Youth Perception on Sustainability on Campus: The Case of Universiti Sains Malaysia

Abstract

Introduction

Sustainability is intricately tied to the triple-bottom-line theory, encompassing social, economic, and environmental dimensions, collectively known as the three pillars of sustainability (Barringer & Ireland, 2015; Msengi et al., 2019; Nasrollahi et al., 2020). Originating from Brundtland's Our Common Future (1987), which defines sustainable development meeting present needs without compromising future generations, the three pillars are characterized by their commitment to social, economic, and environmental sustainability (Brundtland, 1987). More than three decades since inception, sustainability remains a crucial concept globally (Tomislav, 2018).

The Sustainable Development Goals (SDGs), introduced by the United Nations in 2015, are seen as a call of action for all countries (developed or developing), in a global partnership to foster prosperity while protecting the planet and these actions should be achieved worldwide by the year 2030 (United Nations, n.d.-a). Compared to the Millennium Development Goals, the SDGs present a more comprehensive agenda with 17 goals, 169 targets, and 232 indicators, emphasizing the need for a balanced approach to economic growth, social inclusion, and environmental protection (United Nations, n.d.-b). Education emerges as a pivotal element in achieving the sustainability goals, instilling knowledge and fostering attitudes among younger generations (Kanapathy et al., 2019). Concurrently, youth emerge as instrumental contributors to promoting sustainability and realizing the objectives outlined in the SDGs.

Youths, in the context of Malaysia, are individuals ages 15 to 40 (United Nations, 2002), and this cohort plays a vital role in inspiring positive transformations among their peers and at the level of higher education institutions (HEIs). Youths are not only key players in attaining SDG objectives but also serve as leaders in sustainability initiatives. Examining the perceptions of youths regarding sustainability programs on campus assumes critical importance in the broader initiative to catalyze essential organizational transformations for sustainability within HEIs. The engagement of youth transcends the boundaries of campus life, playing a pivotal role in contributing significantly to societal progress and the advancement of knowledge. This active involvement aligns seamlessly with the SDGs, showcasing the dynamic impact of this population in effecting positive changes not only within the academic sphere but also in broader societal contexts.

In their capacity as agents of change, youths have become an instrumental force in aligning institutional practices with sustainable principles, thereby contributing to the collective pursuit of global sustainability objectives as outlined in the SDGs. The leadership and engagement of youths are central to driving transformative changes essential for sustainability in HEIs. Their considerable impact extends to shaping the narrative of the sustainability agenda within both the campus community and the global sphere. Youths exert influence through various channels, including networks, initiatives, and sustainable programs, thereby contributing to the formulation of policies that support the SDGs across diverse groups, ranging from families to governmental entities (Asian Development Bank, 2018).

To date, many universities worldwide have embedded and implemented on their campus a great deal of sustainability initiatives and approaches parallel with the SDGs (Chankseliani & McCowan, 2021). The erratic changes in global climate have strengthened awareness of its imminent burden on sustainability among students, specifically in higher education. Awareness of sustainability is mostly measured by studying students' knowledge, behavior, and attitudes and how these measures are interrelated and connected with one another (Alsaati et al., 2020; Syed Azhar et al., 2022).

A study conducted in Saudi Arabia measured the level of current student awareness and knowledge of sustainability tenets suggests that most participants are familiar with the term sustainability but lack sufficient knowledge of its core ideas (Alsaati et al., 2020). Many studies on sustainability assessment often concentrate on the assessment of environmental sustainability or in promoting campus sustainability, and most of these studies have been conducted in developed countries (Brudermann et al., 2019; Chen & Price, 2020; Manresa et al., 2021).

Hence, this Perspective explores the perceptions of the youth on current sustainability programs at Universiti Sains Malaysia (USM). The focus on assessments within Penang Island is crucial as they illustrate the depth of awareness and understanding of sustainability within this demographic. The implications of these findings extend to policy makers, educators, and other stakeholders who are actively engaged in advancing sustainable practices, which offer valuable insights for shaping initiatives and strategies within the higher education landscape.

