From Theory to Practice: Awareness and Literacy of Sustainable Development Goals in Engineering Students

Abstract

This study aims to diagnose the level of knowledge, self-perception, and attitudes toward sustainability and the Sustainable Development Goals (SDGs) among first-year students in five engineering programs at a Chilean private university, considering the academic program and gender as analysis variables. A quantitative approach was adopted, using a non-experimental, cross-sectional, and descriptive-comparative design. A questionnaire was employed to assess knowledge of the SDGs, the source of that knowledge, the students' professional and personal involvement with the SDGs, and the sustainability training received within the university context. The results show that students possess a moderate understanding of the SDGs, highlighting formal education as their primary source of information. The specific major constitutes a significant differentiating factor in both professional involvement with the SDGs and the university training received. In contrast, personal involvement showed no significant differences between programs. No significant differences were detected by gender, indicating an equitable perception between men and women. This research underlines the importance of diagnosing these competencies to train professionals capable of addressing global social and environmental challenges.