Project – Assessment of the level of awareness of science undergraduates on sustainable development goals and its impact on human life, in Ondo State

CHAPTER ONE

INTRODUCTION

• Background to the Study

The Sustainable Development Goals (SDGs), adopted by the United Nations in 2015, are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity by 2030. These 17 goals are interconnected and address global challenges, including those related to poverty, inequality, climate change, environmental degradation, peace, and justice (United Nations, 2015). The awareness and understanding of these goals among university students, particularly those studying science, are crucial as they are the future leaders and innovators who will drive sustainable development. This literature review explores the level of awareness of science undergraduates in Ondo State, Nigeria, regarding the SDGs and examines the potential impact of this awareness on human life.

A study by Oladipo et al. (2019) investigated the awareness and knowledge of SDGs among university students in Nigeria. The findings revealed that while there was a general awareness of the SDGs, detailed knowledge about specific goals and their implications was limited. This gap in understanding is significant because science undergraduates, who are expected to contribute to technological and scientific advancements, need to be well-versed in sustainable practices and principles. The study emphasized the need for integrating SDG-related content into university curricula to enhance students’ comprehension and engagement with these global objectives.

In Ondo State, the level of awareness among science undergraduates about the SDGs can be influenced by several factors, including the availability of information, the emphasis placed on sustainability in their academic programs, and extracurricular activities that promote SDG-related initiatives. According to Akinbode and Alao (2020), universities in Ondo State have made some efforts to incorporate sustainability into their programs, but these efforts are often fragmented and lack a cohesive strategy. This inconsistency can lead to varying levels of awareness and understanding among students, which in turn affects their ability to contribute effectively to sustainable development.

The impact of awareness of the SDGs on human life is multifaceted. Students who are knowledgeable about the SDGs are more likely to engage in behaviors and practices that promote sustainability, such as reducing waste, conserving energy, and supporting policies that address climate change and social inequality (Leal Filho et al., 2018). Moreover, these students can influence their peers, families, and communities, creating a ripple effect that extends the benefits of sustainable practices beyond the university setting. In Ondo State, where environmental and socio-economic challenges are prevalent, the role of educated and aware science undergraduates is particularly critical.

Furthermore, the integration of SDG awareness into the education of science undergraduates can foster innovation and research that address local and global challenges. For instance, students who understand the importance of clean water and sanitation (SDG 6) may be inspired to develop new technologies for water purification or waste management. Similarly, awareness of SDG 13 (Climate Action) can drive research into renewable energy sources and climate-resilient agricultural practices. The potential for such innovations to improve human life in Ondo State and beyond underscores the importance of enhancing SDG awareness among science students.

The level of awareness of the SDGs among science undergraduates in Ondo State is a critical factor in promoting sustainable development and improving human life. While there is some awareness, there is a need for more comprehensive and integrated educational strategies to ensure that students fully understand and engage with these goals. By doing so, universities can equip future scientists and leaders with the knowledge and skills necessary to address the complex challenges of sustainability and contribute to a more equitable and sustainable world.

• Statement of the Problem

The Sustainable Development Goals (SDGs) established by the United Nations in 2015 are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity by 2030. Despite the global emphasis on these goals, there is a growing concern that awareness and understanding of the SDGs among university students, particularly science undergraduates, may be insufficient. This lack of awareness could hinder the effective implementation of these goals, especially in regions like Ondo State, Nigeria, where educational institutions play a crucial role in shaping future leaders and professionals.

Science undergraduates are expected to be at the forefront of innovation and problem-solving, given their academic background and potential to contribute to sustainable development. However, if these students are not adequately informed about the SDGs, their ability to contribute meaningfully to sustainable practices and policies may be compromised. This gap in knowledge could result in a workforce that is ill-prepared to tackle the pressing environmental, social, and economic challenges that the SDGs aim to address. Therefore, it is imperative to assess the level of awareness among these students to identify any deficiencies and develop strategies to enhance their understanding and engagement with the SDGs.

In Ondo State, the impact of science undergraduates’ awareness of the SDGs on human life is particularly significant. The state, like many other regions in Nigeria, faces numerous challenges, including poverty, inadequate healthcare, and environmental degradation. Science undergraduates, equipped with the right knowledge and skills, have the potential to drive sustainable development initiatives that can address these issues. However, without a clear understanding of the SDGs, their efforts may be misdirected or ineffective, thereby limiting the positive impact they could have on their communities.

Furthermore, the integration of SDG awareness into the curriculum of science programs in universities within Ondo State is crucial. If the current educational framework does not adequately cover the SDGs, students may graduate without a comprehensive understanding of these goals and their importance. This educational gap could perpetuate a cycle of ignorance and inaction, ultimately hindering the progress towards achieving sustainable development in the region. Therefore, it is essential to evaluate the existing curriculum and identify areas for improvement to ensure that science undergraduates are well-informed and prepared to contribute to the SDGs.

The lack of awareness among science undergraduates about the SDGs also raises questions about the effectiveness of current awareness campaigns and educational initiatives. If these efforts are not reaching the target audience or failing to convey the importance of the SDGs, then alternative approaches must be considered. This could involve more interactive and engaging methods of education, such as workshops, seminars, and practical projects that emphasize the real-world applications of the SDGs. By doing so, students may develop a deeper understanding and a stronger commitment to sustainable development.

