Halfway through the United Nations 2030 Agenda, the outlook for achieving the sustainable development goals (SDGs) in Brazil is one of regression. One hypothesis is that there is a lack of substantial knowledge on the subject, which makes it imperative to intensify education and awareness efforts, particularly through the role of higher education institutions (HEIs). Therefore, this study aims to identify the level of knowledge and individual perceptions of students at the Midwestern State University (UNICENTRO), Guarapuava, Brazil, regarding the SDGs.
This is a descriptive study based on a survey of students, one of the main internal stakeholders of the universities, enrolled in the programmes of Administration, Accounting and Tourism at the Irati and Prudentópolis campuses of UNICENTRO (n = 254). The data were collected using a structured questionnaire available through the Google Forms platform. Quantitative data were processed using Microsoft Excel and IBM SPSS Statistics and analysed using descriptive statistics, primarily analysis of variance and Mean Ranking (MR). In addition, content analysis combined with the “word cloud” technique was used to present the qualitative data.
The main findings show that the majority of students are unaware of or have a low level of knowledge about the SDGs before entering university. However, this knowledge gradually increases throughout the grades. Theoretical involvement related to the SDGs is more noticeable from the final grades onwards, while practical involvement is more emphasised in Grades 2 and 4. The sample’s general knowledge levels are highest for SDGs 4, 3 and 6 and the knowledge level, considering the MR, is 2.88 points. As methods of raising awareness and encouraging the implementation of the SDGs, the students emphasise extension projects, lectures, events and curricular activities.
The results of this research provide valuable inputs for identifying gaps and shortcomings related to sustainable development in the academic curricular structure, in the knowledge field at the university. It also generates insights that can contribute to remodelling and expanding actions aimed at the SDGs at Unicentro and other HEIs; it is an attempt to overcome the institutional and pedagogical barriers associated with the topic.
This study seeks to address a gap in the implementation phase of the SDGs by diagnosing higher education students’ perceptions of the issue. It takes place in a field with few studies, providing empirical evidence to guide the debate and enable the establishment of strategies to strengthen and integrate the SDGs into university education and students’ personal lives.
