Sustainable Development Awareness and Integration in Higher Education: A Comparative Analysis of Universities in Central Asia, South Caucasus and the EU

Sustainable Development Awareness and Integration in Higher Education: A Comparative Analysis of Universities in Central Asia, South Caucasus and the EU | 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 Sustainable Development Awareness and Integration in Higher Education: A Comparative Analysis of Universities in Central Asia, South Caucasus and the EU Sergey Bespalyy, Gulmira Alnazarova, Vincenzo Nunzio Scalcione, and 4 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4908277/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 23 Oct, 2024 Read the published version in Discover Sustainability → Version 1 posted 11 You are reading this latest preprint version Abstract Education for sustainable development in universities is shaping the agenda in this area, demanding continuous improvement in quality. There is a trend towards integrating sustainability issues and the implementation of sustainable development goals into higher education. Universities responsible for educating SD professionals must teach knowledge and develop skills in line with the SDGs. However, there is insufficient attention to this in educational programs; more often it is implemented through disparate initiatives. The article presents research conducted in universities in the countries of Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan, Uzbekistan), South Caucasus (Georgia, Armenia) and the European Union (Italy, Bulgaria, Poland). The awareness of students and teachers about the SDGs, the problems of implementing SD were assessed, and ways to solve these problems were analyzed. Countries were divided into clusters for comparative analysis. The results show that students generally have limited knowledge about the global sustainable development goals, while teachers have a higher level of awareness. The article examines the contribution of education to raising students' awareness in the countries studied and their attitudes towards integrating sustainability into the curriculum. The questionnaire showed that the educational intervention significantly influences students' intention to engage in sustainability. Overall, students demonstrate positive attitudes towards incorporating sustainability issues into their education. The results of a study conducted in higher education institutions in Central Asia, South Caucasus and the European Union showed that students are generally unaware of the sustainable development goals, their information received through the Internet, media and university studies is insignificant, while teachers are better informed. Students and teachers expressed the greatest concern about environmental, social and economic problems. At the same time, students of engineering, technical and medical fields are more informed about the SDGs compared to pedagogical and socio-humanitarian fields. To increase awareness, universities are encouraged to integrate sustainability education into various disciplines, conduct seminars, round tables, promote student participation in projects and research, and promote international cooperation and knowledge sharing. Education for sustainable development sustainable development goals awareness of the SDGs SDG education in universities Central Asian countries South Caucasus countries EU countries assessment of learning Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Introduction Identifying experiential learning as the theoretical basis of reasoning that led to the indication of the paradigms necessary to acquire skills [ 1 ], and consequently, promoting specific skills aimed at achieving the Sustainable Development Goals, helps graduates to better understand contemporary challenges and to actively apply their knowledge in various professional fields, contributing to sustainable development at a local and global level. Developing competencies related to the Sustainable Development Goals (SDGs) is becoming a priority for higher education for a number of reasons. First, sustainable development represents a key challenge for humanity in the face of climate change, depletion of natural resources, threats to biodiversity and social justice [ 2 – 5 ]. In these conditions, higher education must prepare specialists capable of making effective decisions in these areas. Global communities are actively taking action to achieve the SDGs, as exemplified by the Paris Climate Agreement and the 2030 Agenda for Sustainable Development. These documents highlight the importance of integrating sustainable development into educational programs. In response to this, employer interest in specialists with knowledge and skills in the field of sustainable development is growing. This creates a demand for highly qualified graduates who can integrate environmental, social and economic aspects into their professional work. Civil society and younger generations are increasingly demanding that universities take an active role in educating students about sustainable development. In response to these demands, many higher education institutions in developed countries are integrating sustainable development into their strategic plans. They develop relevant educational programs and courses, organize scientific research and practical projects. Developing competencies related to the SDGs helps graduates better understand contemporary challenges and actively apply their knowledge in various professional fields, contributing to sustainable development at the local and global levels. To assess the level of awareness of the SDGs, questionnaires were developed and distributed among students and teachers of universities in Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan, Uzbekistan), South Caucasus (Georgia and Armenia) and European Union countries (Italy, Bulgaria and Poland). This assessment will help in further planning actions for teaching and promoting the SDGs in educational institutions. According to the authors of the article, the integration of the SDGs into the educational programs of higher educational institutions is a necessary step for training specialists capable of solving modern global challenges and contributing to the sustainable development of society. Literature review Universities play a key role in preparing future leaders who can make significant contributions to transforming society towards sustainable development. They achieve this in two main ways: (a) creating new knowledge in the field of sustainable development and (b) transferring this knowledge to society, preparing students for their future roles in it [ 6 , 7 ]. Education based on the principles and technologies of sustainable development can be a key factor in achieving the SDGs, as it increases awareness, appreciation and practical application of sustainable solutions in both everyday life and professional activities [ 8 ]. Therefore, it is necessary to motivate and inspire teachers and students in the field of sustainable development, identify key areas of activity, establish competence areas for solutions and integrate the concept of sustainable development into university curricula [ 9 , 10 ]. However, there is currently no consensus on a definition or list of desired skills, competencies or learning outcomes for sustainable development. Additionally, there is little guidance on what courses and subjects should be included and how to do so [ 11 ], although it should be remembered as the case of the enactment of law 92/2019 in Italy (which introduced teaching and civic education in all scholastic levels, understood as a discipline of a transversal nature, within whose conceptual cores environmental sustainability has been expressly indicated, with specific references to the 2030 Agenda) represents an interesting exception [ 12 ]. The 17 Sustainable Development Goals (SDGs) and their 169 targets aim to realize the human rights of all people, achieve gender equality, reduce poverty, and ensure a better quality of life for everyone. To achieve sustainable development, it is essential to harmonize three core elements: economic growth, social inclusion, and environmental protection. These elements are interconnected and vital for the well-being of individuals and societies. A healthy individual contributes to the economy and is an asset to any nation, which is why human capital is often considered a nation's most valuable resource. Despite living in an era of advanced science and medicine, millions of people still die each year from preventable diseases, untreated drug and alcohol abuse, avoidable birth defects, poor air and water quality, substandard living conditions, and preventable traffic and industrial accidents. Every person has the right to well-being, a good quality of life, equality, and access to medical care. We must ensure that every individual, whether child or adult, receives the resources they need to live a long and healthy life. The Sustainable Development Goals are not legally binding, so it is up to all responsible global citizens to take action on the ground, advocate for change, and hold decision-makers accountable for fulfilling their commitments. The greatest responsibility lies in education and raising awareness. Every generation, no matter where they are, must be informed and educated to recognize their role and unite in this fight. The most crucial tool is the effective sharing of information, research, and knowledge among citizens. This responsibility belongs to all of us. The values of the SDGs are significant. The various SDG goals provide a platform for mitigation and rapid response. Climate change is a cross-cutting issue that should be considered in all sectors and human activities. Sustainability is not a new concept; we could have learned much from our past and our ancestors. The importance of sustainability is greater than ever. It represents a responsible and strategic response to human development, ensuring the future of the Earth. The Sustainable Development Goals are important opportunities to improve the quality of life for all human beings and our planet. How we achieve them should be a topic of strategic discussion. In addition to international conventions, national-level policies and strategies that address the issues targeted in the 2030 Agenda, the time-bound and universal nature of the SDGs results in greater mobilization of the global community, strengthens collaboration and networking among stakeholders across sectors, countries, and regions, and promotes innovation and the sharing of expertise and best practices. Another critical argument for the SDGs is that they support a long-term strategic approach to addressing global challenges. These challenges are not unique to certain countries; they are shared by many and require joint, focused interdisciplinary actions that mobilize everyone. Most governmental programs and action plans have a relatively short lifespan, and their sustainability is often questioned due to changes in government and political agendas at all levels. In this regard, the SDGs set long-term targets for the next 15 years, minimizing the risk of non-implementation. Importantly, the SDGs, agreed upon by 193 countries, promote sustainability of actions and reinforce the commitment of states, regardless of changes in the national political context. The SDGs focus on all people and their full inclusion. Open, transparent, and participatory processes will allow all stakeholders to voice the needs and interests of the people they represent, enabling better planning and more inclusive initiatives. All stakeholders, including governments, universities, international organizations, the business and industry sectors, civil society organizations, and individuals, must contribute. The SDGs place a strong emphasis on collaboration at all levels—globally, nationally, regionally, and locally—with everyone expected to contribute to achieving the targets over the next 15 years. The most secure way to achieve sustainable progress is through changes in education at all levels, in all parts of the world. Inclusive and focused education, combined with practical examples and innovation, will cultivate generations of educated and connected individuals who are responsible and skilled in ensuring sustainable development. The SDGs should be integrated into all curricula across all sectors and fields of human activity. Interdisciplinary and comprehensive actions will unite people toward a common goal: a better quality of life for all. Research by Gordon and Soulemans [ 13 , 14 ] and others emphasize the importance and necessity of integrating the concept of sustainable development into the curricula of all disciplines. They point out that incorporating sustainability into the classroom helps students understand how their actions and decisions impact the environment and society. Despite the clear need to integrate sustainability into curricula, according to a survey of higher education students around the world, previous research shows that sustainable development is not yet mainstreamed into educational curricula [ 15 ]. However, to maximize the impact of various education for sustainable development initiatives, it is critical to understand students' current beliefs about sustainable development and their expectations regarding the integration of the subject into the curriculum [ 16 , 17 , 18 ]. Contributing to the SDGs provides a unique opportunity to use an interdisciplinary approach to address many of humanity's biggest challenges and can help institutions in many creative and impactful ways. The SDGs are generating increased demand for education related to sustainable development. Moreover, they are inclusive and diverse enough to be integrated into undergraduate, graduate and research programs, including classroom activities, lecture materials, projects, assignments and study trips [ 19 , 20 ]. For this reason, universities should review and update their curricula to ensure they are aligned with sustainability principles in the courses they offer. In addition, the SDGs provide a comprehensive and widely accepted guide to creating a responsible university