Sample sustainability terminology matrix (SDGs 4, 11, 12)
| Global term | Meanings (local ethical anchors) | Materials (institutional structures and tools) | Competences (skills and practice-based learning) | Localized term and meaning |
|---|---|---|---|---|
| SDG 12 – Sustainable Consumption and Production Patterns | Moderation as a moral principle Avoiding waste as a shared value tied to responsibility and fairness “Taking care of what we have: (i.e. resources, money, community wellbeing) | Campus recycling stations, water-saving dashboards, paper reduction initiatives Incentive systems (e.g. designated parking spots for carpooling, free reusable bottles, printing restrictions) Student clubs organizing recycling drives, upcycling workshops, or community donation programs | Sorting waste properly, auditing consumption patterns, tracking material use Designing low-waste events, holding reuse campaigns Students learn to balance cost, feasibility, and resources constraints by tailoring solutions for NGOs or local community needs | “Practicing Moderation and Care” - Responsible consumption then becomes a moral practice of moderation, cultural care, and financial discipline rather than just an environmental responsibility |
| SDG 4 – Quality Education | Students resonate more with phrases such as “Human Flourishing” or “Welfare Development” Quality education is understood as empowering others, especially underserved groups, through fairness and community betterment | Accessibility initiatives (e.g. projects supporting visually impaired students) Community-based learning collaborations with education NGOs | Designing feasible solutions for local education challenges Deliver courses/education materials to disadvantaged communities through student clubs or CBL courses | “Human Flourishing” - Quality education becomes a practice of supporting human development and community welfare, not just improving schooling systems |
| SDG 11 – Sustainable Cities and Communities | Students often associated community engagement with moral responsibility and cultural belonging Sustainability as “taking care of people”, fostering social cohesion Faculty and students associated civic engagement with ethical citizenship | Campus as an “open laboratory”: irrigation tours, energy dashboards Student clubs organizing charity events (e.g. Gehaz for orphan brides), community markets, or neighborhood cleanups | Conducting audits or designing improvements for local community centers Collaborations between various majors/disciplines to map out urban challenges (e.g. waste, traffic, accessibility) and developing context-relevant solutions | “Community Wellbeing, Social Cohesion, and Preserving Local Life” - sustainable communities become redefined through collective care, shared responsibility, and preserving social fabric, rather than solely through technical urban metrics |
| Global term | Meanings (local ethical anchors) | Materials (institutional structures and tools) | Competences (skills and practice-based learning) | Localized term and meaning |
|---|---|---|---|---|
| SDG 12 – Sustainable Consumption and Production Patterns | Moderation as a moral principle | Campus recycling stations, water-saving dashboards, paper reduction initiatives | Sorting waste properly, auditing consumption patterns, tracking material use | |
| SDG 4 – Quality Education | Students resonate more with phrases such as “Human Flourishing” or “Welfare Development” | Accessibility initiatives (e.g. projects supporting visually impaired students) | Designing feasible solutions for local education challenges | |
| SDG 11 – Sustainable Cities and Communities | Students often associated community engagement with moral responsibility and cultural belonging | Campus as an “open laboratory”: irrigation tours, energy dashboards | Conducting audits or designing improvements for local community centers |