cultures, such as Iran and China (Kuusisto and Schutte, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), indicating a decline in commitment to sustainability.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eStudies and purpose profiles of youth.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAuthor, year of publication\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCountry\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eParticipants\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMethod\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003ePurposeful %\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eDreamer %\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSelf-oriented %\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eDisengaged %\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMoran, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2009\u003c/span\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAmerica\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eUniversity students\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSurvey and interview\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHedayati et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2017\u003c/span\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIran\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSecondary students\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSurvey\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e24 (self-oriented dabblers)\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDamon, 2018\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAmerica\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYouth\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eQualitative analysis\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e30 (dabblers)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKuusisto and Schutte, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNetherlands\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eUniversity students\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSurvey\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKuusisto et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2023\u003c/span\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFinland (compared with the Netherlands)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eUniversity students\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSurvey\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003eIn terms of sustainability orientation, a study showed that Dutch university students have a dominant (70.7%) support towards social sustainability, followed by 26.1% of students supporting environmental sustainability and almost non-existent (3.3%) support for economic sustainability (Kuusisto and Schutte, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). At the discipline level, studies revealed that business and technology-oriented (engineering and computer science) students are more disengaged and less purposeful compared with students from other fields of study (Kuusisto and Schutte, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), as well as challenges faced in the technology-oriented discipline to implement courses that enhance the moral education of students (Hilty and Huber, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Another study specifically showed that 49% of Finnish higher education student teachers have beyond-the-self orientation, while another 46% are self-oriented (Kuusisto and Tirri, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). In short, there are minimal studies of purpose profile and sustainability orientation at the discipline level.\u003c/p\u003e \u003cp\u003eWhile the importance of sustainable education and the challenges in nurturing students’ commitment to sustainability have been acknowledged, the literature regarding purpose profiles and sustainability orientation of students in higher education institutions of emerging nations is lacking. Such studies are critical to contribute to the sustainable higher education agenda of emerging nations. This exploratory study aims to address this gap.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e1.3 Research questions\u003c/h2\u003e \u003cp\u003eThis study aims to investigate the purpose profiles and the sustainability orientation of first-semester tertiary-level students across various disciplines in Malaysia based on their life purpose statements. In addition, this study aims to provide further insights into how students from different purpose profiles perceive their roles towards sustainability. This study aims to answer the following research questions:\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat purpose profiles (purposeful, dreamer, self-oriented and disengaged) can be identified among first-semester bachelor’s degree students in a Malaysian private university based on their written life purpose statements?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat is the sustainability orientation, in terms of economic, social, or environmental orientation, of students with different purpose profiles?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are the purpose profiles and sustainability orientation among students from different disciplines?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHow do students from different purpose profiles perceive their roles towards sustainability in their lives?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e "},{"header":"2 Methods and materials","content":"\u003ch2\u003e2.1 Research design\u003c/h2\u003e\u003cp\u003eGuided by the research questions, this study utilised a qualitative research design and a case study approach to collect students’ life purpose statements as data (Creswell and Poth, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). The case study in this research is a private university in Malaysia that offers academic programmes from a wide range of disciplines, with nearly half of the students being international students. The case was selected because it has recently introduced a life purpose crafting intervention in a compulsory module for all first-semester students, presenting a unique case for study. The module was introduced as part of the university’s initiative to support emerging adults navigating life’s challenges and improving their mental health by introducing social-emotional skills. The module includes a component of goal setting. This study is part of the university’s three-year learning transformation initiative, Purpose-led Learning. The university aspires to offer students learning that is meaningful to them personally by positively impacting the community and contributing to tackling challenges outlined by the UN SDGs. Supporting this initiative, the goal-setting component was expanded to become a six-week learning experience for students to craft their life purpose statements.