Trends and Impacts of Climate-induced Extreme Weather Events in South Africa (1920-2023)

Environmental Development, Journal Year: 2025, Volume and Issue: unknown, P. 101183 - 101183

Published: Feb. 1, 2025

Language: Английский

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The Impact of Integrating Sustainable Development Goals on Students’ Awareness and Pro-Environmental Behavior: A Case Study of Jordan

Sustainability, Journal Year: 2025, Volume and Issue: 17(6), P. 2588 - 2588

Published: March 15, 2025

Higher Education Institutions (HEIs) have a significant role in raising competences critical for addressing global sustainability challenges. However, lack of awareness was observed among university students. This study examines students’ and pro-environmental behaviors within higher education institution Jordan. It explores the educational institutions fostering encouraging by integrating sustainable development goals into their curricula. The employs quantitative methodology, comprising primary data collected through designed survey. survey answered 503 students from University research adopted combination statistical methods analysis results, including t-tests, one-way ANOVA, Tukey’s post hoc test. A regression results performed to test proposed hypotheses. reveal that while moderate level awareness, they display high behavior. Furthermore, reveals inclusion 17 SDGs curriculum positively impacts influences behaviors. also suggest student behavior at Jordan is impacted gender, age, academic year, remains consistent. concluded geared enhance understanding recommends targeted enhancements increase drive behavioral changes. importance this lies exploration developing countries, where on topic limited.

Language: Английский

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Localization of sustainable development goals among non-teaching staff in higher education: the status quo dynamics at great Zimbabwe university

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: June 21, 2024

Introduction The influence of non-teaching staff on localizing Sustainable Development Goals (SDGs) within universities is underexplored despite its potential significance. This study examines the familiarization with SDGs at Great Zimbabwe University (GZU). Methods triangulation convergence model mixed methods research design was adopted as strategy for inquiry. surveyed 70 randomly selected from diverse departments and key informant interviews were done purposively staff. Secondary data sources obtained information department university website additional details SDG localisation initiatives. Results results indicate that members GZU exhibit a moderate familiarity SDGs, scoring 42.14%. About 42.86% employees had engaged documents. Interestingly, respondents perceived institution well-prepared localization, 62.17%. overall localization score 58.5%, variations between specific SDGs. In particular, 5 (Gender Equality) scores highest, while 14 (Life below Water) least localized. identifies several obstacles hinder actively contributing to implementation, such primarily financial constraints followed by lack awareness, demotivated employees, insufficient training, scarcity materials. Structural challenges also observed. Discussion To facilitate mainstreaming issues among non-academic activities initiatives, underscores need management play an enabling role designate focal persons oversee projects’ execution. Overall, this sheds light current status in higher learning institutions offers insights enhancing involvement achieving targets.

Language: Английский

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Academia’s engagement with Sustainable Development Goals: status quo and barriers at Great Zimbabwe University

International Journal of Sustainability in Higher Education, Journal Year: 2024, Volume and Issue: 25(9), P. 234 - 254

Published: July 11, 2024

Purpose This study aims to examine academic staff’s engagement with sustainable development goals (SDGs) in higher education institutions. Design/methodology/approach The triangulation, convergence model of the mixed methods research design was adopted as strategy for inquiry. A total 56 questionnaires and 25 interviews were used collect data, this buttressed by document review use secondary data obtained from Scival. Findings results show moderate levels staff SDGs. However, SDGs familiarisation is not correlated rate localisation. lack funding deflated political will university management, demotivated academia shrinking government support are leading impediments Research limitations/implications could be improved using a larger sample size equally distributed across disciplines. Triangulation academics’ views those students non-academic have understanding other dynamics involved localisation teaching staff. Practical implications point towards need university-based framework that interweaves national, institutional, thematic, structural personal aspects into implementation matrix. underlying determinants successful addressed through bottom-up approach. Originality/value To best authors’ knowledge, paper first attempt Zimbabwe exclusively look at University

Language: Английский

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Exploring the Role of Sustainable Development Goals in Enhancing Courage, Proactive Career Behaviors, and Life Satisfaction