that provides solutions-oriented approaches to global problems [ 21 ]. To further achieve seamless engagement with the SDGs, universities must acquire new competencies, as global competencies such as critical and creative thinking are too general to cope with the challenges associated with sustainable development. These competencies address sustainability issues and promote the development of the skills and attitudes needed to effectively solve problems and improve performance. Institutions must offer the appropriate set of skills, knowledge, attitudes and values needed to prepare today's students who will become tomorrow's leaders to solve complex sustainability problems and achieve success in a sustainable future. Methods The purpose of this study is to analyze the awareness of students and teachers regarding the implementation of the SDGs for the subsequent development of scientifically based recommendations for the implementation of modules on sustainable development in educational programs of universities. Research methodology. To achieve this goal, a study was conducted that used the methodology of surveying respondents through formal interviews at their places of study and work. The total sample size was 1203 students and 272 teachers. The sample was representative according to the following parameters: gender, age, education, place of study, work and residence. Geography of the study. The study was conducted in educational institutions of the Central Asian republics (Kazakhstan, Tajikistan, Kyrgyzstan and Uzbekistan), the countries of South Caucasus (Georgia and Armenia), as well as the countries of the European Union (Italy, Bulgaria and Poland). Period of the field phase of the study: from October 2023 to January 2024. Object of study: Students and teachers of engineering, technical, medical, pedagogical and socio-humanitarian fields. Subject of study: Awareness of students and teachers about the SDGs. Perception and understanding of the SDGs. 3. Evaluation of teachers’ implementation of modules on sustainable development in the educational process. Research objectives: Determining the level of awareness of students and teachers about the SDGs. Assessing perceptions and understanding of the SDGs. Evaluation of teachers' implementation of modules on sustainable development in the educational process. Tools. A questionnaire in electronic and paper versions was used as a tool. The questionnaire for students included three sections and 22 questions, and the questionnaire for teachers included four sections and 19 questions. Data were processed in IBM SPSS Statistics 27 program. Results and discussion As noted in the methodology, students were given questionnaires, and the results of the questionnaire are analyzed in this section. Answering the question: «Do you know about the global Sustainable Development Goals, adopted and signed by 193 world leaders at the historic UN summit in September 2015?», 41% of students surveyed from the Central Asian republics responded that they «don’t know» 75% of respondent’s students from South Caucasus countries responded that they «don’t know»; 45% of the surveyed students from the countries of the European Union responded that they «don’t know» (Table 1 ). Table 1 – Summary table of student responses by cluster to questions in section 2 Question Answer options Cluster 1 - Central Asia Cluster 2 - South Caucasus Cluster 3 – the EU Did you know about the SDGs adopted in September 2015 Yes 59% 25% 55% No 41% 75% 45% Do you know the SDG implementation period? Yes 56% 21% 46% No 47% 79% 54% Do you know the number of SDGs Yes 59% 20% 49% No 41% 80% 51% Where did you learn about the SDGs from? From the Internet 33% 24% 23% From TV, newspapers 50% 4% 7% While studying at the university 15% 15% 36% At seminars, courses, conferences 50% 8% 6% Other 40% 6% 6% Don't know 37% 44% 22% Do you know local structures involved in sustainable development? Yes 31% 22% 33% No 69% 78% 67% Do you think that when consuming natural resources, we should think about future generations? Completely disagree 3% 7% 10% Disagree 3% 1% 3% In the middle 14% 9% 17% Agree 36% 41% 30% I completely agree 44% 42% 40% The most informed students among the countries surveyed were students from the Central Asian republics, as 59% of students in these republics know about the global goals in the field of sustainable development, and 55% of students from the countries of the European Union know about the goals of sustainable development. The study shows that more than half of the students surveyed in the countries of South Caucasus and the European Union do not know about the implementation period and number of SDGs, answering the question: «I know the time period for the implementation of the Sustainable Development Goals», 79% and 54% of the total number of respondents in these countries answered that they «don’t know» while more than half (56% of students in the Central Asian republics) answered positively to this question. The vast majority of students surveyed in the countries of South Caucasus and half of the students surveyed in the countries of the European Union do not know about the number of SDGs, answering the question: «I know the number of Sustainable Development Goals and can indicate one of their goals» − 80% and 51% of the total students surveyed in these countries responded that they «don’t know». The majority of students from the listed universities in the countries of Central Asia and South Caucasus indicated social networks and the Internet as a source of information about the SDGs; unfortunately, while receiving education at schools and universities, students from these countries are less exposed to information about the sustainable development goals. So, answering the question: «Please indicate from what sources did you learn about the Sustainable Development Goals?» 33% and 24% of students in the Central Asian and South Caucasus regions, respectively, indicated social networks and the Internet, and only 15.5% and 12% of students in these regions received information during their education (school, university). In contrast to the countries of the Central Asian and South Caucasus regions, twice as many (36%) students from the European Union countries stated that they received information about the sustainable development goals during their education (school, university). The vast majority of students are unaware of structures involved in sustainable development in their regions. Thus, 69%, 78%, 67%, respectively, of the surveyed students from Central Asia, South Caucasus and the European Union answered negatively to the question: «Are you aware of structures involved in sustainable development in your region?». Those students who answered positively to the question about structures involved in sustainable development in their region most often point to UN divisions, regional centers for sustainable development; in the countries of Central Asia, students also pointed to the youth organization Enactus and party organizations of their states. Most students understand that sustainable development is a process of change in which the exploitation of natural resources, the direction of investment, the direction of scientific and technological development, personal development and institutional changes are coordinated with each other and strengthen the capacity to meet human needs, as more than 60% of students surveyed Universities in the regions studied noted that this formulation reflects to the greatest extent the content of the concept of «sustainable development». It is also gratifying that the majority of university students who took part in the survey prefer to take care of subsequent generations, so to the question: «Do you think that when consuming natural resources, you should think about subsequent generations» 82%, 89%, 70% of the total number of students surveyed in Central Asia, South Caucasus and the European Union. Of the 17 sustainable development goals, those of greatest interest and concern to Central Asian students who took part in the survey were poverty eradication (1), good health and well-being (3), quality education (4), clean water and sanitation (6), decent work and economic growth (8); peace, justice and strong institutions (16). Of the 17 sustainable development goals, the ones of greatest interest and concern to students in the South Caucasus countries who took part in the survey were poverty eradication (1), hunger eradication (2), good health and well-being (3), quality education (4), clean water and sanitation (6), peace, justice and effective institutions (16). Of the 17 sustainable development goals, those of greatest interest and concern to European Union students who took part in the survey were: ending poverty (1), good health and well-being (3), quality education (4), clean water and sanitation (6), decent work and economic growth (8), peace, justice and effective institutions (16) (Fig. 1 , a, b, c). Thus, issues related to poverty eradication, health and well-being, quality education, clean water and sanitation, and issues related to the functioning of legal institutions are common to university students from different regions participating in this study. Issues of eliminating hunger are of concern to students from Georgia and Armenia, while the search for decent work and opportunities for economic growth is of concern to students from Central Asian countries and the European Union. Assessing changes over the past two years in goals that are significant to them, most students from Central Asian countries note a lack of dynamics, while more than half of the respondents noted the previous level of progress in goals that are significant to them. However, we note that students in the Central Asian republics have observed positive changes in the field of receiving quality education over the past two years (33%). 25% of respondents noted that the situation has changed for the worse in terms of obtaining clean water and sanitation. Assessing changes over the past two years in goals that are significant to them, more than a third of students from Georgia and Armenia note that the country has not progressed in achieving these goals, their level has remained the same. We would like to note an interesting contradiction revealed during the study in these regions. On the one hand, a portion of Georgian and Armenian students surveyed believe that their countries have made progress in achieving good health, well-being (31%), quality education (38%), clean water and sanitation (25%). On the other hand, some students expressed concern about the deterioration of the situation in matters of poverty eradication (33%) and other important goals. Let us make a cautious assumption that this contradiction is explained by the absence of a middle class in these countries; there is either no middle stratum of the population at all, or it is small in number. That is, in these regions there is a certain gap between the wealthy population and the poor. This is indirectly confirmed by the skepticism expressed by more than a third of respondents (46%) regarding the activities of legal and judicial institutions. Assessing the changes over the past two years in terms of goals that are significant to them, the opinions of students in the countries of Italy, Bulgaria and Poland are divided. They note positive dynamics associated with the possibility of quality education (42%), access to clean water and sanitation (64%). But they are seriously concerned about issues related to maintaining peace and stability (46%), worsening the situation in eliminating poverty (45%), as well as the possibility of obtaining decent work and economic growth (40%). We found in the course of the study that students from the South Caucasus countries and the European Union expressed the greatest concern regarding the preservation of peace and stability in society. The concern of the younger generation of these regions about their future is understandable: Georgia is still recovering from the armed conflict with Russia in 2008, Armenia is on its way out of the CSTO, European countries are experiencing a deep migration crisis, the economic consequences of Covid and the latest military conflicts. In general, students from the Central Asian republics and South Caucasus countries are more optimistic about the impact of their lifestyle on achieving the SDGs than their peers from Italy, Bulgaria and Poland; more than 40% of respondents agreed that their lifestyle has an impact on the development of the SDGs. Students from Italy, Bulgaria and Poland were divided in their assessment of the impact of their lifestyle on aspects related to the SDGs. Thus, a third of the students surveyed are rather pessimistic about the impact of their lifestyle on achieving the SDGs, a third took a neutral position, and a third of respondents look to the future with hope, believing that their lifestyle affects the achievement of sustainable development goals (Fig. 2 , a, b, c). A third of the students surveyed from the Central Asian republics do not see any connection between their future profession and the goals of sustainable development, however, a third of the respondents believe that the profession in which they are studying is related to the goals of sustainable development. It should be noted that students of engineering and technical specialties to a greater extent associate their profession with the goals of sustainable development. A third of the surveyed university students in Georgia and Armenia also do not see any connection between their future profession and the goals of sustainable development, a little more than a third took a neutral position, and less than a third of the surveyed students believe that the profession in which they are studying is related to the goals of sustainable development. Students from Italy, Bulgaria, and Poland are more optimistic; more than a third believe that the profession in which they are studying is related to sustainable development goals. The opinions of students in the Central Asian republics were divided in assessing the connection of their curriculum with SDG topics, so a third of students encountered SDG topics during their studies, and a third of the students surveyed did not touch upon problematic issues while studying at the university. When assessing the connection of their curriculum with SDG topics, only slightly more than 20% of students from Georgia and Armenia confirmed that they were exposed to all SDGs during their studies. In contrast, just under 20% of students from the European Union, assessing the connection of their curriculum with SDG topics, were able to confirm that they were exposed to all SDGs during their studies. More than half of the students surveyed at the universities studied believe that all important problems of humanity should be solved first, while among those who chose separately environmental, economic or social problems, the number of mentions of certain problems is on average the same, i.e., this reinforces the first thesis that all problems must be solved simultaneously (Fig. 3 ). 