Evaluating Youth Perspectives

A study to measure the perceptions of sustainability programs at USM was conducted from June 2020 to March 2021. An online, self-administered questionnaire was sent to students enrolled at USM from diverse disciplinary clusters, broadly divided into sciences students (SS) and non-sciences students (NSS) enrolled in any full-time study programs (first degree) offered exclusively at the USM main campus. Criteria for selection specified that respondents had to fall between the ages of 18 and 35. English was chosen as the survey language to accommodate the diverse nationality and background of undergraduate students at USM.

A comprehensive questionnaire was designed to encompass the spectrum of sustainability and SDG knowledge of the students by posing a range of questions varying from broad to more intricate, which could encompass the diverse levels and study programs of the student participants. To ensure inclusivity, some questions were adapted from established sustainability survey sources, including the Mediterranean youth's responses toward sustainable development and the current climate crisis (Global Water Partnership-Mediterranean, 2015), the Western Michigan University Student Sustainability Survey (Western Michigan University, 2018), and The Ohio State University Campus Sustainability Survey (Walpole et al., 2019).

The questionnaire is comprised of 60 closed-ended questions divided into four sections, which cover the demographic profile of the respondents, general sustainability knowledge, attitudes toward sustainability, and perceptions of USM's existing sustainability activities. Given the focus of this Perspective, only respondents' perceptions of USM current sustainability programs are discussed in this article. To determine respondents' level of perception, nine items on perception were presented. Each item was measured using a 5-point Likert scale where 1 is strongly disagree, 2 is disagree, 3 is uncertain, 4 is agree, and 5 is strongly agree (Jannah et al., 2013).

The questionnaire underwent face validity testing with USM specialists and a pilot test for built validity involving 20 students. Following these initial assessments, the survey was sent to the entire undergraduate student population at USM's main campus. Internal consistency was assessed using Cronbach's Alpha test, resulting in a coefficient of 0.71 for perception of USM current sustainability programs. The study's measures demonstrate satisfactory inter-item reliability, surpassing the recommended threshold of 0.7 (Tavakol & Dennick, 2011). Of the total 537 responses, 4.46 percent failed to meet the study's eligibility criteria, leaving a pool of 513 valid responses (SS=238, NSS=275), surpassing the minimum targeted response of 375. Participation was voluntary.

Specific to the methodology that led to the responses noted, Google Form, a survey administration tool, was employed to gather data from respondents who were invited to complete an electronic questionnaire online. Given the timing of the Covid-19 outbreak, which restricted campus access for students, the survey was implemented online. Multiple reminders were sent to encourage a substantial response rate. The questionnaire link was distributed via e-mail to all undergraduate students at USM's main campus by officials from the Student Development Affairs & Alumni Division. Respondents were prompted to reach out via the provided e-mail address for additional information.

Data analysis was performed using IBM's Statistical Package for Social Science Software (SPSS) version 27.0. An independent t-test analysis was employed to compare mean scores on certain continuous variables. Statistical methods, including Normality Test and Reliability Test were applied for comprehensive data analysis. Additionally, selected survey findings were presented using descriptive analysis techniques.

Youth Characteristics and Sustainability

Respondents' Demographic Profile

Table 1 provides an overview of the demographic profile of the respondents. Among the 513 participants, 78.4 percent are females and 21.6 percent males. It's noteworthy that the male-to-female ratio is notably disproportionate, aligning with data in many Malaysian public universities (Tienxhi, 2017).

Table 1.