\u003c/p\u003e\u003cp\u003eTo prepare students to craft their life purpose, they are exposed to renowned individuals with a clear life purpose, which helps expose students to the importance of purpose in life. After that, students were introduced to the \u003cem\u003eikigai\u003c/em\u003e framework, which consists of four dimensions: ‘what you love’, ‘what you’re good at’, ‘what the world needs’, and ‘what you can be paid for’. To inspire students to embark on their journey of discovering their life purpose, the module facilitators share their stories about how they discovered theirs. Then, students are given six weeks to reflect on the four dimensions of the \u003cem\u003eikigai\u003c/em\u003e framework to craft their life purpose statements. Along the way, students are guided by the module facilitators. By the end of the sixth week, students submit their final life purpose statements through a Google form. The life purpose crafting exercise is not part of the students' summative assessment. In other words, students are encouraged to complete it voluntarily.\u003c/p\u003e\u003ch2\u003e2.2 Participants and procedure\u003c/h2\u003e\u003cp\u003eOut of the 1,931 first-semester bachelor’s degree students from the March 2023 intake across twenty-two science and social science disciplines, 1,506 students (78%) submitted their life purpose statements, while participation is voluntary. Certain students submitted their purpose statements more than once; for this study, the final purpose statements are being considered, not the earlier submissions. It is noted that the number of students who submitted their life purpose statements for the six disciplines is relatively small, i.e., less than thirty, and hence the findings for these disciplines may not be representative. The researchers analysed the life purpose statements of 1,506 students as secondary data to answer the first research question, guided by the definitions of the four purpose profiles mentioned earlier. The life purpose statements of students with a prosocial profile were further analysed regarding their sustainability orientation to answer the second research question. The life purpose statements were then analysed at the discipline level to answer the third research question.\u003c/p\u003e\u003cp\u003eWithin this study, the ‘self’ under the self-oriented profile includes those with closed or transactional relationships with the person, such as family, friends and clients. The assumption is that the focus on relationships with family, friends, and clients directly impacts them; hence, it is considered self-oriented. These individuals exhibit high levels of intention and engagement but a low level of prosocial reasoning. It is also noted that some students tend to describe based on what they are familiar with, relating to their family, friends, and studies, which, within the context of this study, is categorised as self-oriented rather than for the common good. There are occasions when the researcher faced challenges in profiling the students based on their life purpose statements due to limited information. The following examples are not classified regarding purpose profile and sustainability orientation due to limited information.\u003c/p\u003e\u003cp\u003eI will be using my newly gained medical knowledge to assist.\u003c/p\u003e\u003cp\u003eI will be someone people can count on.\u003c/p\u003e\u003cp\u003eThis is another example that is classified as purposeful but unclear in terms of sustainability orientation.\u003c/p\u003e\u003cp\u003eI will make use of my perseverance and sky-high patience to maximise my potential to push my boundaries of knowledge and personal growth to become a well-rounded and successful individual in order to bring a positive impact to society.\u003c/p\u003e\u003cp\u003eSemi-structured interviews were conducted with two purposefully selected students to answer the fourth research question. One of the students represents a purposeful profile, and another represents a self-oriented profile. The selection criteria include meeting the definition of the purpose profile, being expressive in English, and being willing to participate. Participants were asked to give their informed consent. The interview was conducted more than one year after the students crafted their life purpose statement in the module. The intention is to allow students more time to internalise their purpose statements before asking them how they perceive their roles in sustainability. The interview was conducted by a researcher who was not involved in delivering the module mentioned earlier, via a face-to-face interview lasting at least thirty minutes. The semi-structured interview includes the following interview questions:\u003c/p\u003e\u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWould you like to talk about your life purpose statement?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat kind of sustainability concerns (environmental, social, or economic) do you have, if any?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eFor the self-oriented profile: How are you engaged in discovering or living your life purpose\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eFor the purposeful profile: How are you addressing your sustainability concerns?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHow do you perceive the relevance of your study to your life purpose?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eMoving forward, in what ways do you hope to contribute to your sustainability concerns, if any?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e\u003cp\u003eThe interview recordings were transcribed for qualitative analysis and presented as two cases using pseudonyms.\u003c/p\u003e"},{"header":"3 Results","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Purpose profiles\u003c/h2\u003e \u003cp\u003eIn response to the first research question, three purpose profiles have been identified among the 1,506 students\u0026rsquo; life purpose statements. The purposeful profile is dominant (39.4%), with 9.5% considered dreamers, and 29.1% considered self-oriented. The 22% who did not submit their life purpose statements are potentially disengaged. The data indicates that almost half of the students have a prosocial (purposeful and dreamer) profile and are likely to be committed to sustainability. The following are examples of students\u0026rsquo; life purpose statements for the three categories of purpose profiles.\u003c/p\u003e \u003cp\u003eThe life purpose statements of purposeful students demonstrate high levels of intention, engagement, and prosocial reasoning.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI will develop new, innovative therapies for genetic diseases that use genome targets to revolutionise the drug discovery process for immunocompromised individuals, aiming to significantly shorten time and unlock new possibilities for effective treatments using my interest in biotechnology.\u003c/p\u003e\u003cp\u003eI will develop genetically modified crops which have higher and better-quality yields for farmers in underdeveloped countries using my biotechnology knowledge so that they can have more income.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThe life purpose statements of students with a dreamer profile have high levels of intention and prosocial reasoning but low engagement. There is no clear articulation of an action plan.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI will use my economic knowledge to make the country's GDP increase.\u003c/p\u003e\u003cp\u003eI will help spread financial advice for the people around me using my knowledge of finance and economics.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThe life purpose statements of self-oriented students show high levels of intention and engagement but low levels of prosocial reasoning.