In an era where climate change and social inequity dominate global discourse, higher education are at the forefront of training sustainabilityconscious citizens. An innovative study titled Education for Sustainable Development and Sustainability Consciousness: Evidence from Malaysian Universities explores how teaching methods affect student environmental stewardship. Lead researcher and sustainability education expert Dr. Atif Saleem discussed the findings and implications.
Q1: Why is this large-scale study on Education for Sustainable Development (ESD) in Malaysia?
Like many countries, Malaysia is facing sustainability challenges including deforestation, waste management and energy transitions, “said Dr. Saleem:” Malaysia has a long and complex history of energy transitions. University nurseries are factories for the next generation of leaders – understanding how ESD influences student awareness and actions is crucial. We investigated if holistic, pluralistic, and action-oriented teaching methods shape sustainability consciousness.
Q2 How did you measure the effectiveness of ESD approaches?
We surveyed 2,678 students and 1,013 faculty from four universities on their knowledge, attitudes, and behaviors across three dimensions – knowingness. We assessed their association with ESD practices such as interdisciplinary courses (holistic), diverse viewpoints (pluralistic), and hands-on projects (action-oriented) using Likert-scale questions.
Q3: What key findings emerged?
All three ESD approaches promote sustainable behavior, for example, students who participate in community projects (action-oriented) show more pro-environmental behaviors. While 68% used holistic and pluralistic methods, only 35% used action-oriented learning. This gap means universities need to prioritize experiential learning, internships or sustainability labs, to turn knowledge into action.
Q4. Were there any surprises?
Dr. Saleem: “Yes! Students’ sustainability scores were higher than faculty’s, highlighting educators as sustainability advocates. Yet many lecturers struggled to integrate actionable components into the curriculum. This disconnect demonstrates the need for institutional support to link theory and practice, as “one engineering professor said,” we teach green tech, but our students rarely install solar panels in rural communities.
Q5: Where does Malaysia stand on ESD?
Dr. Saleem: “Malaysia is ahead in pluralistic pedagogy, reflecting its multicultural society. Some courses include Indigenous perspectives on land conservation. Yet in the Nordic countries, action-oriented ESD is the norm. Malaysia could follow such models and use its strengths in holistic content.
Q6. So,what can universities do next?
First, sustainability should be embedded in all disciplines, with business students analyzing circular economies and architects designing green buildings. Second, partner with NGOs and industries on community projects. Third, train faculty on experiential teaching. Universitas Malaya, for instance, mandates sustainability internships, which have led to a 40% increase in student-led environmental initiatives.
Q7: What does this research mean broadly?
Dr. Saleem: “This is not just Malaysia. Empirical evidence shows that ESD changes consciousness. Teacher training and curricular reforms must be addressed by policymakers worldwide. ” Universities must not be knowledge factories but launchpads for sustainable action as climate urgency mounts.”
The work of Dr. Saleem is a blueprint for universities to become informed minds but also active planet stewards. With Malaysia as a microcosm, the research reveals a universal truth: sustainability education must be immersive, inclusive, and daringly practical. If institutions worldwide heed this call, the classrooms of today might just become the sustainable societies of tomorrow.
Call to Action:
Educators & policymakers – How will you reimagine learning to fuel the sustainability revolution? Share your thoughts with #FutureClassrooms