Respondents' Demographic Profile

Item	No. in Sample
Gender
Male	111
Female	402
Age
under 20 years old	27
20-25 years old	467
26-30 years old	12
31-35 years old	7
Nationality
Malaysian	488
Other	25
Disciplinary Cluster
Sciences	238
Non-Sciences	275
Residency
Off-Campus	224
On-Campus	289

The respondents were categorized into four age groups: 5.3 percent fall below the age of 20, 91 percent are within the age range of 20 to 25, 2.3 percent are ages 26 to 30, and 1.4 percent fall within the 31 to 35 age bracket. A large majority of respondents are students ages 20 to 25. In terms of disciplinary clusters, there is a slightly higher participation rate among NSS at 54 percent compared to SS at 46 percent. Malaysians constitute the majority of responses, accounting for 95.1 percent. According to the survey, 56.3 percent of respondents reside on campus in university-provided accommodations, while 43.7 percent opt for off-campus housing.

Table 2 presents respondents' basic awareness of sustainability. Solid majorities of the respondents exhibit a commendable level of basic sustainability knowledge. These findings align with the results of Ariffin and Ng (2020) indicating that youths in Penang possess a well-established knowledge base on sustainable development.

Table 2.

Students' Response on Basic Sustainability Information

Item	Percentage (%)
Familiar with the term sustainability
Yes	87.7
No	12.3
Aware of USM sustainability policy
Yes	66.9
No	33.1
Aware of sustainability-related programs on campus
Yes	71.5
No	28.5

To discern the channels through which respondents obtain sustainability information on campus, participants were queried about their sources of such information (Table 3). Respondents were allowed to choose multiple sources, and subsequent data compilation and analysis were conducted in Excel, utilizing pivot tables for a comprehensive examination.

Table 3.

Students' Source of Information on Sustainability on Campus

Item	Percentage (%)
Source of Information
University website	59
Social media platform	78
Printed sources	40
Electronic medium	20
Family/Friends/Lecturers	65
Others	2

Most respondents who are aware of sustainability-related programs on campus accessed this information through various social media platforms such as Facebook, Twitter, Instagram, and others (78%). In the contemporary landscape, social media holds significant sway. It offers cost-effective communication, easy Internet accessibility, and enhanced user-friendliness through smartphone apps (Lin et al., 2020). Consequently, social media has emerged as the predominant channel for expeditious and efficient communication, as well as the dissemination of information and news to a broader audience (Von Nordheim et al., 2018).

A substantial segment of the surveyed population (65%) relies significantly on family, friends, and lecturers as instrumental conduits for the dissemination of sustainability information. These interpersonal connections play a pivotal role in shaping the attitudes, values, and behaviors of individuals with respect to sustainability. Informal exchanges within familial and social circles, characterized by shared experiences and aligned personal values, contribute markedly to the dissemination of information pertaining to sustainable practices.

Furthermore, within the academic domain, educators and influencers, particularly lecturers, wield direct influence on students' comprehension of sustainability principles through formal education, classroom discussions, and the provision of academic resources. This multifaceted impact underscores the interconnected nature of these communication channels, collectively contributing to the cultivation of awareness and a commitment to sustainability principles within diverse social spheres. The study underscores the importance of recognizing and leveraging these influential networks in advancing sustainability awareness and fostering engagement. The findings emphasize the need for targeted interventions and educational strategies that capitalize on these influential channels to enhance sustainability understanding and commitment among individuals within varied social contexts.

Additionally, 59.1 percent of respondents consider the university website a valuable resource for acquiring knowledge about sustainability programs on campus. Conversely, the Others category—which encompasses campus student clubs and associations, nongovernmental youth organizations, and campaigns—emerges as a less prominent source, constituting only 2.0 percent of the total contributions.

Youths' Perception of USM Current Sustainability Programs

The youth cohort is particularly crucial for recognizing the pivotal role of perceptions in shaping attitudes and behaviors and understanding students' views on sustainability programs. These perceptions significantly influence how individuals engage with and respond to specific objects or situations, underscoring their importance in fostering sustainable practices. In HEIs, youth engagement and leadership emerge as driving forces for transformative changes essential to sustainability. Beyond the campus community, the significant impact of this population extends to shaping the portrayal of the sustainability agenda globally. Through active participation in networks, initiatives, and sustainability programs, youths make a marked contribution to the development and implementation of policies that support the SDGs at various levels spanning from families to governments (Asian Development Bank, 2018).