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI will provide information and understanding to the (project) group using clear communication, active listening and ask questions to team members.\u003c/p\u003e\u003cp\u003eI will cooperate more with my teams and make more efforts in all the assignments!\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Sustainability orientation of students with different purpose profiles\u003c/h2\u003e \u003cp\u003eAnswering the second research question, the purpose statements of 943 students with a beyond-the-self or prosocial (purposeful and dreamer) purpose profile were further analysed. According to the analysis, a majority (68.9%) of students expressed an intention to contribute to social sustainability, 23.9% expressed an intention to support economic sustainability, and a minority (5.5%) expressed an intention to support environmental sustainability in their life purpose statements. A few (0.6%) life purpose statements are challenging to classify. The following examples illustrate life purpose statements with orientations focused on social, economic, and environmental sustainability.\u003c/p\u003e \u003cp\u003eLife purpose statements with a social sustainability intention focus on the well-being of people and communities.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI will provide free legal aid and advice to my local community, especially the underprivileged, using my communication skills and my passion for public speaking.\u003c/p\u003e\u003cp\u003eI will design inclusive teaching practices that can cater to the diverse learning needs of students for all learners using my education expertise.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eLife purpose statements with an economic sustainability intention focus on economic activities that promote long-term economic well-being.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI will help to advance the IT infrastructure and share the information about how IT helps in our life for the future of people in Malaysia using my passion in Information Technology and strength in communication skills.\u003c/p\u003e\u003cp\u003eI will help organizations and firms such as banks, to manage employees in the workplace to help them reach the same goal in their company by using my knowledge in management that I learned in my business course, and my strength in motivation.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eLife purpose statements with an environmental sustainability intention focus on protecting and preserving the natural environment.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI will develop new technologies that reduce pollution, save the environment, and tackle carbon emissions for the planet and the future generations using my skills developed from Mechanical Engineering.\u003c/p\u003e\u003cp\u003eI will design sustainable and eco-friendly residential architecture for young couples or families that are in search of a house using my passion for green architecture, interest in creating a more environmentally friendly world and skillsets that I have learned in architecture school.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Purpose profiles and sustainability orientation of students from different disciplines\u003c/h2\u003e \u003cp\u003eTo answer the third research question, among the different disciplines of students, those in food science, biotechnology, and law have a higher percentage of students with prosocial (purposeful and dreamer) profiles and are more likely to be committed to sustainability. In contrast, students in accounting, hospitality, and tourism and those in business management have a higher self-oriented profile and are less likely to be committed to sustainability. Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e summarises the purpose profiles of students from various disciplines. The table shows that specific disciplines have fewer than thirty students participating in this study, and the results may not be representative.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePurpose profiles of students from various disciplines.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"14\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c14\" colnum=\"14\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eDisciplines\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003ePurposeful\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c7\" namest=\"c5\"\u003e \u003cp\u003eDreamer\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003eProsocial (Purposeful and Dreamer) sub-total\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c13\" namest=\"c11\"\u003e \u003cp\u003eSelf-Oriented\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c14\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eNo.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003eNo.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003eNo.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c13\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c14\"\u003e \u003cp\u003eNo.\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerforming Arts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFood Science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBiotechnology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLaw\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e83\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e107\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRobotic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHealth Science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEducation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFinance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e69\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eActuarial science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePsychology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e63\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eComputing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e134\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e154\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e235\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDesign\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e67\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEngineering\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e65\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eArchitecture\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e116\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMedia and Communication\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e138\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMedical\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBusiness Management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e120\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e111\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e231\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHospitality and Tourism\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e107\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQuantity Survey\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAccounting\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e65\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePharmacy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e761\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e182\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e943\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e563\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c13\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e1506\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe orientation towards social, economic, and environmental sustainability among prosocial (purposeful and dreamer) students from different disciplines can be categorised into three categories (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e). The first category represents a dominant social sustainability orientation, with almost non-existent economic and environmental sustainability. The disciplines showing such patterns are listed below.