Behavioral Sciences, Journal Year: 2024, Volume and Issue: 14(9), P. 843 - 843

Published: Sept. 19, 2024

Understanding the current challenges addressed in goals of 2030 United Nations Agenda can influence career choices, encouraging individuals to pursue careers that contribute positively addressing them. This study examines association between propensity consider Sustainable Development Goals (SDGs) relation future educational and paths, courage, proactive behaviors life satisfaction, mediating role courage on SDGs paths satisfaction. The sample consisted 314 Italian university students. serial multiple mediation model was used examine direct, indirect, total effects. results showed through behaviors, has a positive impact findings this have led several actionable policy recommendations. These advocate for integration activities related modules into their curricula. In addition, practical implications guidance interventions are proposed planning.

Language: Английский

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Contributions of higher education reforms to Sustainable Development Goals: Some examples and experiences from the Department of Educational Administration and Leadership, Faculty of Education, University of Zimbabwe

Journal of Adult and Continuing Education, Journal Year: 2024, Volume and Issue: unknown

Published: Aug. 9, 2024

Study investigates how higher education reforms (HERs) contributed to Sustainable Development Goals (SDGs), illustrating by examples and experiences from the Department of Educational Administration Leadership at University Zimbabwe (UZ). adopted Vision 2030 transform country into upper middle-income economy 2030. The Ministry Higher Education introduced 5.0, a framework for contributing development achievement SDGs. Investigation employed qualitative research design. UZ’s mandate is pursued through Strategic Plan with objectives answering call 5.0. activities HERs SDGs are examined. Objective 1 aims promote programmatic approach research. Collaborative groups were established. 2 seeks introduce degree programmes inspired demands technological advancement. department that deliver goods services. 3 develop partnerships. established Management Trust. 4 focuses on mentorship. internship teachers school heads M Ed programmes, facilitating acquisition hands-on practical experience. 5 internationalise members participated in international conferences hosted senior fellows. Given dynamic technologically driven systems, university leaders urged upgrade ICT skills among practitioners.

Language: Английский

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Localisation of SDGs in Privately Owned Universities: perceptions from academics and students at Zimbabwe Ezekiel Guti University

SN Social Sciences, Journal Year: 2024, Volume and Issue: 4(10)

Published: Sept. 26, 2024

Language: Английский

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Impacts of COVID-19 on SDGs implementation and service delivery in South Africa

Frontiers in Sustainability, Journal Year: 2024, Volume and Issue: 5

Published: Nov. 7, 2024

As the world races towards 2030 deadline on Sustainable Development Goals (SDGs) implementation, COVID-19 pandemic posed significant setbacks progress, particularly at local levels. This paper examines COVID-19’s disruption of implementation SDGs and service delivery in South Africa, with a focus Limpopo Province. The study focuses perceptions from government employees ( n = 191), households 4,564), civil society organizations 143), agricultural communities 68). Results show uneven impact across different SDGs. While all SDGs, except SDG14 (Life Below Water), were affected, six goals especially hard hit: SDG1 (No Poverty), SDG2 (Zero Hunger), SDG3 (Good Health Wellbeing), SDG4 (Quality Education), SDG8 (Decent Work), SDG12 (Responsible Consumption Production). Province, which grapples high levels poverty, unemployment, inequality, faces additional hurdles regaining its momentum toward SDG attainment. observes an urgent need for targeted interventions, revised strategies, enhanced monitoring frameworks to ensure that province, Africa large, can make meaningful progress remaining years Agenda. work also reveals without deliberate scaled-up efforts, province’s path sustainable development remains out reach, exacerbating existing inequalities challenges.

Language: Английский

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Unleashing Student Triumph: Unraveling the Dynamic Link Between State Funding, Academic Excellence, and Financial Prosperity in the Digital Era

Lecture notes in networks and systems, Journal Year: 2024, Volume and Issue: unknown, P. 38 - 57

Published: Jan. 1, 2024

Language: Английский

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Universities and Sustainable Development Goals localisation: insights from academic staff in Zimbabwe

Cogent Education, Journal Year: 2024, Volume and Issue: 11(1)

Published: Nov. 22, 2024

Language: Английский

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