37.7% of students from Central Asia responded that they can take care of the environment, and 11% of respondents feel personally responsible for solving global problems, but 36.8% of respondents are not confident that they have a significant influence on their solution (Fig. 4 , а). 33% of students from Georgia and Armenia said that they can take care of the environment, 28% feel personal responsibility, and 22% are not confident that they have a significant influence on their decisions (Fig. 4 , b). 28% of students from the countries of the European Union are ready to take care of the environment, and 17% feel personal responsibility for solving global problems, and 36% are not entirely sure that they have a significant influence on their solution (Fig. 4 , c). During the study, the younger generation demonstrated an understanding of responsibility in the face of future generations; more than a quarter of those surveyed in various countries are confident that they have an influence on the solution of global issues, so 28%, 27%, 29% of surveyed students from the Central Asian republics and countries South Caucasus and the countries of the European Union, respectively, believe that they can make a significant contribution to solving global problems of humanity. The study revealed positive dynamics among students regarding the possibility of their influence on solving global problems, so 49%, 32% and 45% of surveyed students from these countries are ready to change their attitude and lifestyle in order to solve global problems, and 37% of students from Georgia and Armenia are even ready and able to organize events and involve other people in solving global problems. According to the results of the study, it was revealed that more than half of the surveyed teachers have information about the global goals in the field of sustainable development. So, in answer to the question: «Are you aware of the global Sustainable Development Goals, adopted and signed by 193 world leaders at the historic UN summit in September 2015? » 64%, 71% of surveyed teachers from universities in the Central Asian republics and South Caucasus countries answered this question positively. The study shows that more than half of the surveyed teachers know about the implementation period and number of SDGs, answering the question: «I know the time period for the implementation of the Sustainable Development Goals» 67%, 54%, 77% - of the total number of respondents from the Central Asian republics and countries South Caucasus and European countries answered in the affirmative to this question. Teachers from the European Union countries turned out to be the most informed. More than half of the teachers have information about the number of SDGs, answering the question: «I know the number of Sustainable Development Goals and can indicate one of their goals» 61%, 67% and 60% of teachers from the Central Asian republics, South Caucasus countries and European countries answered affirmatively. The majority of surveyed teachers from the Central Asian republics (39%) pointed to social networks and the Internet as a source of information about the SDGs. The opinion of teachers from the countries of the European Union was divided: 27% of the surveyed teachers pointed to social networks and the Internet, while 23% received information during informal training (seminars, round tables, various conferences), 18% received information during the development of their own educational course. Teachers at Georgian and Armenian universities also note that they received information from various sources: 23% while receiving education at school or university, 18% from social networks and the Internet, 15% during informal learning, 14% during the development of an educational course. Table 2 – Summary table of teachers’ answers by cluster to questions in section 2 Question Answer options Cluster 1 - Central Asia Cluster 2 - Caucasus countries Cluster 3 - EU countries Did you know about the SDGs adopted in September 2015 Yes 64% 71% 81% No 36% 29% 19% Do you know the SDG implementation period? Yes 67% 53% 77% No 33% 47% 23% Do you know the number of SDGs Yes 61% 69% 60% No 39% 31% 40% Where did you learn about the SDGs from? From the Internet 40% 18% 27% From TV, newspapers 8% 8% 9% While studying at the university 10% 23% 5% At seminars, courses, conferences 13% 15% 23% In the process of developing the course 9% 14% 18% Other 0% 6% 9% Don't know 22% 16% 9% Do you know local structures involved in sustainable development? Yes 56% 48% 77% No 44% 52% 23% The majority of teachers in the Central Asian republics and countries of the European Union have an idea about the structures involved in sustainable development in their regions, so 56% and 77% of teachers from these countries answered positively to the question: «Are you aware of structures involved in sustainable development in your region?». While teachers in the South Caucasus countries demonstrate less awareness of structures involved in sustainable development in their regions, 52% of teachers answered negatively to the question: «Are you aware of structures involved in sustainable development in your region?». Those teachers who answered positively to the question about the structures involved in sustainable development in their regions most often point to the UN, UNESCO, various ministries and departments for environmental protection, and also indicate the mayor's office, administration and other government bodies. The vast majority of teachers understand that sustainable development is a process of change in which the exploitation of natural resources, the direction of investment, the direction of scientific and technological development, personal development and institutional changes are coordinated with each other and strengthen the capacity to meet human needs, as more than 80% of respondents teachers noted that this formulation reflects to the greatest extent the content of the concept of «sustainable development». Of the 17 Sustainable Development Goals, those of greatest interest and concern to educators in the Central Asian Republics are poverty eradication (1), good health and well-being (3), quality education (4), clean water and sanitation (6), decent work, and economic growth (8) industrialization, innovation and infrastructure (9). Of the 17 sustainable development goals, those of greatest interest and concern to university professors in the South Caucasus countries are poverty eradication (1), good health and well-being (3), quality education (4), clean water and sanitation (6), decent work and economic growth (8), peace, justice and effective institutions (16). Of the 17 sustainable development goals, those of greatest interest and concern to university teachers in the European Union are good health and well-being (3), quality education (4), clean water and sanitation (6), reducing inequality (10), and combating climate change (13), peace, justice and effective institutions (16). Despite the fact that about half of the university teachers in the Central Asian republics note that over the past 2 years the situation in terms of goals that are significant to them has still not changed, they are more optimistic than their colleagues in the countries of South Caucasus and the European Union in observing what is happening in the states positive processes, thus, assessing the dynamics of changes over the past two years in goals that are significant to them, teachers of the Central Asian republics note that states have made progress in achieving such goals as quality education (40% think so), industrialization, innovation and infrastructure (39% think so) (Fig. 5 , a). Assessing changes over the past two years in goals that are significant to them, most teachers in the South Caucasus countries note that their country has not progressed in achieving these goals, their level has mostly remained the same, or the situation has worsened. Thus, they note with great concern the deterioration of the situation with regard to the eradication of poverty, the achievement of peace, the effective functioning of legal and judicial institutions, the possibility of obtaining decent work and economic growth (Fig. 5 , b). The majority of teachers in the European Union countries are even more pessimistic about the changes over the past two years in terms of goals that are meaningful to them. Just like their colleagues from Georgia and Armenia, they are concerned about the deteriorating situation with regard to peace and the effective functioning of legal and judicial institutions. About a third of teachers in the European Union countries observe a deterioration in the situation in all goals that are important to them (Fig. 5 , c). The majority of surveyed teachers from the Central Asian republics, South Caucasus countries and European Union countries believe that education for achieving sustainable development goals is relevant to them as teachers. So, to answer the question: «To what extent is education for sustainable development relevant to you as an educator?» 89%, 70% and 82% of the total number of teachers surveyed in the listed countries responded positively. The study revealed that in the interests of achieving sustainable development goals, more than half of teachers try to include materials on sustainable development goals in their educational courses for students (lectures, practical classes, etc.). Figure 6 shows the answer to the question «In the interests of achieving sustainable development goals, do I include materials on the following topics in my educational courses for students (lectures, practical classes, etc)?». Thus, to this question, the majority of teachers, regardless of the country, answered in the affirmative. Conclusion The results of a study conducted in higher educational institutions of Central Asia, the countries of South Caucasus, the countries of the European Union among students and teachers show that the majority of students do not know about the sustainable development goals, the information that students received through the Internet, the media, teaching is insignificant, the results of awareness teachers are higher than students. It should be noted that the least informed students among the countries studied were university students in Georgia and Armenia, as more than 70% of students do not have information about the global sustainable development goals. The study shows that environmental, social and economic issues are of major concern to students. We also found in our research that students and teachers from South Caucasus countries and the European Union expressed the greatest concern about maintaining peace and stability in society, while their colleagues from Central Asian countries were more concerned about issues of clean water and sanitation. The study revealed unevenness in knowledge about the goals of sustainable development among students of various fields of study at the universities studied. Thus, engineering and medical students are more informed about the SDGs than other specialties. We admit that students of pedagogical and socio-humanitarian fields may have less information about the SDGs compared to students of engineering, technical and medical fields for several reasons: 1. In engineering and medical fields there are often subjects directly related to the environment, sustainable development and ecology. For example, engineers may study environmental engineering, while health professionals may study public health and human ecology. While in pedagogical and socio-humanitarian areas these topics may be less emphasized or completely absent. 2. Engineering and healthcare students are often focused on solving specific problems related to technology or health care, which often intersect with sustainability issues. While students of pedagogical and socio-humanitarian fields may be less concerned with technical and environmental aspects. 3. Engineering and medical higher education institutions could better develop specialized laboratories, research centers and courses dedicated to sustainable development. This ensures students have access to up-to-date information and resources on the topic. However, in recent years, interest in issues of sustainable development has been growing in pedagogical and socio-humanitarian areas. Therefore, universities need to actively introduce courses and programs aimed at teaching students about sustainable development and its importance in various spheres of life. This should include the development of teaching materials, the organization of specialized workshops and projects, and the inclusion of sustainable development topics in the curricula. Thus, while engineering and medical students may have more access to information about the SDGs in their curricula, the trend towards expanding educational opportunities for other disciplines also shows that interest and awareness of sustainable development in education in general is increasing. Recommendations for universities: 1. University education programs should include education on sustainable development in a variety of disciplines, from ecology and economics to social sciences and technology. This will help students understand the importance of sustainable development and develop relevant skills. 