What does sustainable development goals knowledge contribute to? A longitudinal study of values and sustainable behaviour in university students

Abstract

Purpose – Based on the values of the students and the work carried out by the university to publicise the sustainable development goals (SDGs), this study aims to analyse how the university can influence the sustainable behaviour of students. Design/methodology/approach – The study is quantitative research based on a survey of 814 students with a degree in business administration and management. An ad hoc instrument was designed for the study, consisting of 14 values and 13 sustainable behaviours, considering the three dimensions of sustainability: economic, social and environmental. The students answered the survey at two points, at the beginning and end of the semester. Data analysis was based on the SmartPLS structural equation model. Findings – The results showed that the role of values is more decisive than SDGs knowledge in explaining sustainable behaviour. SDGs knowledge initially has an explanatory role in sustainable behaviour and a mediating role between values and sustainable behaviour. More excellent SDG knowledge does not change sustainable behaviour but it helps students to have a more critical view of their sustainable behaviours. Practical implications – Practical implications are drawn for designing university actions that reinforce the change in sustainable behaviour to contribute to sustainable development, considering their greater capacity to influence instrumental values. Originality/value – As far as the authors have been able to investigate, no studies have addressed the research objectives that the authors raise in this paper. The short-term longitudinal analysis allows for the conclusion of the intervention’s impact and effectiveness at the university.