\u003c/p\u003e \u003cp\u003e \u003col style=\"list-style-type:lower-alpha;\"\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eArchitecture\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eBiotechnology\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eEducation\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHealth Science\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eLaw\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eMedia and Communication\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eMedical\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003ePerforming Arts\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003ePsychology\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eSocial Science\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eRobotic\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSustainability orientation manifested in life purpose statements of students from various disciplines.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDiscipline\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo. of Students\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSocial Sustainability:\u003c/p\u003e \u003cp\u003e% of Students\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEconomic Sustainability:\u003c/p\u003e \u003cp\u003e% of Students\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eEnvironmental Sustainability:\u003c/p\u003e \u003cp\u003e% of Students\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eUnclassified %\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eA. Social\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eArchitecture\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e83\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBiotechnology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEducation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHealth Science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e97\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLaw\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e83\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e92\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMedia and Communication\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMedical\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePerforming Arts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePsychology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial Science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRobotic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eB. \u003cb\u003eSocial and Economic\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAccounting\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eActuarial science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBusiness Management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e120\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eComputing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e154\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFinance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eC. \u003cb\u003eSocial-Economic-Environmental\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDesign\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEngineering\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHospitality and Tourism\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFood Science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eD. \u003cb\u003eOthers\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQuantity Surveying\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eOccupations directly related to the disciplines, such as teacher, lawyer, and medical doctor, are people-oriented, which could explain their strong social orientation. Compared to other disciplines, architecture has a higher orientation towards sustainability, which can be attributed to the role of the architect and the latest developments in the discipline.\u003c/p\u003e \u003cp\u003eThe second category represents a strong orientation towards social and economic sustainability, with a relatively minor emphasis on environmental sustainability. The disciplines showing such patterns include accounting, actuarial science, business management, computing, and finance. Similarly, it could be due to the nature of the discipline, which has a strong interest in economics. The third category represents dominant social sustainability, reduced economic orientation, and a minority of environmental orientation. The disciplines showing such patterns include design, engineering, hospitality and tourism, and food science. Due to a small number of students, the quantity surveying discipline cannot be categorised accordingly.\u003c/p\u003e \u003cp\u003eThe discipline-level patterns have implications for educational design regarding ways to engage students based on their dominant sustainability orientation. It may also imply a lack of awareness regarding environmental sustainability, which requires more educational focus to enhance their understanding. Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e summarises the sustainability orientation manifested in life purpose statements of students from various disciplines.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e3.4 Case studies of two students with different purpose profiles\u003c/h2\u003e \u003cp\u003eResponding to the fourth research question, the two case studies exemplify how students with different purpose profiles perceive their roles towards sustainability, demonstrating varying levels of commitment to sustainability.\u003c/p\u003e \u003cp\u003e \u003cb\u003eShirley \u0026ndash; sustainability through helping small businesses (purposeful)\u003c/b\u003e \u003c/p\u003e \u003cp\u003eShirley was an accounting and finance student. Her life purpose statement, \u0026lsquo;I will help provide financial advice for people who need financial advice or people who are struggling with their business using my empathy and good communication skills\u0026rsquo;, is categorised as purposeful with an economic sustainability orientation. When discussing her purpose statement, she emphasised her commitment to helping small businesses, especially those struggling in the post-COVID-19 pandemic.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026lsquo;You know that, especially after the COVID-19 pandemic, everyone (small businesses) is struggling in their businesses. So I think it'd be nice to give them business advice and guide them through their struggles to help them progress in their business.