2. Educational programs should plan activities aimed at raising awareness of sustainable development among students and the public. This may include giving lectures, seminars, round tables, and participating in community development projects. 3. Students are required to participate in projects and research related to sustainability issues, which allows them to acquire practical skills and knowledge. This may include analyzing environmental data, developing environmental projects, or participating in social initiatives. 4. Training programs should promote international cooperation and knowledge sharing in the field of sustainable development. This may include student exchange andteachers, participation in international projects and research, as well as training in international courses and programs. 5. Educational programs may also include collaboration with local communities and industry partners to develop and implement local sustainability projects. This will contribute to the implementation of real changes and support local development of regions. 6. An important aspect of sustainable development programs should be systematic evaluation and monitoring of results. This will help educational institutions adapt and improve their programs and measure their impact on society and the environment. The implementation of these programs requires the joint efforts of educational institutions, government agencies, public organizations and the private sector to achieve long-term sustainable performance and development. Declarations Conflicts of interest Not applicable. Ethics declarations It should be noted that due to the lack of an institutional ethics board to approve the studies, it was not possible to apply for Research Ethics Board (REB) approval. There are no institutional ethics boards for approval of participation in the countries where the study was conducted. This academic restriction resulted in an exemption from the requirement for ethical approval for the study. In this study, information was collected through online and paper questionnaires and then processed anonymously. The respondents did not leave any confidential information to the study authors. All respondents who answered the questionnaire gave informed consent that their answers would be used to conduct and publish the study. Respondents under the age of 18 did not participate in the study. Rights and permissions Open access. Additional information Correspondence concerning this paper should be addressed to Sergey Bespalyy, Innovative University of Eurasia, Pavlodar, Kazakhstan. Email: [email protected] . Funding This research was carried out within the framework of the grant project АР19677552 «Development and integration of modules on sustainable development into specialized educational disciplines at universities», funded by the Ministry of Science and Higher Education of the Republic of Kazakhstan. Author Contribution The study was supervised by Bespalyy S.The methodology was developed by Alnazarova G.Data processing in the SPSS program was carried out by Petrenko A. Vincenzo Nunzio Scalcione, P. Vitliemov, A. Sichinava, A. Kaptsov made an equal contribution to collecting information, conducting the survey and developing recommendations based on the results of the article.All authors reviewed the manuscript. Data availability The data was obtained through a survey of students and teachers at these universities and subsequently processed using the IBM SPSS Statistics 27 program. The general database of the survey results is at the disposal of the authors of the article, and can be provided upon request. Code availability Not applicable. References Scalcione VN. Skills and evaluation. Principles and design tools for inclusive teaching. Rome: Anicia; 2020. Leal Filho W, Shiel C, Paço A, Mifsud M, Ávila LV, Brandli LL, et al. Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack? J Clean Prod. 2019a;232:285–94. Leal Filho W, Skanavis C, Kounani A, Brandli LL, Shiel C, do, Paco A et al. (2019b). The role of planning in implementing sustainable development in a higher education context. Journal of Cleaner Production 235: 678–687. Bespalyy S. IOP Conf Ser : Earth Environ Sci. 2023;1231:012077. Bespalyy S. IOP Conf Ser : Earth Environ Sci. 2023;1231:012015. MohamedHashim M, Tlemsani I, Duncan Matthews R. Sustainable University: digital transformation and beyond. Educ Inform Technol. 2022;27:8961–96. https://doi.org/10.1007/s10639-022-10968-y . Aleixo AM, Azeiteiro UM, Leal S. Are the sustainable development goals being implemented in the Portuguese higher education formative offer? Int J Sustain High Educ. 2020;21(2):336–52. Holst J. Towards coherence in education sustainability: a systematic review of institution-wide approaches. Sci sustainable Dev https://doi. 2022. org/10.1007/s11625-022-01226-8 . Bespalyy S, Akhrorova B, Alnazarova A, Adieva G, Petrenko A. Education for sustainable development: comparative analysis and prospects at universities in Kazakhstan, Tajikistan, Kyrgyzstan and Uzbekistan. Discov Sustain. 2024;5:140. https://doi.org/10.1007/s43621-024-00343-x . AdamsR. MS, Boom K. University culture and sustainability: the development and implementation of an enabling environment. J Clean Prod. 2018;171:434–45. https://doi.org/10.1016/j.jclepro.2017.10.032 . Lim KK, Haufiku MS, Tan KL, Ahmed F, M., and, Ng TF. A systematic review of the sustainable development of education in higher education institutions. Sustain Dev. 2022;14(20):1324. Scalcione VN. Educating for active citizenship: teaching design and evaluation models. Pedagogy life. 2023;80:170–97. Gordon N. Education for sustainable development in the field of computer science. Innovations Teach Learn Inform Comput Sci. 2010;9(2):1–6. https://doi.org/10.11120/ital.2010.09020003 . Molderes SK I. and, Van Liedekerke L. Sustainability reporting in higher education: a comprehensive review of the literature and ways to further research. J Clean Prod. 2015;106:127–43. https://doi.org/10.1016/j.jclepro.2014.09.052 . SOSInternational. (2021). Students, sustainability and education. https://sos.earth/wp-content/uploads/2021/02/SOS-International-Sustainability-in-Education-International-Survey-Report_FINAL.pdf . Accessed: February 5, 2023. Albareda-Tiana S, Vidal-Raméntol S, Fernández-Morilla M. Implementing the sustainable development goals at University level. Int J Sustain High Educ. 2018;19(3):473–97. Dey AK. The impact of the quality of service perceived by students on the practice of university sustainability and student satisfaction. Qual Assur Educ. 2021;29(1):29–40. https://doi.org/10.1108/QAE-10-2019-0107 . Singh VA, Lughofer A, Cheng E H. and, Abualsaud K. The ecosystem of Multilevel Quality Education (MQEE): an intelligent education model for sustainable quality education. J Comput High Educ. 2021;33:551–79. https://doi.org/10.1007/s12528-021-09291-1 . Latorre-Cosculuela K, Sierra Sanchez V, Rivera-Torres P, Liesa-Orus M. The effectiveness of ICT and responding to different needs in university classrooms: influence on attitudes and active behavior towards technology. J Comput High Educ. 2023. https://doi.org/10.1007/s12528-023-09357-2 . García-González E, Jiménez-Fontana R, Azcárate P. Education for Sustainability and the Sustainable Development Goals: Pre-Service Teachers' Perceptions and Knowledge. Sustainability 2020, 12, 7741. https://doi.org/10.3390/su12187741 Blanco-Portela N, Benayas J, Pertierra LR, Lozano R. Towards the integration of sustainability in Higher Education Institutions: A review of drivers of and barriers to institutional change and their comparison against those found of companies. J Clean Prod. 2017;166:563–78. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Published Journal Publication published 23 Oct, 2024 Read the published version in Discover Sustainability → Version 1 posted Editorial decision: Revision requested 12 Sep, 2024 Reviews received at journal 10 Sep, 2024 Reviews received at journal 06 Sep, 2024 Reviewers agreed at journal 02 Sep, 2024 Reviews received at journal 29 Aug, 2024 Reviewers agreed at journal 29 Aug, 2024 Reviewers agreed at journal 26 Aug, 2024 Reviewers invited by journal 23 Aug, 2024 Editor assigned by journal 22 Aug, 2024 Submission checks completed at journal 21 Aug, 2024 First submitted to journal 13 Aug, 2024 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. 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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-4908277","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":352894280,"identity":"92c572ba-5864-4312-aa0b-618f8312910b","order_by":0,"name":"Sergey 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03:45:13","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":25093,"visible":true,"origin":"","legend":"\u003cp\u003eThe influence of lifestyle on aspects related to the SDGs, according to students\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-4908277/v1/5f66e6fb36c692e83271a2ba.png"},{"id":64881918,"identity":"16186949-10f8-4f14-82fb-385b0a98eb89","added_by":"auto","created_at":"2024-09-20 03:37:13","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":14316,"visible":true,"origin":"","legend":"\u003cp\u003eWhat problems of humanity, in your opinion, should be solved first?\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-4908277/v1/eabda5a4dbee736058e8c4e3.png"},{"id":64881921,"identity":"05269c9f-a78d-440b-9697-2f3ee81d37a4","added_by":"auto","created_at":"2024-09-20 03:37:13","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":83316,"visible":true,"origin":"","legend":"\u003cp\u003eDoes anything depend on you in solving global problems?\u003c/p\u003e","description":"","filename":"4.png","url":"https://assets-eu.researchsquare.com/files/rs-4908277/v1/ca4bf005b3ed23cb22ed71a5.png"},{"id":64881919,"identity":"7dc88e0f-ca36-4351-b54f-de02ac5443e8","added_by":"auto","created_at":"2024-09-20 03:37:13","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":17267,"visible":true,"origin":"","legend":"\u003cp\u003eAssessment of the situation over the last 2 years for 6 goals chosen by teachers\u003c/p\u003e","description":"","filename":"5.png","url":"https://assets-eu.researchsquare.com/files/rs-4908277/v1/5b4f53501cb39cbcbf8907b2.png"},{"id":64881920,"identity":"a46b7831-d721-439a-8548-a44267a79069","added_by":"auto","created_at":"2024-09-20 03:37:13","extension":"png","order_by":6,"title":"Figure 6","display":"","copyAsset":false,"role":"figure","size":26121,"visible":true,"origin":"","legend":"\u003cp\u003eAssessing the connection of educational courses with SDG topics\u003c/p\u003e","description":"","filename":"6.png","url":"https://assets-eu.researchsquare.com/files/rs-4908277/v1/e9c9d4f1ab4b83fc875368f0.png"},{"id":67682004,"identity":"636efede-6c76-4816-99b3-3c9f9d3a1ed7","added_by":"auto","created_at":"2024-10-28 16:12:19","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":702457,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4908277/v1/4f299218-4f28-4285-8bb1-40ca2cb77ae9.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Sustainable Development Awareness and Integration in Higher Education: A Comparative Analysis of Universities in Central Asia, South Caucasus and the EU","fulltext":[{"header":"Introduction","content":"\u003cp\u003eIdentifying experiential learning as the theoretical basis of reasoning that led to the indication of the paradigms necessary to acquire skills [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e], and consequently, promoting specific skills aimed at achieving the Sustainable Development Goals, helps graduates to better understand contemporary challenges and to actively apply their knowledge in various professional fields, contributing to sustainable development at a local and global level.\u003c/p\u003e \u003cp\u003eDeveloping competencies related to the Sustainable Development Goals (SDGs) is becoming a priority for higher education for a number of reasons. First, sustainable development represents a key challenge for humanity in the face of climate change, depletion of natural resources, threats to biodiversity and social justice [\u003cspan additionalcitationids=\"CR3 CR4\" citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. In these conditions, higher education must prepare specialists capable of making effective decisions in these areas.\u003c/p\u003e \u003cp\u003eGlobal communities are actively taking action to achieve the SDGs, as exemplified by the Paris Climate Agreement and the 2030 Agenda for Sustainable Development. These documents highlight the importance of integrating sustainable development into educational programs. In response to this, employer interest in specialists with knowledge and skills in the field of sustainable development is growing. This creates a demand for highly qualified graduates who can integrate environmental, social and economic aspects into their professional work.\u003c/p\u003e \u003cp\u003eCivil society and younger generations are increasingly demanding that universities take an active role in educating students about sustainable development. In response to these demands, many higher education institutions in developed countries are integrating sustainable development into their strategic plans. They develop relevant educational programs and courses, organize scientific research and practical projects. Developing competencies related to the SDGs helps graduates better understand contemporary challenges and actively apply their knowledge in various professional fields, contributing to sustainable development at the local and global levels.\u003c/p\u003e \u003cp\u003eTo assess the level of awareness of the SDGs, questionnaires were developed and distributed among students and teachers of universities in Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan, Uzbekistan), South Caucasus (Georgia and Armenia) and European Union countries (Italy, Bulgaria and Poland). This assessment will help in further planning actions for teaching and promoting the SDGs in educational institutions.\u003c/p\u003e \u003cp\u003eAccording to the authors of the article, the integration of the SDGs into the educational programs of higher educational institutions is a necessary step for training specialists capable of solving modern global challenges and contributing to the sustainable development of society.