Evaluation of Educational Sustainability Knowledge and Practices of Engineering Undergraduate Programs of Selected SUCs in CALABARZON

Abstract

This study evaluated the educational sustainability knowledge and practices of undergraduate engineering programs in state universities and colleges (SUCs) in the CALABARZON Region. Utilizing a descriptive-correlational research design, 1,020 students and 56 regular faculty members were selected through appropriate sampling techniques. A validated survey instrument was used to measure sustainability knowledge and practices across key dimensions, including environmental, social, economic, and institutional management aspects. The findings reveal that both students and faculty members demonstrated a very high level of educational sustainability knowledge while the level of educational sustainability practices was also interpreted as very high, indicating that sustainability principles are strongly observed within the engineering programs of SUCs in the region. The independent sample t-test showed that there is no significant difference between the knowledge and practices of students and faculty members which indicates that both students and faculty members have comparable levels of knowledge and practices regarding educational sustainability. Moreover, there was a significant positive relationship between educational sustainability knowledge and practices, suggesting that higher levels of knowledge are associated with greater engagement in sustainable practices among the students and faculty members. The findings indicate that SUCs in CALABARZON have successfully integrated sustainability concepts into their engineering programs. However, there is a need for continuous efforts to further strengthen institutional policies, resource allocation, and program implementation to sustain and enhance these initiatives.