An Assessment of awareness and engagement of Sustainable Development Goals (SDGs) in Kenyan universities

Abstract

Universities play a crucial role in advancing Sustainable Development Goals (SDGs) by fostering awareness, knowledge, and sustainable practices among future leaders. This study assessed Kenyan universities' contributions to SDG implementation by examining three key areas: the integration of SDG-related topics within curricula, accessibility to SDG information, and the adoption of sustainable practices. A descriptive correlational research design was used, employing a quantitative approach to analyze the relationships between these factors and SDG awareness and engagement. Stratified random sampling ensured representation from Kenya’s 74 accredited universities, targeting 20 participants per institution: 10 students, 5 faculty members, and 5 administrative staff, resulting in a total sample of 1,480 respondents. Data were collected using structured questionnaires with a five-point ordinal scale. Findings revealed moderate levels of SDG awareness and engagement, with sustainable practices emerging as the most influential factor. Correlation analysis showed a strong positive relationship between SDG awareness and engagement and all three independent variables namely curriculum integration, information accessibility, and sustainable practices. Regression analysis confirmed that sustainable practices had the highest impact, followed by curriculum integration and information accessibility. However, specific gaps were identified, including limited depth in SDG curriculum content and fragmented information dissemination channels, which reduced students’ and staff’s ability to engage meaningfully with sustainability initiatives. The study concluded that while universities had made efforts to integrate SDGs into curricula, inconsistent implementation and accessibility challenges hindered full engagement. Strengthening institutional commitment, enhancing digital platforms for SDG resources, and fostering sustainability-driven campus initiatives were recommended. Increased collaboration between universities, policymakers, and stakeholders was recommended as a key strategy to bridge the gap between knowledge and practice. Key words: SDG integration, sustainability education, information accessibility, sustainable SDG practices, Kenyan universities