\u003c/p\u003e"},{"header":"Literature review","content":"\u003cp\u003eUniversities play a key role in preparing future leaders who can make significant contributions to transforming society towards sustainable development. They achieve this in two main ways: (a) creating new knowledge in the field of sustainable development and (b) transferring this knowledge to society, preparing students for their future roles in it [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Education based on the principles and technologies of sustainable development can be a key factor in achieving the SDGs, as it increases awareness, appreciation and practical application of sustainable solutions in both everyday life and professional activities [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eTherefore, it is necessary to motivate and inspire teachers and students in the field of sustainable development, identify key areas of activity, establish competence areas for solutions and integrate the concept of sustainable development into university curricula [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. However, there is currently no consensus on a definition or list of desired skills, competencies or learning outcomes for sustainable development. Additionally, there is little guidance on what courses and subjects should be included and how to do so [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e], although it should be remembered as the case of the enactment of law 92/2019 in Italy (which introduced teaching and civic education in all scholastic levels, understood as a discipline of a transversal nature, within whose conceptual cores environmental sustainability has been expressly indicated, with specific references to the 2030 Agenda) represents an interesting exception [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe 17 Sustainable Development Goals (SDGs) and their 169 targets aim to realize the human rights of all people, achieve gender equality, reduce poverty, and ensure a better quality of life for everyone. To achieve sustainable development, it is essential to harmonize three core elements: economic growth, social inclusion, and environmental protection. These elements are interconnected and vital for the well-being of individuals and societies. A healthy individual contributes to the economy and is an asset to any nation, which is why human capital is often considered a nation's most valuable resource.\u003c/p\u003e \u003cp\u003eDespite living in an era of advanced science and medicine, millions of people still die each year from preventable diseases, untreated drug and alcohol abuse, avoidable birth defects, poor air and water quality, substandard living conditions, and preventable traffic and industrial accidents. Every person has the right to well-being, a good quality of life, equality, and access to medical care. We must ensure that every individual, whether child or adult, receives the resources they need to live a long and healthy life.\u003c/p\u003e \u003cp\u003eThe Sustainable Development Goals are not legally binding, so it is up to all responsible global citizens to take action on the ground, advocate for change, and hold decision-makers accountable for fulfilling their commitments. The greatest responsibility lies in education and raising awareness. Every generation, no matter where they are, must be informed and educated to recognize their role and unite in this fight. The most crucial tool is the effective sharing of information, research, and knowledge among citizens. This responsibility belongs to all of us.\u003c/p\u003e \u003cp\u003eThe values of the SDGs are significant. The various SDG goals provide a platform for mitigation and rapid response. Climate change is a cross-cutting issue that should be considered in all sectors and human activities. Sustainability is not a new concept; we could have learned much from our past and our ancestors. The importance of sustainability is greater than ever. It represents a responsible and strategic response to human development, ensuring the future of the Earth. The Sustainable Development Goals are important opportunities to improve the quality of life for all human beings and our planet. How we achieve them should be a topic of strategic discussion.\u003c/p\u003e \u003cp\u003eIn addition to international conventions, national-level policies and strategies that address the issues targeted in the 2030 Agenda, the time-bound and universal nature of the SDGs results in greater mobilization of the global community, strengthens collaboration and networking among stakeholders across sectors, countries, and regions, and promotes innovation and the sharing of expertise and best practices.\u003c/p\u003e \u003cp\u003eAnother critical argument for the SDGs is that they support a long-term strategic approach to addressing global challenges. These challenges are not unique to certain countries; they are shared by many and require joint, focused interdisciplinary actions that mobilize everyone. Most governmental programs and action plans have a relatively short lifespan, and their sustainability is often questioned due to changes in government and political agendas at all levels. In this regard, the SDGs set long-term targets for the next 15 years, minimizing the risk of non-implementation. Importantly, the SDGs, agreed upon by 193 countries, promote sustainability of actions and reinforce the commitment of states, regardless of changes in the national political context.\u003c/p\u003e \u003cp\u003eThe SDGs focus on all people and their full inclusion. Open, transparent, and participatory processes will allow all stakeholders to voice the needs and interests of the people they represent, enabling better planning and more inclusive initiatives. All stakeholders, including governments, universities, international organizations, the business and industry sectors, civil society organizations, and individuals, must contribute.\u003c/p\u003e \u003cp\u003eThe SDGs place a strong emphasis on collaboration at all levels\u0026mdash;globally, nationally, regionally, and locally\u0026mdash;with everyone expected to contribute to achieving the targets over the next 15 years. The most secure way to achieve sustainable progress is through changes in education at all levels, in all parts of the world. Inclusive and focused education, combined with practical examples and innovation, will cultivate generations of educated and connected individuals who are responsible and skilled in ensuring sustainable development. The SDGs should be integrated into all curricula across all sectors and fields of human activity. Interdisciplinary and comprehensive actions will unite people toward a common goal: a better quality of life for all.\u003c/p\u003e \u003cp\u003eResearch by Gordon and Soulemans [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e] and others emphasize the importance and necessity of integrating the concept of sustainable development into the curricula of all disciplines. They point out that incorporating sustainability into the classroom helps students understand how their actions and decisions impact the environment and society.\u003c/p\u003e \u003cp\u003eDespite the clear need to integrate sustainability into curricula, according to a survey of higher education students around the world, previous research shows that sustainable development is not yet mainstreamed into educational curricula [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. However, to maximize the impact of various education for sustainable development initiatives, it is critical to understand students' current beliefs about sustainable development and their expectations regarding the integration of the subject into the curriculum [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eContributing to the SDGs provides a unique opportunity to use an interdisciplinary approach to address many of humanity's biggest challenges and can help institutions in many creative and impactful ways. The SDGs are generating increased demand for education related to sustainable development. Moreover, they are inclusive and diverse enough to be integrated into undergraduate, graduate and research programs, including classroom activities, lecture materials, projects, assignments and study trips [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eFor this reason, universities should review and update their curricula to ensure they are aligned with sustainability principles in the courses they offer. In addition, the SDGs provide a comprehensive and widely accepted guide to creating a responsible university that provides solutions-oriented approaches to global problems [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eTo further achieve seamless engagement with the SDGs, universities must acquire new competencies, as global competencies such as critical and creative thinking are too general to cope with the challenges associated with sustainable development.\u003c/p\u003e \u003cp\u003eThese competencies address sustainability issues and promote the development of the skills and attitudes needed to effectively solve problems and improve performance.\u003c/p\u003e \u003cp\u003eInstitutions must offer the appropriate set of skills, knowledge, attitudes and values needed to prepare today's students who will become tomorrow's leaders to solve complex sustainability problems and achieve success in a sustainable future.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe purpose of this study is to analyze the awareness of students and teachers regarding the implementation of the SDGs for the subsequent development of scientifically based recommendations for the implementation of modules on sustainable development in educational programs of universities.\u003c/p\u003e \u003cp\u003eResearch methodology. To achieve this goal, a study was conducted that used the methodology of surveying respondents through formal interviews at their places of study and work. The total sample size was 1203 students and 272 teachers. The sample was representative according to the following parameters: gender, age, education, place of study, work and residence.\u003c/p\u003e \u003cp\u003eGeography of the study. The study was conducted in educational institutions of the Central Asian republics (Kazakhstan, Tajikistan, Kyrgyzstan and Uzbekistan), the countries of South Caucasus (Georgia and Armenia), as well as the countries of the European Union (Italy, Bulgaria and Poland). Period of the field phase of the study: from October 2023 to January 2024.\u003c/p\u003e \u003cp\u003eObject of study: Students and teachers of engineering, technical, medical, pedagogical and socio-humanitarian fields.\u003c/p\u003e \u003cp\u003eSubject of study:\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eAwareness of students and teachers about the SDGs.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003ePerception and understanding of the SDGs.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003e3. Evaluation of teachers\u0026rsquo; implementation of modules on sustainable development in the educational process.\u003c/p\u003e \u003cp\u003eResearch objectives:\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDetermining the level of awareness of students and teachers about the SDGs.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eAssessing perceptions and understanding of the SDGs.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eEvaluation of teachers' implementation of modules on sustainable development in the educational process.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eTools. A questionnaire in electronic and paper versions was used as a tool. The questionnaire for students included three sections and 22 questions, and the questionnaire for teachers included four sections and 19 questions.\u003c/p\u003e \u003cp\u003eData were processed in IBM SPSS Statistics 27 program.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e"},{"header":"Results and discussion","content":"\u003cp\u003eAs noted in the methodology, students were given questionnaires, and the results of the questionnaire are analyzed in this section.\u003c/p\u003e \u003cp\u003eAnswering the question: \u0026laquo;Do you know about the global Sustainable Development Goals, adopted and signed by 193 world leaders at the historic UN summit in September 2015?\u0026raquo;, 41% of students surveyed from the Central Asian republics responded that they \u0026laquo;don\u0026rsquo;t know\u0026raquo; 75% of respondent\u0026rsquo;s students from South Caucasus countries responded that they \u0026laquo;don\u0026rsquo;t know\u0026raquo;; 45% of the surveyed students from the countries of the European Union responded that they \u0026laquo;don\u0026rsquo;t know\u0026raquo; (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\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\u003e\u0026ndash; Summary table of student responses by cluster to questions in section 2\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\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 \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQuestion\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAnswer options\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCluster 1 - Central Asia\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCluster 2 - South Caucasus\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCluster 3 \u0026ndash;\u003c/p\u003e \u003cp\u003ethe EU\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eDid you know about the SDGs adopted in September 2015\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\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\u003e25%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e55%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e41%\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\u003e45%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eDo you know the SDG implementation period?