\u0026rsquo; Shirley, interview\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eShe highlighted the importance of avoiding self-interest in accounting, citing creative accounting as an example. She expressed her appreciation for how her degree was preparing her for her envisioned future. She was interning when interviewed. She valued learning the behind-the-scenes accounting processes to better assist small businesses in the future. She plans to gain experience in both accounting and auditing to provide comprehensive financial advice to small businesses. She aspires to work closely with them to build long-term relationships, inspired by her father\u0026rsquo;s approach.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026lsquo;Looking at the way my dad operates his firm\u0026hellip; he works really closely with his clients, and he often builds friendships with them\u0026hellip; So I kind of want that relationship with my clients. I want to be there as their friend.\u0026rsquo; Shirley, interview\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003e \u003cb\u003eAlbert \u0026ndash; completing the degree (self-oriented)\u003c/b\u003e \u003c/p\u003e \u003cp\u003eAlbert\u0026rsquo;s degree is related to building and construction. His life purpose statement, \u0026lsquo;I will provide information and understanding to the group using clear communication, active listening and ask questions to team members\u0026rsquo;, is categorised as self-oriented. When discussing his purpose statement, he emphasised the importance of clear communication, active listening, and asking questions in group work. He focuses on his immediate goal to complete his degree, with plans to work in the offshore oil and gas industry and explore financial investments.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026lsquo;My priority right now is finishing (my) degree. So after (completing) my degree, I might be thinking of working offshore, in offshore oil and gas.\u0026rsquo; Albert, interview\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eWhen asked why he was taking this degree, he mentioned that he had \u0026lsquo;no choice\u0026rsquo; as he was limited by the diploma programme he had completed. He expressed concern about inflation and its impact on businesses and individuals, but did not indicate any specific actions he intended to take.\u003c/p\u003e \u003c/div\u003e"},{"header":"4 Discussion","content":"\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e4.1 Purpose profiles\u003c/h2\u003e \u003cp\u003eCompared to recent studies on purpose profiles of university students from the Netherlands and Finland (Kuusisto and Schutte, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), the data appear to be relatively consistent, with around 30 to 40% of students having purposeful and self-oriented profiles, respectively. However, considering Malaysia to have a more collective rather than individualistic culture, one would expect most students to have a prosocial profile; however, this is not the case. This finding is consistent with the literature, which suggests that self-orientation has become more prominent among youth in traditionally collective cultures, such as Iran and China (Kuusisto and Schutte, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Noting that this study focuses on first-semester students, the university could play an active role in offering opportunities for students to be exposed to prosocial or civic-engagement experiences. In addition, the finding is also interesting, as the rest of the studies use survey instruments, whereas this study employs a qualitative secondary data analysis.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e4.2 Sustainability orientation in different purpose profiles\u003c/h2\u003e \u003cp\u003eComparing this study of students in Malaysia with a study on university students in the Netherlands, it is interesting to note that both countries have around 70% of students expressing the intention to contribute to social sustainability. However, the percentage of students who expressed support for economic and environmental sustainability is the opposite, as shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e. Around twenty to thirty percent of students expressed an intention to support environmental sustainability in the Netherlands, compared with supporting economic sustainability in Malaysia. Less than ten percent of students supported economic sustainability in the Netherlands, compared with environmental sustainability in Malaysia. The apparent difference in priority between economic and environmental sustainability may be due to the varying levels of economic development in both countries and the differing emphasis on these two agendas in each country.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSustainability orientation of university students in the Netherlands and Malaysia.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCountry\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Sustainability\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEconomic Sustainability\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEnvironmental Sustainability\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNetherlands\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e70.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e26.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMalaysia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e68.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e23.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e4.3 Purpose profiles and sustainability orientation in different disciplines\u003c/h2\u003e \u003cp\u003eCompared to existing studies, where business and technology (engineering and computer science) students appear to be less purposeful, accounting, hospitality and tourism, as well as business management students in Malaysia, appear to have higher self-oriented profiles, but not technology (engineering and computing) students. This is an interesting phenomenon that deserves more in-depth study. Compared to the study of Finnish university student teachers, where approximately half have a prosocial profile and the other half have a self-oriented profile, a majority (72%) of student teachers in Malaysia exhibit a prosocial profile, and only 28% have a self-oriented profile. The high percentage of prosocial student teachers in Malaysia may be attributed to the country's values, where the profession of \u0026lsquo;teacher\u0026rsquo; is highly respected and tends to attract individuals who share these values and believe in them. The findings above suggest that the discipline chosen by students and their country's cultural values may significantly impact the students\u0026rsquo; purpose profiles. The literature lacks explicit information on the sustainability orientation (social, economic, and environmental) across different disciplines. Hence, this study serves as an important reference for future research.