Assessing the level of awareness of science undergraduates on the SDGs in Ondo State is a critical step towards ensuring that these future professionals are equipped to contribute to sustainable development. The findings of such an assessment can inform the development of targeted educational strategies and initiatives that enhance students’ understanding and engagement with the SDGs. Ultimately, this will not only benefit the students themselves but also have a positive impact on the broader community by fostering a generation of informed and proactive individuals dedicated to achieving sustainable development goals.

• Aim and Objectives of the Study

The aim of the study is to assess the level of awareness of science undergraduates on Sustainable Development Goals (SDG) and its impact on human life, in Ondo State. The specific objectives are:

1. To assess the current level of awareness among science undergraduates in Ondo State regarding SDG.
2. To investigate the factors influencing the awareness of SDG among science undergraduates in Ondo State.
3. To examine the perceived impact of SDG on human life as perceived by science undergraduates in Ondo State.
4. To identify any gaps in knowledge of SDG among science undergraduates in Ondo State.

• Research Questions

The research questions are buttressed below:

1. What is the current level of awareness among science undergraduates in Ondo State regarding SDG?
2. What are the factors influencing the awareness of SDG among science undergraduates in Ondo State?
3. How do science undergraduates in Ondo State perceive the impact of SDG on human life?
4. What gaps exist in the knowledge of SDG among science undergraduates in Ondo State?

• Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: The level of awareness of Sustainable Development Goals (SDG) among science undergraduates in Ondo State is Low.

H1: The level of awareness of Sustainable Development Goals (SDG) among science undergraduates in Ondo State is High.

• Significance of the Study

The Sustainable Development Goals (SDGs), established by the United Nations in 2015, are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity by 2030. Assessing the level of awareness of these goals among science undergraduates in Ondo State is crucial because these students represent the future scientists, educators, and policymakers who will play a significant role in achieving these objectives. Understanding their awareness and knowledge can help in tailoring educational programs and initiatives that can better prepare them to contribute effectively to sustainable development.

Science undergraduates are particularly important in this context because their fields of study often directly relate to many of the SDGs, such as clean water and sanitation (Goal 6), affordable and clean energy (Goal 7), climate action (Goal 13), and life below water (Goal 14). By assessing their awareness, we can gauge how well current educational curricula are integrating these global priorities and identify gaps that need to be addressed. This can lead to the development of more comprehensive educational strategies that incorporate sustainability concepts, ensuring that graduates are not only knowledgeable but also motivated to apply their skills in ways that support sustainable development.

Moreover, the impact of science undergraduates’ awareness on human life in Ondo State can be profound. If these students are well-informed about the SDGs, they are more likely to engage in practices and innovations that promote sustainability in their communities. This can lead to improved public health, economic growth, and environmental protection, all of which are essential for the well-being of the population. For instance, a student who understands the importance of clean energy might be inspired to develop renewable energy solutions that can reduce the state’s reliance on fossil fuels, thereby reducing pollution and improving air quality.

Additionally, the study’s findings can inform policymakers and educational authorities in Ondo State about the current state of SDG awareness among science students. This information can be used to advocate for policy changes that prioritize sustainability education at all levels of the educational system. By embedding SDG-related content into the curriculum, schools can ensure that students are not only aware of these goals but also understand their relevance and are equipped with the skills needed to address them.

Furthermore, this study can serve as a model for similar assessments in other regions. By sharing the methodology and findings, other states and countries can conduct their own assessments and develop targeted educational interventions. This can create a ripple effect, leading to a more globally aware and proactive generation of young scientists who are committed to sustainable development.

Assessing the level of awareness of science undergraduates on the SDGs in Ondo State is a significant endeavor with far-reaching implications. It can enhance educational strategies, inform policy decisions, and ultimately contribute to the achievement of the SDGs. By ensuring that future scientists are well-versed in sustainability, we can foster a generation that is capable of addressing the complex challenges facing our world and improving the quality of life for all.

• Scope of the Study

The study examines the assessment of the level of awareness of science undergraduates on sustainable development goals and its impact on human life, in Ondo State. The study is restricted to science undergraduate students in Ondo State University of Science and Technology, Okitipupa.

• Operational Definition of Terms

1. Assessment: The process of evaluating or measuring the knowledge, skills, attitudes, or performance of individuals or groups. In the context of your study, it refers to the evaluation of how well science undergraduates understand sustainable development goals.
2. Level: A specific degree, rank, or stage in a scale of values or amount. In your study, it refers to the extent or degree of awareness that science undergraduates have about sustainable development goals.
3. Awareness: The state or condition of being conscious or cognizant of something. It involves having knowledge or perception of a situation or fact. In this context, it means how much science undergraduates know about sustainable development goals.
4. Undergraduates: Students who are pursuing their first degree at a college or university. In this case, it refers to students who are studying science at the undergraduate level.
5. Sustainable Development Goals (SDGs)**: A collection of 17 global goals set by the United Nations General Assembly in 2015, intended to be achieved by 2030. These goals aim to address global challenges, including poverty, inequality, climate change, environmental degradation, peace, and justice.
6. Impact: The strong effect or influence that something has on a situation or person. In your study, it refers to the effect that awareness of sustainable development goals has on human life.
7. Human Life: The existence and experiences of human beings, encompassing various aspects such as health, well-being, social interactions, and overall quality of life. In this context, it refers to how the awareness of sustainable development goals can influence the lives of individuals and communities.

Project – Assessment of the level of awareness of science undergraduates on sustainable development goals and its impact on human life, in Ondo State