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e56%\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\u003e46%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e47%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e79%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e54%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eDo you know the number of SDGs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\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\u003e20%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e49%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e41%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e80%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e51%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eWhere did you learn about the SDGs from?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrom the Internet\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\u003e24%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e23%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrom TV, newspapers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e50%\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\u003e7%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWhile studying at the university\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15%\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\u003e36%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAt seminars, courses, conferences\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e50%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOther\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\u003e6%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDon't know\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e37%\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\u003e22%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eDo you know local structures involved in sustainable development?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e31%\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\u003e33%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\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\u003e78%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e67%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eDo you think that when consuming natural resources, we should think about future generations?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCompletely disagree\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\u003e7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDisagree\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\u003e1%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIn the middle\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e17%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e36%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e41%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e30%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI completely agree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e44%\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\u003e40%\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 most informed students among the countries surveyed were students from the Central Asian republics, as 59% of students in these republics know about the global goals in the field of sustainable development, and 55% of students from the countries of the European Union know about the goals of sustainable development.\u003c/p\u003e \u003cp\u003eThe study shows that more than half of the students surveyed in the countries of South Caucasus and the European Union do not know about the implementation period and number of SDGs, answering the question: \u0026laquo;I know the time period for the implementation of the Sustainable Development Goals\u0026raquo;, 79% and 54% of the total number of respondents in these countries answered that they \u0026laquo;don\u0026rsquo;t know\u0026raquo; while more than half (56% of students in the Central Asian republics) answered positively to this question.\u003c/p\u003e \u003cp\u003eThe vast majority of students surveyed in the countries of South Caucasus and half of the students surveyed in the countries of the European Union do not know about the number of SDGs, answering the question: \u0026laquo;I know the number of Sustainable Development Goals and can indicate one of their goals\u0026raquo; \u0026minus;\u0026thinsp;80% and 51% of the total students surveyed in these countries responded that they \u0026laquo;don\u0026rsquo;t know\u0026raquo;.\u003c/p\u003e \u003cp\u003eThe majority of students from the listed universities in the countries of Central Asia and South Caucasus indicated social networks and the Internet as a source of information about the SDGs; unfortunately, while receiving education at schools and universities, students from these countries are less exposed to information about the sustainable development goals.\u003c/p\u003e \u003cp\u003eSo, answering the question: \u0026laquo;Please indicate from what sources did you learn about the Sustainable Development Goals?\u0026raquo; 33% and 24% of students in the Central Asian and South Caucasus regions, respectively, indicated social networks and the Internet, and only 15.5% and 12% of students in these regions received information during their education (school, university).\u003c/p\u003e \u003cp\u003eIn contrast to the countries of the Central Asian and South Caucasus regions, twice as many (36%) students from the European Union countries stated that they received information about the sustainable development goals during their education (school, university).\u003c/p\u003e \u003cp\u003eThe vast majority of students are unaware of structures involved in sustainable development in their regions. Thus, 69%, 78%, 67%, respectively, of the surveyed students from Central Asia, South Caucasus and the European Union answered negatively to the question: \u0026laquo;Are you aware of structures involved in sustainable development in your region?\u0026raquo;.\u003c/p\u003e \u003cp\u003eThose students who answered positively to the question about structures involved in sustainable development in their region most often point to UN divisions, regional centers for sustainable development; in the countries of Central Asia, students also pointed to the youth organization Enactus and party organizations of their states.\u003c/p\u003e \u003cp\u003eMost students understand that sustainable development is a process of change in which the exploitation of natural resources, the direction of investment, the direction of scientific and technological development, personal development and institutional changes are coordinated with each other and strengthen the capacity to meet human needs, as more than 60% of students surveyed Universities in the regions studied noted that this formulation reflects to the greatest extent the content of the concept of \u0026laquo;sustainable development\u0026raquo;.\u003c/p\u003e \u003cp\u003eIt is also gratifying that the majority of university students who took part in the survey prefer to take care of subsequent generations, so to the question: \u0026laquo;Do you think that when consuming natural resources, you should think about subsequent generations\u0026raquo; 82%, 89%, 70% of the total number of students surveyed in Central Asia, South Caucasus and the European Union.\u003c/p\u003e \u003cp\u003eOf the 17 sustainable development goals, those of greatest interest and concern to Central Asian students who took part in the survey were poverty eradication (1), good health and well-being (3), quality education (4), clean water and sanitation (6), decent work and economic growth (8); peace, justice and strong institutions (16).\u003c/p\u003e \u003cp\u003eOf the 17 sustainable development goals, the ones of greatest interest and concern to students in the South Caucasus countries who took part in the survey were poverty eradication (1), hunger eradication (2), good health and well-being (3), quality education (4), clean water and sanitation (6), peace, justice and effective institutions (16).\u003c/p\u003e \u003cp\u003eOf the 17 sustainable development goals, those of greatest interest and concern to European Union students who took part in the survey were: ending poverty (1), good health and well-being (3), quality education (4), clean water and sanitation (6), decent work and economic growth (8), peace, justice and effective institutions (16) (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, a, b, c).\u003c/p\u003e \u003cp\u003eThus, issues related to poverty eradication, health and well-being, quality education, clean water and sanitation, and issues related to the functioning of legal institutions are common to university students from different regions participating in this study.\u003c/p\u003e \u003cp\u003eIssues of eliminating hunger are of concern to students from Georgia and Armenia, while the search for decent work and opportunities for economic growth is of concern to students from Central Asian countries and the European Union.\u003c/p\u003e \u003cp\u003eAssessing changes over the past two years in goals that are significant to them, most students from Central Asian countries note a lack of dynamics, while more than half of the respondents noted the previous level of progress in goals that are significant to them.\u003c/p\u003e \u003cp\u003eHowever, we note that students in the Central Asian republics have observed positive changes in the field of receiving quality education over the past two years (33%). 25% of respondents noted that the situation has changed for the worse in terms of obtaining clean water and sanitation.\u003c/p\u003e\u003cp\u003eAssessing changes over the past two years in goals that are significant to them, more than a third of students from Georgia and Armenia note that the country has not progressed in achieving these goals, their level has remained the same.\u003c/p\u003e \u003cp\u003eWe would like to note an interesting contradiction revealed during the study in these regions. On the one hand, a portion of Georgian and Armenian students surveyed believe that their countries have made progress in achieving good health, well-being (31%), quality education (38%), clean water and sanitation (25%). On the other hand, some students expressed concern about the deterioration of the situation in matters of poverty eradication (33%) and other important goals.\u003c/p\u003e \u003cp\u003eLet us make a cautious assumption that this contradiction is explained by the absence of a middle class in these countries; there is either no middle stratum of the population at all, or it is small in number. That is, in these regions there is a certain gap between the wealthy population and the poor. This is indirectly confirmed by the skepticism expressed by more than a third of respondents (46%) regarding the activities of legal and judicial institutions.\u003c/p\u003e \u003cp\u003eAssessing the changes over the past two years in terms of goals that are significant to them, the opinions of students in the countries of Italy, Bulgaria and Poland are divided. They note positive dynamics associated with the possibility of quality education (42%), access to clean water and sanitation (64%). But they are seriously concerned about issues related to maintaining peace and stability (46%), worsening the situation in eliminating poverty (45%), as well as the possibility of obtaining decent work and economic growth (40%).\u003c/p\u003e \u003cp\u003eWe found in the course of the study that students from the South Caucasus countries and the European Union expressed the greatest concern regarding the preservation of peace and stability in society.\u003c/p\u003e \u003cp\u003eThe concern of the younger generation of these regions about their future is understandable: Georgia is still recovering from the armed conflict with Russia in 2008, Armenia is on its way out of the CSTO, European countries are experiencing a deep migration crisis, the economic consequences of Covid and the latest military conflicts.\u003c/p\u003e \u003cp\u003eIn general, students from the Central Asian republics and South Caucasus countries are more optimistic about the impact of their lifestyle on achieving the SDGs than their peers from Italy, Bulgaria and Poland; more than 40% of respondents agreed that their lifestyle has an impact on the development of the SDGs.\u003c/p\u003e \u003cp\u003eStudents from Italy, Bulgaria and Poland were divided in their assessment of the impact of their lifestyle on aspects related to the SDGs. Thus, a third of the students surveyed are rather pessimistic about the impact of their lifestyle on achieving the SDGs, a third took a neutral position, and a third of respondents look to the future with hope, believing that their lifestyle affects the achievement of sustainable development goals (Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, a, b, c).\u003c/p\u003e \u003cp\u003eA third of the students surveyed from the Central Asian republics do not see any connection between their future profession and the goals of sustainable development, however, a third of the respondents believe that the profession in which they are studying is related to the goals of sustainable development. It should be noted that students of engineering and technical specialties to a greater extent associate their profession with the goals of sustainable development.\u003c/p\u003e \u003cp\u003eA third of the surveyed university students in Georgia and Armenia also do not see any connection between their future profession and the goals of sustainable development, a little more than a third took a neutral position, and less than a third of the surveyed students believe that the profession in which they are studying is related to the goals of sustainable development.\u003c/p\u003e \u003cp\u003eStudents from Italy, Bulgaria, and Poland are more optimistic; more than a third believe that the profession in which they are studying is related to sustainable development goals.\u003c/p\u003e \u003cp\u003eThe opinions of students in the Central Asian republics were divided in assessing the connection of their curriculum with SDG topics, so a third of students encountered SDG topics during their studies, and a third of the students surveyed did not touch upon problematic issues while studying at the university.