{"id":82635,"date":"2025-02-24T09:58:10","date_gmt":"2025-02-24T08:58:10","guid":{"rendered":"https:\/\/aktuelles.uni-frankfurt.de\/?p=82635"},"modified":"2025-02-24T09:58:10","modified_gmt":"2025-02-24T08:58:10","slug":"how-important-are-the-un-sdgs-to-students-in-germany","status":"publish","type":"post","link":"https:\/\/aktuelles.uni-frankfurt.de\/en\/english\/how-important-are-the-un-sdgs-to-students-in-germany\/","title":{"rendered":"How important are the UN SDGs to students in Germany?"},"content":{"rendered":"

Students at universities in Germany have a consistently positive attitude towards the UN\u2019s 17 Sustainable Development Goals, but, depending on their subject of study, they rank the individual goals\u2019 importance differently. This is the result of a new country-wide online survey conducted by Goethe University Frankfurt. The poll also took into account students\u2019 personal connection to nature. The resulting study offers initial indications of how universities could better integrate the topic of sustainability into their courses in the future \u2013 including in the form of an interdisciplinary exchange.<\/strong><\/p>\n\n\n\n

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Experiencing nature during their studies: Students in the Goethe University Science Garden. Photo: Paul Dierkes<\/figcaption><\/figure>\n\n\n\n
<\/div>\n\n\n\n

Many of today\u2019s students will become tomorrow\u2019s decision-makers, taking on important roles in politics, business and society. As a result, they will also have a major influence on how sustainably society will act in the future, whether climate change will be consistently combated or nature adequately protected. But what attitudes do these future decision-makers have towards sustainability? Does it play a central role in their considerations or not? A Germany-wide study conducted by Goethe University Frankfurt provides new insights into these questions and more. The poll asked students from 18 different subjects about their connection to nature and how important they consider the 17 individual UN Sustainable Development Goals (SDGs) to be. The SDGs include clean water, no poverty, zero hunger, social justice and economic growth.<\/p>\n\n\n\n

\u201cWe asked ourselves three research questions,\u201d says first author Viktoria Feucht from the Department of Didactics at Goethe University\u2019s Faculty of Biological Sciences: \u201cDo students from different study programs diverge in their connection to nature? Do students on separate programs rate the individual sustainability goals differently? Is there a correlation between one\u2019s connection to nature and the assessment of the individual goals\u2019 importance?\u201d<\/p>\n\n\n\n

Responses to the first question on \u201cconnection to nature\u201d revealed that study programs that are thematically linked to nature \u2013 including geosciences and geo-ecology, but also architecture \u2013 had the highest values, while subjects such as business studies, chemistry and computer science had the lowest. The midfield included, among others, more human-oriented programs, including sociology and theology. \u201cOne interesting question to explore would be what causes these different levels of connection to nature,\u201d says Feucht, adding that \u201cit could be the influence of the study program itself. Or it could be that the students were already influenced in one direction or another before starting their studies, by childhood experiences, for example.\u201d<\/p>\n\n\n\n

The second question consisted of an evaluation of the UN sustainability goals, asking respondents to provide a ranking of 1 to 5 \u2013 i.e. unimportant to important. The responses show that the SDGs\u2019 individual ideas were rated as important \u2013 often even very important \u2013 across all subjects. The lowest subject-specific mean value stood at 3.5, the highest at 4.9, with at times significant differences according to the subject. As such, students of business studies ranked the economic SDG 9 (Industry, Innovation and Infrastructure) much higher than students of geo-ecology. The latter and biology, on the other hand, assigned much greater importance to SDG 14 (Life Below Water) than the subjects of physics and computer science. An overarching trend was discernible for SDG 2 (Zero Hunger) and SDG 6 (Clean Water and Sanitation), both of which consistently received very high scores of 4.7 and above. Feucht interprets this as follows: \u201cFood and drinking water are among the most basic human needs, and necessary for survival \u2013 something all respondents, regardless of their subject, consider to be very important.\u201d<\/p>\n\n\n\n

As part of the third research question, the study\u2019s authors linked the mean values of respondents\u2019 connection to nature with their SDG ratings. \u201cSince the UN goals also have the ecological dimension, we wanted to see whether personal connection to nature is reflected in some of the SDGs.\u201d This, however, was only the case for SDG 15 (Life on Land). The consistency of the values derived here shows that the more important a study program considers SDG 15 to be, the more connected to nature it is \u2013 and vice versa. \u201cOf course, this does not prove causality, but it does show a correlation.\u201d<\/p>\n\n\n\n

What conclusions can be drawn from the survey\u2019s results? \u201cWe have shown that students in Germany assign a high to very high level of importance to all 17 SDGs, regardless of their subject. The general attitude towards the SDGs is positive \u2013 a finding universities should use to train students from all subject areas more strongly in sustainability.\u201d One approach could be an analysis of the match between connection to nature and SDG 15. Study author Dr. Matthias Kleespies says: \u201cBased on our results, we recommend a reflective and nature-oriented educational approach, as other studies have shown that such measures can improve the connection to nature.\u201d<\/p>\n\n\n\n

It would also make sense to increasingly link subject-specific topics with sustainability aspects in lectures. \u201cThe UN goals are universal, which means many points of contact exist,\u201d says Feucht. That includes subjects in which sustainability aspects have not previously been a priority. One example Feucht points to is chemistry, which, like other subjects, holds great potential to initiate change. Topics like waste recycling and production processes, for instance, could be easily combined with sustainability issues. \u201cWe shouldn\u2019t categorically exclude any subject. Sustainability concerns all of us, which is why all study programs should address the topic in depth.\u201d<\/p>\n\n\n\n

Inter- and transdisciplinarity is another promising approach. \u201cSince every subject has its own inherent logic, an exchange between students from different subjects can help broaden the understanding of sustainability on both sides.\u201d Such an exchange would involve both common denominators as well as opposing attitudes, which could be a good thing, Feucht says: Once today\u2019s students become influential players in politics or business, they must also be able to reach common decisions \u2013 even if they may have contrary opinions on certain sustainability aspects.<\/p>\n\n\n\n

Publication: <\/strong>Viktoria Feucht, Paul Wilhelm Dierkes, Matthias Winfried Kleespies: Ranking our future: University students‘ prioritization of Sustainable Development Goals and their connection to nature. Sustainable Development (2024) https:\/\/doi.org\/10.1002\/sd.3278<\/a><\/p>\n\n\n\n

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Students at universities in Germany have a consistently positive attitude towards the UN\u2019s 17 Sustainable Development Goals, but, depending on their subject of study, they rank the individual goals\u2019 importance […]<\/p>\n","protected":false},"author":8,"featured_media":82636,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_eb_attr":"","_price":"","_stock":"","_tribe_ticket_header":"","_tribe_default_ticket_provider":"","_ticket_start_date":"","_ticket_end_date":"","_tribe_ticket_show_description":"","_tribe_ticket_show_not_going":false,"_tribe_ticket_use_global_stock":"","_tribe_ticket_global_stock_level":"","_global_stock_mode":"","_global_stock_cap":"","_tribe_rsvp_for_event":"","_tribe_ticket_going_count":"","_tribe_ticket_not_going_count":"","_tribe_tickets_list":"[]","_tribe_ticket_has_attendee_info_fields":false,"footnotes":""},"categories":[126,255,256],"tags":[246,268],"post_folder":[],"class_list":["post-82635","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-english","category-society","category-study","tag-biological-sciences","tag-sustainability"],"yoast_head":"\nHow important are the UN SDGs to students in Germany? 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