Emphasizing the importance of understanding youths' perceptions of campus sustainability programs, this dynamic plays a critical role in shaping the overall effectiveness and success of sustainability initiatives within HEIs. Thus this study investigates youths' perceptions, specifically focusing on sustainability programs at USM. To gauge respondents' perceptions of USM's current sustainability programs, the questionnaire contains nine items, the results of which are detailed on Table 4. Item 1 gauges respondents' perception of sustainability as the primary focus of the university. Item 2 evaluates respondents' perception of the significance of sustainability programs at USM. Items 3 and 9 specifically assess respondents' perceptions regarding sustainability elements integrated into academic programs. Items 4 and 5 measure respondents' perceptions of sustainability advertisements and promotion on campus. Lastly, items 6, 7, and 8 capture respondents' perceptions of sustainability issues present on campus.

Table 4.

Respondents' Perception of USM's Current Sustainability Programs

Item	Mean	SD	Interpretation
1. Sustainability should become a priority for Universiti Sains Malaysia.	4.32	0.86	High
2. My understanding of sustainability has grown due to programs that I have participated in at USM.	3.92	0.97	High
3. My course does not require a sustainability element.	3.60	1.21	Moderate
4. I do not see much advertisement of sustainability-related programs around campus.	3.10	1.17	Moderate
5. I consider myself highly informed about campus sustainability issues.	3.34	0.98	Moderate
6. Plastic waste is one major issue at USM.	3.89	1.01	High
7. I can see food waste is not discarded properly.	3.70	1.01	High
8. I highly recommend that USM ban the use of plastic bags and straws throughout the campus.	4.02	1.01	High
9. All my lecturers have integrated sustainability issues well in every subject taught in USM.	3.55	1.00	Moderate

The item with the highest mean value (4.32) pertains to prioritizing sustainability at USM. This indicates that a substantial portion of respondents view sustainability as significant, advocating for its prioritization within the university. The second-highest ranked item, with a mean value of 4.02, revolves around implementing a ban on the use of plastic bags and straws across the campus. The third-highest ranked item, registering a mean value of 3.92, underscores the perceived substantial impact of programs conducted at USM in augmenting respondents' sustainability knowledge and understanding.

These findings affirm a positive perception of sustainability within USM, emphasizing its ongoing significance as a primary focus for the university. Respondents advocate for a continued emphasis on sustainability, particularly in addressing pertinent issues such as plastic waste, food waste, and the utilization of plastic bags and straws on campus. Notably, the issue of plastic bags and straw usage ranks highest in respondents' perception of sustainability issues on campus. This observation is intriguing, especially considering the prevalent practice in many developing countries, including Malaysia, where customers habitually use plastic bags despite their environmental drawbacks (Quoquab & Mohammad, 2020).

The heightened awareness of plastic bags and straw usage shows this issue as a pertinent sustainability concern on campus, underscoring the need for targeted interventions. Despite widespread environmental drawbacks, these practices persist, emphasizing the urgency for strategic initiatives to address and mitigate their impact. Moy et al. (2021) estimate daily straw usage in Malaysia to be 30 million, further accentuating the scale of the challenge, This warrants concerted efforts for sustainable alternatives and heightened environmental consciousness.

In alignment with the global initiative to curb plastic waste, in 2019 the Malaysian government implemented a ban on single-use plastic straws (Wong et al., 2019). While debates may arise regarding the effectiveness of such bans in reducing plastic waste, the prohibition has catalyzed a shift toward alternative straw options, gaining momentum as part of sustainable practices.