\u003c/p\u003e \u003cp\u003eWhen assessing the connection of their curriculum with SDG topics, only slightly more than 20% of students from Georgia and Armenia confirmed that they were exposed to all SDGs during their studies.\u003c/p\u003e \u003cp\u003eIn contrast, just under 20% of students from the European Union, assessing the connection of their curriculum with SDG topics, were able to confirm that they were exposed to all SDGs during their studies.\u003c/p\u003e \u003cp\u003eMore than half of the students surveyed at the universities studied believe that all important problems of humanity should be solved first, while among those who chose separately environmental, economic or social problems, the number of mentions of certain problems is on average the same, i.e., this reinforces the first thesis that all problems must be solved simultaneously (Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e37.7% of students from Central Asia responded that they can take care of the environment, and 11% of respondents feel personally responsible for solving global problems, but 36.8% of respondents are not confident that they have a significant influence on their solution (Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, а).\u003c/p\u003e \u003cp\u003e33% of students from Georgia and Armenia said that they can take care of the environment, 28% feel personal responsibility, and 22% are not confident that they have a significant influence on their decisions (Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, b).\u003c/p\u003e \u003cp\u003e28% of students from the countries of the European Union are ready to take care of the environment, and 17% feel personal responsibility for solving global problems, and 36% are not entirely sure that they have a significant influence on their solution (Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, c).\u003c/p\u003e \u003cp\u003eDuring the study, the younger generation demonstrated an understanding of responsibility in the face of future generations; more than a quarter of those surveyed in various countries are confident that they have an influence on the solution of global issues, so 28%, 27%, 29% of surveyed students from the Central Asian republics and countries South Caucasus and the countries of the European Union, respectively, believe that they can make a significant contribution to solving global problems of humanity.\u003c/p\u003e \u003cp\u003eThe study revealed positive dynamics among students regarding the possibility of their influence on solving global problems, so 49%, 32% and 45% of surveyed students from these countries are ready to change their attitude and lifestyle in order to solve global problems, and 37% of students from Georgia and Armenia are even ready and able to organize events and involve other people in solving global problems.\u003c/p\u003e \u003cp\u003eAccording to the results of the study, it was revealed that more than half of the surveyed teachers have information about the global goals in the field of sustainable development.\u003c/p\u003e \u003cp\u003eSo, in answer to the question: \u0026laquo;Are you aware of the global Sustainable Development Goals, adopted and signed by 193 world leaders at the historic UN summit in September 2015? \u0026raquo; 64%, 71% of surveyed teachers from universities in the Central Asian republics and South Caucasus countries answered this question positively.\u003c/p\u003e \u003cp\u003eThe study shows that more than half of the surveyed teachers know about the implementation period and number of SDGs, answering the question: \u0026laquo;I know the time period for the implementation of the Sustainable Development Goals\u0026raquo; 67%, 54%, 77% - of the total number of respondents from the Central Asian republics and countries South Caucasus and European countries answered in the affirmative to this question. Teachers from the European Union countries turned out to be the most informed.\u003c/p\u003e \u003cp\u003eMore than half of the teachers have information about the number of SDGs, answering the question: \u0026laquo;I know the number of Sustainable Development Goals and can indicate one of their goals\u0026raquo; 61%, 67% and 60% of teachers from the Central Asian republics, South Caucasus countries and European countries answered affirmatively.\u003c/p\u003e \u003cp\u003eThe majority of surveyed teachers from the Central Asian republics (39%) pointed to social networks and the Internet as a source of information about the SDGs.\u003c/p\u003e \u003cp\u003eThe opinion of teachers from the countries of the European Union was divided: 27% of the surveyed teachers pointed to social networks and the Internet, while 23% received information during informal training (seminars, round tables, various conferences), 18% received information during the development of their own educational course.\u003c/p\u003e \u003cp\u003eTeachers at Georgian and Armenian universities also note that they received information from various sources: 23% while receiving education at school or university, 18% from social networks and the Internet, 15% during informal learning, 14% during the development of an educational course.\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\u003e\u0026ndash; Summary table of teachers\u0026rsquo; answers by cluster to questions in section 2\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\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 \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQuestion\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAnswer options\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCluster 1 - Central Asia\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCluster 2 - Caucasus countries\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCluster 3 - EU countries\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eDid you know about the SDGs adopted in September 2015\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e64%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e71%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e81%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e36%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e19%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eDo you know the SDG implementation period?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e67%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e53%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e77%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\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\u003e47%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e23%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eDo you know the number of SDGs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\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\u003e69%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\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\u003e31%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e40%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eWhere did you learn about the SDGs from?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrom the Internet\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\u003e18%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e27%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrom TV, newspapers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWhile studying at the university\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\u003e23%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAt seminars, courses, conferences\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13%\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\u003e23%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIn the process of developing the course\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e18%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOther\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\u003e6%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDon't know\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e22%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eDo you know local structures involved in sustainable development?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e56%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e48%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e77%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e44%\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\u003e23%\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 majority of teachers in the Central Asian republics and countries of the European Union have an idea about the structures involved in sustainable development in their regions, so 56% and 77% of teachers from these countries answered positively to the question: \u0026laquo;Are you aware of structures involved in sustainable development in your region?\u0026raquo;.\u003c/p\u003e \u003cp\u003eWhile teachers in the South Caucasus countries demonstrate less awareness of structures involved in sustainable development in their regions, 52% of teachers answered negatively to the question: \u0026laquo;Are you aware of structures involved in sustainable development in your region?\u0026raquo;.\u003c/p\u003e \u003cp\u003eThose teachers who answered positively to the question about the structures involved in sustainable development in their regions most often point to the UN, UNESCO, various ministries and departments for environmental protection, and also indicate the mayor's office, administration and other government bodies.\u003c/p\u003e \u003cp\u003eThe vast majority of teachers understand that sustainable development is a process of change in which the exploitation of natural resources, the direction of investment, the direction of scientific and technological development, personal development and institutional changes are coordinated with each other and strengthen the capacity to meet human needs, as more than 80% of respondents teachers noted that this formulation reflects to the greatest extent the content of the concept of \u0026laquo;sustainable development\u0026raquo;.\u003c/p\u003e \u003cp\u003eOf the 17 Sustainable Development Goals, those of greatest interest and concern to educators in the Central Asian Republics are poverty eradication (1), good health and well-being (3), quality education (4), clean water and sanitation (6), decent work, and economic growth (8) industrialization, innovation and infrastructure (9).\u003c/p\u003e \u003cp\u003eOf the 17 sustainable development goals, those of greatest interest and concern to university professors in the South Caucasus countries are poverty eradication (1), good health and well-being (3), quality education (4), clean water and sanitation (6), decent work and economic growth (8), peace, justice and effective institutions (16).\u003c/p\u003e \u003cp\u003eOf the 17 sustainable development goals, those of greatest interest and concern to university teachers in the European Union are good health and well-being (3), quality education (4), clean water and sanitation (6), reducing inequality (10), and combating climate change (13), peace, justice and effective institutions (16).\u003c/p\u003e \u003cp\u003eDespite the fact that about half of the university teachers in the Central Asian republics note that over the past 2 years the situation in terms of goals that are significant to them has still not changed, they are more optimistic than their colleagues in the countries of South Caucasus and the European Union in observing what is happening in the states positive processes, thus, assessing the dynamics of changes over the past two years in goals that are significant to them, teachers of the Central Asian republics note that states have made progress in achieving such goals as quality education (40% think so), industrialization, innovation and infrastructure (39% think so) (Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e5\u003c/span\u003e, a).\u003c/p\u003e \u003cp\u003eAssessing changes over the past two years in goals that are significant to them, most teachers in the South Caucasus countries note that their country has not progressed in achieving these goals, their level has mostly remained the same, or the situation has worsened. Thus, they note with great concern the deterioration of the situation with regard to the eradication of poverty, the achievement of peace, the effective functioning of legal and judicial institutions, the possibility of obtaining decent work and economic growth (Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e5\u003c/span\u003e, b).\u003c/p\u003e \u003cp\u003eThe majority of teachers in the European Union countries are even more pessimistic about the changes over the past two years in terms of goals that are meaningful to them. Just like their colleagues from Georgia and Armenia, they are concerned about the deteriorating situation with regard to peace and the effective functioning of legal and judicial institutions. About a third of teachers in the European Union countries observe a deterioration in the situation in all goals that are important to them (Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e5\u003c/span\u003e, c).\u003c/p\u003e \u003cp\u003eThe majority of surveyed teachers from the Central Asian republics, South Caucasus countries and European Union countries believe that education for achieving sustainable development goals is relevant to them as teachers.\u003c/p\u003e \u003cp\u003eSo, to answer the question: \u0026laquo;To what extent is education for sustainable development relevant to you as an educator?\u0026raquo; 89%, 70% and 82% of the total number of teachers surveyed in the listed countries responded positively.\u003c/p\u003e \u003cp\u003eThe study revealed that in the interests of achieving sustainable development goals, more than half of teachers try to include materials on sustainable development goals in their educational courses for students (lectures, practical classes, etc.).