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003e4.4 Case studies of students with different purpose profiles\u003c/h2\u003e \u003cp\u003eThe case studies of two students with different purpose profiles exemplify how they perceived their roles towards sustainability. With a purposeful profile, Shirley viewed economic sustainability as the core of her life's purpose. She demonstrated her commitment towards her purpose by being fully engaged in her learning. She deliberately learned the accounting knowledge and skills to prepare herself to help struggling small businesses. She wanted to be guided by her values, avoid self-interest in accounting, and build a long-term, mutually beneficial relationship with her clients, inspired by her father. On the other hand, with a self-oriented profile, Albert focused on achieving his immediate goal of completing his degree. When asked, he expressed concern about inflation, but did not see a specific role for himself in sustainability.\u003c/p\u003e \u003c/div\u003e"},{"header":"5 Conclusion","content":"\u003cp\u003eAs the United Nations Sustainable Development Goals (UN SDGs) become an urgent and important priority in higher education, understanding students\u0026rsquo; purpose profiles and sustainability orientations becomes critical to inform universities as they design programmes and learning experiences that will engage students in committing to the UN SDGs. This is potentially the first large-scale study of Malaysian university students\u0026rsquo; purpose profiles and sustainability orientations, analysing secondary data of students\u0026rsquo; life purpose statements across twenty-two disciplines.\u003c/p\u003e \u003cp\u003eThis study has answered all the research questions. It has identified the three purpose profiles of university students, with almost half being prosocial and likely to be committed to the sustainability agenda. It highlights the value of creating more opportunities for students to experience prosocial learning. The study has also identified that most prosocial students are committed to social sustainability, with a quarter committed to economic sustainability, and a minority committed to environmental sustainability. This finding underscores the pressing need to enhance environmental sustainability education. This study yielded mixed findings at the disciplinary level, which aligns with existing literature and warrants further in-depth research. The two cases provide greater insight into how students with different purpose profiles view their role in sustainability.\u003c/p\u003e \u003cp\u003eAs mentioned earlier, the researchers face some challenges in profiling certain students, both purpose profile and sustainability orientation, due to limited information on the students\u0026rsquo; life purpose statements. It is arguably the case that the purpose profile survey used by other studies may yield more accurate purpose profile information, and this approach can be employed in the future to triangulate the findings of this study. Since this study focuses on first-semester students, it would be beneficial to conduct subsequent studies to understand the changes in the students\u0026rsquo; purpose profiles and sustainability orientation as they progress through their studies. Longitudinal studies on whether the university experience empowered them to discover and live their life purpose and their commitment to sustainability are also recommended. Additionally, it would be beneficial to conduct further studies on how sociocultural context influences the crafting of purpose statements and sustainability orientation.\u003c/p\u003e \u003cp\u003eIn conclusion, this study uncovers the purpose profiles and sustainability orientation among young individuals joining a private university in an emerging nation, Malaysia. It highlights the pressing need to enhance environmental sustainability education across various disciplines in universities. The findings offer valuable insights for universities in emerging nations to design their programmes and learning experiences to engage youth in supporting education for sustainable development. This study has contributed to the sustainable higher education agenda of emerging nations, which is to nurture youth who are committed to a sustainable future.\u003c/p\u003e"},{"header":"Declarations","content":" \u003cp\u003e \u003cstrong\u003eCompeting interests\u003c/strong\u003e \u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e \u003cp\u003e The study adhered to the ethical guidelines outlined in the Declaration of Helsinki. The data was collected as part of the learning activities of an approved module. This study was approved by Taylor\u0026rsquo;s University\u0026rsquo;s Human Ethics Committee (reference no. HEC 2025/109). ). Participants were asked to give their informed consent.\u003c/p\u003e \u003c/p\u003e\u003cp\u003e \u003ch2\u003eClinical trial number\u003c/h2\u003e \u003cp\u003e Not applicable\u003c/p\u003e \u003c/p\u003e\u003cp\u003e \u003ch2\u003eConsent to Publish declaration\u003c/h2\u003e \u003cp\u003eNot applicable\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e \u003cp\u003eThis work has not received any funding.\u003c/p\u003e \u003cp\u003e \u003cb\u003eData availability\u003c/b\u003e Data will be available upon a reasonable request.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eAll authors conceptualised and designed this study. LBT, YHC and NR collected the data. LBT and YHC analysed the data. All authors interpreted the data. LBT and VN drafted the first draft. All authors reviewed, edited and agreed to the final manuscript.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eWe sincerely thank Professor Charles Hopkins, UNESCO Chair in Reorienting Education towards Sustainability at York University, for his helpful feedback on this manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eBespalyy, S., Alnazarova, G., Scalcione, V. N., Vitliemov, P., Sichinava, A., Petrenko, A., and Kaptsov, A. (2024) Sustainable development awareness and integration in higher education: a comparative analysis of universities in Central Asia, South Caucasus and the EU. \u003cem\u003eDiscover Sustainability, 5\u003c/em\u003e(1), 1-18. Doi: 10.1007/s43621-024-00562-2\u003c/li\u003e\n\u003cli\u003eBronk, K.C., Riches, B.R. and Mangan, S.A. (2018) \u0026lsquo;Claremont Purpose Scale: A Measure That Assesses the Three Dimensions of Purpose among Adolescents\u0026rsquo;, \u003cem\u003eResearch on Human Development\u003c/em\u003e, 15(2), pp.101\u0026ndash;117. Doi:10.1080/15427609.2018.1441577. \u003c/li\u003e\n\u003cli\u003eColby, A. (2020) \u0026lsquo;Purpose as a Unifying Goal for Higher Education\u0026rsquo;, \u003cem\u003eJournal of College and Character,\u003c/em\u003e 21(1), pp.21\u0026ndash;29. Doi:10.1080/2194587X.2019.1696829. \u003c/li\u003e\n\u003cli\u003eCreswell, J.W. and Poth, C.N. (2018)\u003cem\u003e Qualitative inquiry and research design: Choosing among five approaches\u003c/em\u003e. Thousand Oaks, CA: SAGE. \u003c/li\u003e\n\u003cli\u003eDamon, W. (2008) \u003cem\u003eThe Path to Purpose\u003c/em\u003e. New York, NY: Free Press. \u003c/li\u003e\n\u003cli\u003eDamon, W., Menon, J. and Bronk, K.C. (2003) \u0026lsquo;The Development of Purpose during Adolescence\u0026rsquo;, \u003cem\u003eApplied Developmental Science,\u003c/em\u003e 7(3), p.119\u0026ndash;128. Doi:10.1207/S1532480XADS0703_2. \u003c/li\u003e\n\u003cli\u003eDeroncele-Acosta, A., Jim\u0026eacute;nez-Chumacero, R. V., Gamarra-Mendoza, S., Brito-Garc\u0026iacute;as, J. G., Flores-Valdivieso, H. G., Vel\u0026aacute;zquez-Tejeda, M. E., Go\u0026ntilde;i-Cruz, F. F. (2023) \u0026lsquo;Trends in Educational Research for Sustainable Development in Postgraduate Education Programs at a University in Peru\u0026rsquo;, \u003cem\u003eSustainability,\u003c/em\u003e\u003cem\u003e \u003c/em\u003e15(6), p.5449. Doi: 10.3390/su15065449.