On a separate note, a standout success in addressing these sustainability challenges at USM is exemplified by the impactful White Coffin campaign. Commencing on December 31, 2007, this student-led initiative aimed at eradicating the use of polystyrene on campus. Marked by its grassroots approach, the campaign, backed by sustained mass media efforts, yielded tangible results, ultimately leading to the nationwide prohibition of polystyrene containers across all USM campuses. Recognizing the success and significance of the White Coffin campaign, USM's top management harnessed institutional capabilities to enforce a comprehensive ban on polystyrene containers. This prohibition extended to campus cafeterias and all events involving food catering at USM, positioning it as the trailblazing institution in Penang and Malaysia in addressing the health hazards and environmental pollution linked to polystyrene use. The success of the White Coffin campaign became a catalyst for achieving a sustainable campus by reducing waste consumption. As a student-led initiative, it set a precedent for impactful bottom-up approaches, emphasizing the pivotal role of youth in higher education in supporting the SDGs on campus, deviating from traditional top-down initiatives.

The current sustainability programs implemented at USM are perceived as successful in augmenting the knowledge and understanding of sustainability among the respondents. Additionally, respondents' perceptions regarding sustainability elements in academic programs, as well as sustainability advertisements and promotion on campus, register at a moderate level. This suggests room for improvement in these areas to foster more positive experiences for the respondents. It is essential to acknowledge that the items used to assess perceptions are not exhaustive. Notably, sustainability issues related to water, electricity, and health have not been evaluated due to resource and time constraints. Future research could pursue a more comprehensive study encompassing additional sustainability areas to provide a thorough understanding of respondents' perceptions.

Gender Differences in Perception of USM Current Sustainability Programs

This study investigated gender differences in respondents' perception of USM current sustainability programs. Respondents' perception of USM current sustainability programs is normally distributed for both males and females, with skewness of -0.54 for males and skewness of -0.57 for females. Hence, an independent-samples t-test was conducted to compare these scores. Findings show there was no significant difference in scores for male students (mean±SD): 3.71±0.61, and female students (mean±SD): 3.72±0.57; t (511)=-0.19; p=0.85, two-tailed. However, it is important to note that the mean score for female students is slightly higher than that for male students. The magnitude of the differences in the means (mean difference=-0.01, 95% CI: -0.13 to 0.11) is very large (eta squared=0.57). Expressed as a percentage, 57 percent of the variance in perception of USM current sustainability programs can be explained by gender.

Differences of Disciplinary Clusters on Perception of USM Current Sustainability Programs

The study provides strong evidence of normal distribution for both SS and NSS in their perception of USM current sustainability programs, with skewness of -0.661 for the SS and skewness of -0.484 for the NSS. To verify these results, an independent-samples t-test was also conducted, and findings show no significant difference in these scores: for SS (mean±SD): 3.74±0.56 and NSS (mean±SD): 3.69±0.58; t (511)=1.07; p=0.29, two-tailed. The magnitude of the differences in the means (mean difference=0.05, 95% CI: -0.05 to 0.15) was very large (eta squared=0.57), indicating that 57 percent of the variance in perception of USM current sustainability programs is explained by disciplinary clusters. It is worth noting that SS shows a greater mean score in perception compared to NSS, as portrayed by the findings from Afroz and Ilham (2020).

Differences in Student Residency on Perception of USM Current Sustainability Programs

Perception of USM current sustainability programs is normally distributed for students who live both on-campus and off-campus, with skewness of -0.59 for the on-campus residents and skewness of -0.790 for off-campus residents. To verify these results an independent-samples t-test was conducted, and findings show a significant difference in scores for on-campus students (mean±SD): 3.78±0.62 and off-campus students (mean±SD): 3.63±0.49; t (511)=2.939; p=0.003, two-tailed. The magnitude of the differences in the means (mean difference=0.14, 95% CI: 0.05 to 0.24) was very large (eta squared=0.57). Expressed as a percentage, 57 percent of the variance in students' perception on USM current sustainability programs is explained by place of residence. The findings contrast to a study by Mojilis (2019) observing no significant difference of sustainability awareness when analyzed by residential type.