\u003c/p\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig6\" class=\"InternalRef\"\u003e6\u003c/span\u003e shows the answer to the question \u0026laquo;In the interests of achieving sustainable development goals, do I include materials on the following topics in my educational courses for students (lectures, practical classes, etc)?\u0026raquo;.\u003c/p\u003e \u003cp\u003eThus, to this question, the majority of teachers, regardless of the country, answered in the affirmative.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe results of a study conducted in higher educational institutions of Central Asia, the countries of South Caucasus, the countries of the European Union among students and teachers show that the majority of students do not know about the sustainable development goals, the information that students received through the Internet, the media, teaching is insignificant, the results of awareness teachers are higher than students.\u003c/p\u003e\n\u003cp\u003eIt should be noted that the least informed students among the countries studied were university students in Georgia and Armenia, as more than 70% of students do not have information about the global sustainable development goals.\u003c/p\u003e\n\u003cp\u003eThe study shows that environmental, social and economic issues are of major concern to students.\u003c/p\u003e\n\u003cp\u003eWe also found in our research that students and teachers from South Caucasus countries and the European Union expressed the greatest concern about maintaining peace and stability in society, while their colleagues from Central Asian countries were more concerned about issues of clean water and sanitation.\u003c/p\u003e\n\u003cp\u003eThe study revealed unevenness in knowledge about the goals of sustainable development among students of various fields of study at the universities studied. Thus, engineering and medical students are more informed about the SDGs than other specialties. We admit that students of pedagogical and socio-humanitarian fields may have less information about the SDGs compared to students of engineering, technical and medical fields for several reasons:\u003c/p\u003e\n\u003cp\u003e1.\u0026nbsp;\u0026nbsp;In engineering and medical fields there are often subjects directly related to the environment, sustainable development and ecology. For example, engineers may study environmental engineering, while health professionals may study public health and human ecology. While in pedagogical and socio-humanitarian areas these topics may be less emphasized or completely absent.\u003c/p\u003e\n\u003cp\u003e2.\u0026nbsp;\u0026nbsp;Engineering and healthcare students are often focused on solving specific problems related to technology or health care, which often intersect with sustainability issues. While students of pedagogical and socio-humanitarian fields may be less concerned with technical and environmental aspects.\u003c/p\u003e\n\u003cp\u003e3.\u0026nbsp;\u0026nbsp;Engineering and medical higher education institutions could better develop specialized laboratories, research centers and courses dedicated to sustainable development. This ensures students have access to up-to-date information and resources on the topic.\u003c/p\u003e\n\u003cp\u003eHowever, in recent years, interest in issues of sustainable development has been growing in pedagogical and socio-humanitarian areas. Therefore, universities need to actively introduce courses and programs aimed at teaching students about sustainable development and its importance in various spheres of life. This should include the development of teaching materials, the organization of specialized workshops and projects, and the inclusion of sustainable development topics in the curricula.\u003c/p\u003e\n\u003cp\u003eThus, while engineering and medical students may have more access to information about the SDGs in their curricula, the trend towards expanding educational opportunities for other disciplines also shows that interest and awareness of sustainable development in education in general is increasing.\u003c/p\u003e\n\u003cp\u003eRecommendations for universities:\u003c/p\u003e\n\u003cp\u003e1.\u0026nbsp;\u0026nbsp;University education programs should include education on sustainable development in a variety of disciplines, from ecology and economics to social sciences and technology. This will help students understand the importance of sustainable development and develop relevant skills.\u003c/p\u003e\n\u003cp\u003e2.\u0026nbsp;\u0026nbsp;Educational programs should plan activities aimed at raising awareness of sustainable development among students and the public. This may include giving lectures, seminars, round tables, and participating in community development projects.\u003c/p\u003e\n\u003cp\u003e3.\u0026nbsp;\u0026nbsp;Students are required to participate in projects and research related to sustainability issues, which allows them to acquire practical skills and knowledge. This may include analyzing environmental data, developing environmental projects, or participating in social initiatives.\u003c/p\u003e\n\u003cp\u003e4.\u0026nbsp;\u0026nbsp;Training programs should promote international cooperation and knowledge sharing in the field of sustainable development. This may include student exchange andteachers, participation in international projects and research, as well as training in international courses and programs.\u003c/p\u003e\n\u003cp\u003e5.\u0026nbsp;\u0026nbsp;Educational programs may also include collaboration with local communities and industry partners to develop and implement local sustainability projects. This will contribute to the implementation of real changes and support local development of regions.\u003c/p\u003e\n\u003cp\u003e6.\u0026nbsp;\u0026nbsp;An important aspect of sustainable development programs should be systematic evaluation and monitoring of results. This will help educational institutions adapt and improve their programs and measure their impact on society and the environment.\u003c/p\u003e\n\u003cp\u003eThe implementation of these programs requires the joint efforts of educational institutions, government agencies, public organizations and the private sector to achieve long-term sustainable performance and development.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eConflicts of interest\u003c/h2\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003ch2\u003eEthics declarations\u003c/h2\u003e\n\u003cp\u003eIt should be noted that due to the lack of an institutional ethics board to approve the studies, it was not possible to apply for Research Ethics Board (REB) approval. There are no institutional ethics boards for approval of participation in the countries where the study was conducted. This academic restriction resulted in an exemption from the requirement for ethical approval for the study.\u003c/p\u003e\n\u003cp\u003eIn this study, information was collected through online and paper questionnaires and then processed anonymously. The respondents did not leave any confidential information to the study authors.\u003c/p\u003e\n\u003cp\u003eAll respondents who answered the questionnaire gave informed consent that their answers would be used to conduct and publish the study. Respondents under the age of 18 did not participate in the study.\u003c/p\u003e\n\u003ch2\u003eRights and permissions\u003c/h2\u003e\n\u003cp\u003eOpen access.\u003c/p\u003e\n\u003ch2\u003eAdditional information\u003c/h2\u003e\n\u003cp\u003eCorrespondence concerning this paper should be addressed to Sergey Bespalyy, Innovative University of Eurasia, Pavlodar, Kazakhstan. Email: [email protected].\u003c/p\u003e\n\u003ch2\u003eFunding\u003c/h2\u003e\n\u003cp\u003eThis research was carried out within the framework of the grant project АР19677552 \u0026laquo;Development and integration of modules on sustainable development into specialized educational disciplines at universities\u0026raquo;, funded by the Ministry of Science and Higher Education of the Republic of Kazakhstan.\u003c/p\u003e\n\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\n\u003cp\u003eThe study was supervised by Bespalyy S.The methodology was developed by Alnazarova G.Data processing in the SPSS program was carried out by Petrenko A. Vincenzo Nunzio Scalcione, P. Vitliemov, A. Sichinava, A. Kaptsov made an equal contribution to collecting information, conducting the survey and developing recommendations based on the results of the article.All authors reviewed the manuscript.\u003c/p\u003e\n\u003ch2\u003eData availability\u003c/h2\u003e\n\u003cp\u003eThe data was obtained through a survey of students and teachers at these universities and subsequently processed using the IBM SPSS Statistics 27 program. The general database of the survey results is at the disposal of the authors of the article, and can be provided upon request.\u003c/p\u003e\n\u003ch2\u003eCode availability\u003c/h2\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eScalcione VN. Skills and evaluation. Principles and design tools for inclusive teaching. Rome: Anicia; 2020.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLeal Filho W, Shiel C, Pa\u0026ccedil;o A, Mifsud M, \u0026Aacute;vila LV, Brandli LL, et al. 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J Clean Prod. 2017;166:563\u0026ndash;78.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"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":"Education for sustainable development, sustainable development goals, awareness of the SDGs, SDG education in universities, Central Asian countries, South Caucasus countries, EU countries, assessment of learning","lastPublishedDoi":"10.21203/rs.3.rs-4908277/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4908277/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eEducation for sustainable development in universities is shaping the agenda in this area, demanding continuous improvement in quality. There is a trend towards integrating sustainability issues and the implementation of sustainable development goals into higher education. Universities responsible for educating SD professionals must teach knowledge and develop skills in line with the SDGs. However, there is insufficient attention to this in educational programs; more often it is implemented through disparate initiatives.\u003c/p\u003e \u003cp\u003eThe article presents research conducted in universities in the countries of Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan, Uzbekistan), South Caucasus (Georgia, Armenia) and the European Union (Italy, Bulgaria, Poland). The awareness of students and teachers about the SDGs, the problems of implementing SD were assessed, and ways to solve these problems were analyzed. Countries were divided into clusters for comparative analysis.\u003c/p\u003e \u003cp\u003eThe results show that students generally have limited knowledge about the global sustainable development goals, while teachers have a higher level of awareness. The article examines the contribution of education to raising students' awareness in the countries studied and their attitudes towards integrating sustainability into the curriculum. The questionnaire showed that the educational intervention significantly influences students' intention to engage in sustainability. Overall, students demonstrate positive attitudes towards incorporating sustainability issues into their education.\u003c/p\u003e \u003cp\u003eThe results of a study conducted in higher education institutions in Central Asia, South Caucasus and the European Union showed that students are generally unaware of the sustainable development goals, their information received through the Internet, media and university studies is insignificant, while teachers are better informed. Students and teachers expressed the greatest concern about environmental, social and economic problems.\u003c/p\u003e \u003cp\u003eAt the same time, students of engineering, technical and medical fields are more informed about the SDGs compared to pedagogical and socio-humanitarian fields. To increase awareness, universities are encouraged to integrate sustainability education into various disciplines, conduct seminars, round tables, promote student participation in projects and research, and promote international cooperation and knowledge sharing.\u003c/p\u003e","manuscriptTitle":"Sustainable Development Awareness and Integration in Higher Education: A Comparative Analysis of Universities in Central Asia, South Caucasus and the EU","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-09-20 03:36:54","doi":"10.21203/rs.3.rs-4908277/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-09-12T05:23:13+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-09-10T09:01:09+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-09-06T08:25:57+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"11785493656283518350366993919006725410","date":"2024-09-02T07:51:39+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-08-29T09:35:17+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"299353170076602807679437962539188541793","date":"2024-08-29T09:32:05+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"290241518805990334724033787116565620004","date":"2024-08-26T09:09:50+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2024-08-23T07:26:39+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-08-22T07:11:50+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-08-21T07:43:08+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Sustainability","date":"2024-08-13T15:42:24+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":"aa5173f7-791b-46aa-abbc-8e958e503faf","owner":[],"postedDate":"September 20th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2024-10-28T16:05:04+00:00","versionOfRecord":{"articleIdentity":"rs-4908277","link":"https://doi.org/10.1007/s43621-024-00562-2","journal":{"identity":"discover-sustainability","isVorOnly":false,"title":"Discover Sustainability"},"publishedOn":"2024-10-23 15:58:03","publishedOnDateReadable":"October 23rd, 2024"},"versionCreatedAt":"2024-09-20 03:36:54","video":"","vorDoi":"10.1007/s43621-024-00562-2","vorDoiUrl":"https://doi.org/10.1007/s43621-024-00562-2","workflowStages":[]},"version":"v1","identity":"rs-4908277","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4908277","identity":"rs-4908277","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}