\u003c/li\u003e\n\u003cli\u003eEconomic Planning Unit, Prime Minister\u0026rsquo;s Department, Malaysia. (2021) \u003cem\u003eTwelfth Malaysia Plan, 2021-2025: A prosperous, inclusive, sustainable Malaysia\u003c/em\u003e. Percetakan Nasional Malaysia Berhad. Available at: https://rmke12.ekonomi.gov.my/en (Accessed: 31 December 2024).\u003c/li\u003e\n\u003cli\u003eGoodland, R. (1995) \u0026lsquo;The Concept of Environmental Sustainability\u0026rsquo;, \u003cem\u003eAnnual Review of Ecology and Systematics,\u003c/em\u003e26(1), pp.1\u0026ndash;24. Doi:10.1146/annurev.es.26.110195.000245. \u003c/li\u003e\n\u003cli\u003eHedayati, N., Kuusisto, E., Gholami, K. and Tirri, K. (2017) \u0026lsquo;Life Purposes of Iranian Secondary School Students\u0026rsquo;, \u003cem\u003eJournal of Moral Education,\u003c/em\u003e 46(3), pp.283\u0026ndash;294. Doi:10.1080/03057240.2017.1350148. \u003c/li\u003e\n\u003cli\u003eHilty, L. M. and Huber, P. (2018) \u0026lsquo;Motivating Students on ICT-Related Study Programs to Engage with the Subject of Sustainable Development\u0026rsquo;, \u003cem\u003eInternational Journal of Sustainability in Higher Education,\u003c/em\u003e 19(3), pp.642\u0026ndash;656. Doi:10.1108/IJSHE-02-2017-0027. \u003c/li\u003e\n\u003cli\u003eKopnina, H. (2018) \u0026lsquo;Teaching Sustainable Development Goals in The Netherlands: A Critical Approach\u0026rsquo;, \u003cem\u003eEnvironmental Education Research,\u003c/em\u003e 24(9), pp.1268\u0026ndash;1283. Doi:10.1080/13504622.2017.1303819. \u003c/li\u003e\n\u003cli\u003eKotera, Y., Kaluzeviciute, G., Garip, G., McEwan, K. and Chamberlain, K. (2021) \u0026lsquo;Health benefits of ikigai: A review of literature\u0026rsquo;, in Kotera, Y. and Fido, D. (eds.) \u003cem\u003eIkigai: Towards a psychological understanding of a life worth living\u003c/em\u003e. CDS Press, pp. 1\u0026ndash;13. \u003c/li\u003e\n\u003cli\u003eKuusisto, E., and Tirri, K. (2021) \u0026lsquo;The Challenge of Educating Purposeful Teachers in Finland\u0026rsquo;, \u003cem\u003eEducation Sciences,\u003c/em\u003e 11(1), p.29. Doi:10.3390/educsci11010029. \u003c/li\u003e\n\u003cli\u003eKuusisto, E., and Schutte, I. (2023) \u0026lsquo;Sustainability as a purpose in life among Dutch higher education students\u0026rsquo;, \u003cem\u003eEnvironmental Education Research\u003c/em\u003e, 29(5), pp.733\u0026ndash;746. Doi: 10.1080/13504622.2022.2107617.\u003c/li\u003e\n\u003cli\u003eKuusisto, E., de Groot, I., de Ruyter, D., Schutte, I., Rissanen, I. and Suransky, C. (2023) \u0026lsquo;Life purposes: Comparing higher education students in four institutions in the Netherlands and Finland\u0026rsquo;, \u003cem\u003eJournal of Moral Education\u003c/em\u003e, 52(4), pp.489-510. Doi: 10.1080/03057240.2022.2159347\u003c/li\u003e\n\u003cli\u003eLaurie, R., Nonoyama-Tarumi, Y., Mckeown, R., and Hopkins, C. (2016) \u0026lsquo;Contributions of education for sustainable development (ESD) to quality education: A synthesis of research\u0026rsquo;. \u003cem\u003eJournal of Education for Sustainable Development\u003c/em\u003e, 10(2), 226-242. Doi: 10.1177/0973408216661442\u003c/li\u003e\n\u003cli\u003eLeal Filho, W., Dinis, M. A. P., Sivapalan, S., Begum, H., Ng, T. F., Al-Amin, A. Q., ... and Neiva, S. (2022) Sustainability practices at higher education institutions in Asia. \u003cem\u003eInternational Journal of Sustainability in Higher Education, 23\u003c/em\u003e(6), 1250-1276. Doi: 10.1108/IJSHE-06-2021-0244\u003c/li\u003e\n\u003cli\u003eLeicht, A., Heiss, J. and Byun, W. J., (2018) \u003cem\u003eIssues and Trends in Education for Sustainable Development\u003c/em\u003e. UNESCO Publishing. Paris. Available At: http://unesdoc.unesco.org/images/0026/002614/261445e.pdf\u003c/li\u003e\n\u003cli\u003eMalaysian Qualifications Agency. (2024) \u003cem\u003eMalaysian Qualifications Framework (MQF) Second Edition\u003c/em\u003e. Malaysian Qualifications Agency. Available at: https://www.mqa.gov.my/new/mqf.cfm#gsc.tab=0 (Accessed: 31 December 2024).\u003c/li\u003e\n\u003cli\u003eMangukiya, R.D. and Sklarew, D.M., (2023) \u0026lsquo;Analyzing three pillars of sustainable development goals at sub-national scales within the USA\u0026rsquo;, \u003cem\u003eWorld Development Sustainability\u003c/em\u003e, 2, p. 100058, ISSN 2772-655X, https://doi.org/10.1016/j.wds.2023.100058. \u003c/li\u003e\n\u003cli\u003eManninen, N., Kuusisto, E., and Tirri. K. (2018) \u0026lsquo;Life Goals of Finnish Social Services Students\u0026rsquo;, \u003cem\u003eJournal of Moral Education,\u003c/em\u003e 47(2), pp.175\u0026ndash;185. Doi:10.1080/03057240.2017.1415871. \u003c/li\u003e\n\u003cli\u003eMarathe, G. M., Dutta, T. and Kundu, S. (2020) \u0026lsquo;Is Management Education Preparing Future Leaders for Sustainable Business? Opening Minds but Not Hearts\u0026rsquo;, \u003cem\u003eInternational Journal of Sustainability in Higher Education,\u003c/em\u003e 21(2), pp.372\u0026ndash;392. Doi:10.1108/IJSHE-02-2019-0090. \u003c/li\u003e\n\u003cli\u003eMcKeown, R., and Hopkins, C. (2003) \u0026lsquo;EE \u0026ne; ESD: Defusing the worry\u0026rsquo;. \u003cem\u003eEnvironmental education research, 9\u003c/em\u003e(1), 117-128. Doi: 10.1080/13504620303469\u003c/li\u003e\n\u003cli\u003eMoran, S. (2009) \u0026lsquo;Purpose: Giftedness in Intrapersonal Intelligence\u0026rsquo;, \u003cem\u003eHigh Ability Studies\u003c/em\u003e 20(2), pp.143\u0026ndash;159. Doi:10.1080/13598130903358501. \u003c/li\u003e\n\u003cli\u003eMoran, S. (2019) \u0026lsquo;Is Personal Life Purpose Replacing Shared Worldview as Youths Increasingly Individuate? Implications for Educators\u0026rsquo;, \u003cem\u003eInternational Journal of Learning, Teaching and Educational Research,\u003c/em\u003e 18(5), pp.8\u0026ndash;23. doi:10.26803/ijlter.18.5.2. \u003c/li\u003e\n\u003cli\u003ePurvis, B., Mao, Y. and Robinson, D. (2018) \u0026lsquo;Three Pillars of Sustainability: In Search of Conceptual Origins\u0026rsquo;, \u003cem\u003eSustainability Science,\u003c/em\u003e 14, pp.681\u0026ndash;695. \u003c/li\u003e\n\u003cli\u003eReffhaug, M. B. A. and Lysgaard, J. A. (2024) \u0026lsquo;Conceptualisations of \u0026lsquo;critical thinking\u0026rsquo; in environmental and sustainability education\u0026rsquo;, \u003cem\u003eEnvironmental Education Research\u003c/em\u003e, 30(9), pp. 1519\u0026ndash;1534. Doi: 10.1080/13504622.2024.2363848.