Specifically, respondents residing on campus exhibit a more favorable perception of these programs compared to their counterparts who do not live on campus. This finding is indicative of a potential influence of residential context. Several factors might contribute to this observed difference. Living on campus likely exposes individuals to a more immersive and direct experience with sustainability practices, initiatives, and communication. On-campus residents might have increased opportunities to participate in and witness sustainability-related events, discussions, and activities, which can positively shape their perceptions. Furthermore, the close proximity to campus facilities, events, and sustainable infrastructure may contribute to a heightened awareness and appreciation for sustainability efforts. On-campus residents may also benefit from a sense of community that fosters shared values and collective engagement in sustainability practices.

While the observed association is statistically significant, further qualitative research or detailed surveys could delve deeper into the specific experiences, behaviors, and contextual factors contributing to the enhanced perception of sustainability programs among those living on campus. Understanding these nuances can inform targeted strategies for enhancing sustainability awareness and engagement, particularly for off-campus residents.

Conclusion

Understanding youths' perceptions on sustainability programs on campus holds significance in the broader context of instigating organizational transformations vital for sustainability in HEIs. Crucially, the involvement of youth extends beyond the confines of campus life. Their active participation extends to contributing substantially to social progress and advancing knowledge, aligning seamlessly with the SDGs. This dynamic engagement underscores the vital role of youth in effecting positive changes, not only within the academic setting but also in broader societal contexts. As agents of change, youths become instrumental in aligning institutional practices with sustainable principles and contributing to the collective pursuit of global sustainability objectives as outlined in the SDGs.

The positive perception observed among the youth respondents regarding sustainability programs echoes the global discourse emphasizing the escalating significance of sustainability in higher education. While this study indicates a moderate to high positive perception, it also highlights the limited explanatory power of the university's current sustainability programs in shaping the overall sustainability knowledge of students. This suggests that, although existing initiatives positively influence perceptions, additional factors or educational interventions are essential for significantly deepening students' understanding of sustainability.

Moving forward, addressing these knowledge gaps and fostering a more profound comprehension of sustainability becomes imperative for nurturing a generation capable of driving substantial positive change. This study's findings contribute significantly to the broader conversation on sustainability in higher education, serving as a valuable resource for policy makers, educators, and stakeholders dedicated to advancing sustainable practices. Future research should delve more deeply into contextual factors shaping sustainability perspectives, fostering a holistic approach to sustainable education and awareness on university campuses, with an emphasis on the crucial role of youth in advancing the SDGs agenda.

Footnotes

Acknowledgments

The authors express their sincere gratitude for the financial support provided by the Universiti Sains Malaysia (USM) Short Term Grant (code no. 304/PCGSS/6315279) for the research project titled, A Study on USM's Sustainability Awareness Level among Undergraduate Students. This study has received approval from The Human Research Ethics Committee of USM (JEPeM) under study protocol code no. USM/JEPeM/19030206. The authors extend their appreciation to the representatives from the Students Development Affairs and Alumni Division (BHEPA), USM undergraduate students, and relevant stakeholders for their valuable time, input, and collaboration in the successful completion of this study. Special thanks are also conveyed to the reviewers for their insightful feedback, contributing to the enhancement of the manuscript's quality.

Authors' Contributions

Sharifah Nurlaili Farhana Syed Azhar: study conception and design, methodology, software and analysis, validation, formal analysis, investigation, resources, data curation; writing—original draft preparation, review, and editing; visualization; supervision; project administration; funding acquisition. Noor Adelyna Mohammed Akib: study conception and design, methodology, validation, investigation; writing—original draft preparation. Suzyrman Sibly: methodology, validation, investigation; writing—original draft preparation. Noor Azzah Said: software and analysis, validation, investigation, writing—original draft preparation, review, and editing.

Ethics Statement

This study has been approved by The Human Research Ethics Committee of USM (JEPeM) under study protocol code no. USM/JEPeM/19030206.

Funding Information

The authors gratefully acknowledge the financial support received from Universiti Sains Malaysia (USM) Short Term Grant (code no. 304/PCGSS/6315279).

Author Disclosure Statement

No competing financial interests exist.

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