\u003c/li\u003e\n\u003cli\u003eSchippers, M.C. and Ziegler, N. (2019) \u0026lsquo;Life Crafting as a Way to Find Purpose and Meaning in Life\u0026rsquo;, \u003cem\u003eFrontiers in Psychology\u003c/em\u003e, 10, p.2778. Doi: 10.3389/fpsyg.2019.02778\u003c/li\u003e\n\u003cli\u003eSchutte, I. (2017) \u003cem\u003eEthical Sensitivity and Developing Global Civic Engagement in Undergraduate Honors Students\u003c/em\u003e. Doctoral dissertation. University of Humanistic Studies, The Netherlands [Online]. Available at: https://repository.uvh.nl/uvh/bitstream/handle/11439/3095/dissertatie%20Ingrid%20Schutte%20Ethical%20sensitivity%20and\u003cbr\u003e%20developing%20global%20civic%20engagement.pdf?sequence=1 (Accessed: 31 December 2024). \u003c/li\u003e\n\u003cli\u003eShirley, D. (2020) Beyond Well-being: The Quest for Wholeness and Purpose in Education. \u003cem\u003eECNU Review of Education, 3\u003c/em\u003e(3), 542-555. Doi: 10.1177/2096531120932579\u003c/li\u003e\n\u003cli\u003eSumner, R., Burrow, A. L. and Hill, P. L. (2018) \u0026lsquo;The Development of Purpose in Life among Adolescents Who Experience Marginalization: Potential Opportunities and Obstacles\u0026rsquo;, \u003cem\u003eThe American Psychologist\u003c/em\u003e 73 (6), pp.740\u0026ndash;752. Doi: 10.1037/amp0000249\u003c/li\u003e\n\u003cli\u003eTafese, M. B., and Kopp, E. (2025) Education for sustainable development: analyzing research trends in higher education for sustainable development goals through bibliometric analysis. \u003cem\u003eDiscover Sustainability, 6\u003c/em\u003e(1), 51. Doi: 10.1007/s43621-024-00711-7\u003c/li\u003e\n\u003cli\u003eThian, L.B., Choong, W.K. and Chang, Y.H. (2022) \u0026lsquo;Entrepreneurship through Multidisciplinary Learning: A Cooperative Procedural Framework for Implementation\u0026rsquo;, \u003cem\u003eInternational Journal of Information and Education Technology,\u003c/em\u003e 12(10), pp.1118-1125. Doi: 10.18178/ijiet.2022.12.10.1729\u003c/li\u003e\n\u003cli\u003eTryggvason, \u0026Aacute;., \u0026Ouml;hman, J. and Van Poeck, K. (2023) \u0026lsquo;Pluralistic environmental and sustainability education \u0026ndash; a scholarly review\u0026rsquo;, \u003cem\u003eEnvironmental Education Research\u003c/em\u003e, 29(10), pp. 1460\u0026ndash;1485. Doi: 10.1080/13504622.2023.2229076\u003c/li\u003e\n\u003cli\u003eUNESCO (2024) Greening Curriculum Guidance: Teaching and learning for climate action. Paris: UNESCO.\u003c/li\u003e\n\u003cli\u003eUnited Nations (2015) General Assembly Resolution a/RES/70/1. \u003cem\u003eTransforming Our World, the 2030 Agenda for Sustainable Development\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003evan Zyl, L.E., Custers, N.C., Dik, B.J., Van der Vaart, L. and Klibert, J. (2023) \u0026lsquo;The Holistic Life-Crafting Model: a systematic literature review of meaning-making behaviors\u0026rsquo;, \u003cem\u003eFrontiers in psychology\u003c/em\u003e, 14, p.1271188. Doi: 10.3389/fpsyg.2023.1271188.\u003c/li\u003e\n\u003cli\u003eWang, Y. and Horta, H. (2024) \u0026lsquo;University-based social innovation and entrepreneurship education in Hong Kong: a curriculum analysis\u0026rsquo;, \u003cem\u003eStudies in Higher Education\u003c/em\u003e, pp. 1\u0026ndash;20. Doi: 10.1080/03075079.2024.2369202.\u003c/li\u003e\n\u003cli\u003eWilkes, J., Garip, G., Kotera, Y. and Fido, D. (2023) \u0026lsquo;Can Ikigai predict anxiety, depression, and well-being?\u0026rsquo;, \u003cem\u003eInternational Journal of mental health and addiction\u003c/em\u003e, 21(5), pp.2941-2953. Doi: 10.1007/s11469-022-00764-7.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-sustainability","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"disu","sideBox":"Learn more about [Discover Sustainability](https://www.springer.com/43621)","snPcode":"","submissionUrl":"","title":"Discover Sustainability","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Malaysia, purpose in life, SDG 4 (Quality Education), sustainability, sustainability as a life purpose, sustainable higher education","lastPublishedDoi":"10.21203/rs.3.rs-6543196/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6543196/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eIn response to the global crisis, education for sustainable development has become a pressing priority for universities in emerging nations, but nurturing students\u0026rsquo; commitment to sustainability remains a challenge. This qualitative study explores how first-semester students at a private university in Malaysia integrate sustainability into their life purpose statements. From analysing the life purpose statements of 1,506 students across 22 science and social science disciplines, three purpose profiles have been identified: purposeful (39.4%), dreamer (9.5%), and self-oriented (29.1%), with a balance (22%) that did not submit their life purpose statements. The finding denotes that almost half of the students are prosocial and are likely to be committed to sustainability. Among the 943 students with prosocial purpose profiles, the majority (68.9%) expressed support for social sustainability, 23.9% expressed support for economic sustainability, and a minority (5.5%) expressed support for environmental sustainability. This study also reveals distinct purpose profiles and dominant commitment to social, economic, or environmental sustainability among students from various disciplines. The two case studies exemplify how students with different purpose profiles perceive their roles towards sustainability. This study discusses the importance of sustainability among university students in an emerging nation. It contributes to the sustainable higher education agenda of emerging nations by underscoring the need to enhance environmental sustainability education across various disciplines.\u003c/p\u003e","manuscriptTitle":"Sustainability as a life purpose among first-semester students at a private university in Malaysia","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-19 10:40:02","doi":"10.21203/rs.3.rs-6543196/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-06-23T16:31:49+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-05-31T11:50:04+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-05-29T20:42:27+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-05-27T21:31:40+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"141138317075745441590960359477368459962","date":"2025-05-17T10:19:21+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"110448547248981599475729076376785663212","date":"2025-05-14T23:49:44+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"287969140905730376938086334618777684355","date":"2025-05-14T19:59:13+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-05-14T18:03:25+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-05-10T14:46:32+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-05-08T09:56:02+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-05-08T09:54:20+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Sustainability","date":"2025-04-28T02:36:23+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-sustainability","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"disu","sideBox":"Learn more about [Discover Sustainability](https://www.springer.com/43621)","snPcode":"","submissionUrl":"","title":"Discover Sustainability","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"4d5dbf67-499d-424b-8a82-e074460b6a7a","owner":[],"postedDate":"May 19th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-10-27T16:33:46+00:00","versionOfRecord":{"articleIdentity":"rs-6543196","link":"https://doi.org/10.1007/s43621-025-02012-z","journal":{"identity":"discover-sustainability","isVorOnly":false,"title":"Discover Sustainability"},"publishedOn":"2025-10-21 16:16:53","publishedOnDateReadable":"October 21st, 2025"},"versionCreatedAt":"2025-05-19 10:40:02","video":"","vorDoi":"10.1007/s43621-025-02012-z","vorDoiUrl":"https://doi.org/10.1007/s43621-025-02012-z","workflowStages":[]},"version":"v1","identity":"rs-6543196","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6543196","identity":"rs-6543196","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}