Sustainability Literacy at Near East University Near East University conducts the Sustainability Literacy Assessment to evaluate the sustainability knowledge, awareness, attitudes, and practices of its students, academic staff, administrative staff, and alumni in relation to sustainable practices and the United Nations Sustainable Development Goals (SDGs). The assessment supports the monitoring of sustainability literacy over time, identifies areas for further improvement, and helps evaluate the effectiveness of sustainability education, awareness activities, student engagement initiatives, and institutional sustainability policies. The questionnaire includes participant-profile questions, 20 multiple-choice questions on sustainability knowledge and the SDGs, 10 Likert-scale statements on attitudes and behaviours, and 4 questions on institutional sustainability awareness and engagement. It is available in both English and Turkish. Please select your preferred language to participate: English – Sustainability Literacy Assessment: https://forms.gle/dNDuKvSfBDCpqix99 Türkçe – Sürdürülebilirlik Okuryazarlığı Değerlendirmesi: https://forms.gle/S1rHidh7X3Q9ZYMa6 Sustainability Literacy Assessment: 2025–2026 Academic Year Building on the previous assessment cycle and subsequent institutional actions, Near East University repeated the Sustainability Literacy Assessment in the 2025–2026 academic year to inform the next stage of sustainability education and engagement. Near East University conducted a Sustainability Literacy Assessment to examine sustainability knowledge, attitudes, and self-reported practices across its university community. The assessment included 20 multiple-choice knowledge questions and 10 Likert-scale items, alongside questions about participation in and awareness of university sustainability activities. The combined analysis of the Turkish and English forms included 1,091 unique participants. Associate and undergraduate students represented 72.6% of respondents, followed by academic staff (15.0%), graduate students (7.7%), administrative staff (3.7%), and alumni (1.0%). Participants reported their education level as bachelor’s degree (53.6%), high school (26.9%), doctorate (14.4%), or master’s degree (5.1%). The findings provide a basis for planning sustainability education, campus engagement, and activities related to the United Nations Sustainable Development Goals (SDGs). Key Findings from the Sustainability Literacy Assessment The mean knowledge score was 73.26 out of 100, with a median of 80. Participants demonstrated strong knowledge of several practical sustainability topics, while more specialised concepts offer opportunities for targeted education. Strengths High correct-response rates were recorded in the following areas: These findings show a strong foundation of knowledge in energy, waste prevention, and the environmental benefits of green spaces. Priority Areas for Further Learning The assessment identified several topics that would benefit from additional explanation and practical examples: Some campus practices contribute to more than one SDG. Educational materials can help participants understand these connections while explaining the most direct relationship in each scenario. Recommendations for Educational Planning The findings support the following priorities for future sustainability education. Students Academic Staff Administrative Staff These recommendations can guide the development of workshops, learning materials, and engagement opportunities for different groups within the university. Attitudes and Behaviors Toward Sustainability The attitude and behavior findings reflect participants’ self-reported views and practices. The percentages below represent “Agree” and “Strongly agree” responses combined. Positive Attitudes and Practices Opportunities to Support Everyday Choices Positive responses were 65.0% for efforts to purchase sustainable products and 55.6% for preferences for environmentally friendly transportation, such as public transport or cycling. These findings identify opportunities to support practical sustainability choices through information, accessible services, and campus initiatives. Further feedback would help clarify the factors influencing purchasing and transport preferences. Participation and Awareness Among respondents, 25.6% reported participating in a university sustainability training, seminar, workshop, or awareness activity during the year. 46.9% were aware of the university’s sustainability education and awareness activities, while 34.9% knew about the student-led Sustainability Club. Additionally, 49.3% reported that university sustainability activities or information had influenced their daily practices to some extent or significantly. This reflects participants’ perceived influence rather than independently verified behavioral change. The findings highlight opportunities to broaden participation through coordinated Turkish and English announcements, course and unit communication channels, and student-led activities. Implications for Future Action The assessment provides a foundation for targeted sustainability education and engagement at Near East University. Priority actions include strengthening biodiversity and carbon literacy, making consumption reduction more visible, supporting sustainable transport choices, and expanding access to training and club activities. Regular assessment can help the university monitor these areas and use evidence to guide sustainability learning and campus initiatives. The reports below present the detailed findings of Near East University’s Sustainability Literacy Assessment and recommendations for future sustainability education and engagement. Sustainability Literacy Assessment : 2024-2025 Academic Year As part of Near East University’s 2024–2025 academic year sustainability evaluation efforts, a university-wide Sustainability Literacy Assessment was conducted. The assessment aimed to measure the knowledge, awareness, and behaviors of students and staff regarding sustainability principles and the United Nations Sustainable Development Goals (SDGs). The test included multiple-choice questions as well as Likert-scale items designed to assess sustainability-related attitudes. Among the respondents, students made up approximately 61%, while academic and administrative staff accounted for 37%, with a small percentage (2%) identifying as graduate students. In terms of educational background, 41% of participants held a bachelor’s degree, followed by 27% with a doctorate, and 14% with a high school diploma, reflecting a diverse academic profile across the university community. This assessment provides valuable insight into the university’s current standing on sustainability literacy and will inform future initiatives related to climate strategy, curriculum integration, and institutional engagement with the SDGs. Key Findings from the Sustainability Literacy Assessment Strengths These results suggest a solid foundational understanding of everyday sustainability practices among participants. Areas for Improvement Recommendations for Educational Planning Academic Staff Administrative Staff These insights will inform future workshops, course design, and engagement strategies, ensuring that sustainability awareness becomes a living part of Near East University’s institutional culture. Attitudes and Behaviors Toward Sustainability Positive Attitudes and Habits Areas with Lower Engagement Interpretation & Implications To address these gaps, Near East University can consider: This behavioral insight complements the knowledge-based findings and reinforces the importance of integrating sustainability not only into knowledge systems, but also into daily habits and institutional culture. Institutional Actions Following the 2024–2025 Assessment Following the 2024–2025 assessment period, Near East University documented policy reviews, continued sustainability education, and student-led activities relevant to the learning and engagement needs identified in the assessment. Sustainability and Climate Policy Review The Sustainability and Climate Action Policy, reviewed on 12 June 2025, identifies 2025 as the greenhouse gas monitoring baseline year and sets a commitment to achieve net-zero Scope 1 and Scope 2 emissions by 2050. It also addresses annual monitoring, waste reduction and recycling, energy conservation, sustainable transportation, and the contribution of flexible working arrangements to reducing commuting emissions. These provisions provide institutional context for education on carbon footprints and everyday sustainability practices. Sustainability and Climate Action Policy Sustainable Procurement and Investment The Sustainable Procurement and Investment Policy, also reviewed on 12 June 2025, incorporates environmental and social considerations into purchasing and investment decisions. These include energy-efficient products, local and ethical suppliers, recycled and reusable materials, life-cycle impacts, and reduced transportation emissions. The policy supports the practical application of responsible consumption principles within university operations. Sustainable Procurement and Investment Policy Continued Sustainability Education Sustainability education and awareness activities continued during 2025–2026, covering climate change, efficient use of natural resources, waste reduction, energy efficiency, and carbon footprint reduction. These activities address the need for regular learning opportunities and practical explanations of sustainability concepts. Sustainability Education for Staff Student-Led Sustainability Engagement The Near East University Sustainability Club provides opportunities for student-led workshops, seminars, environmental projects, volunteering, and sustainable living campaigns. Its activities include recycling, reuse, and responsible consumption, connecting sustainability learning with practical participation. A documented example is “A Seed for Nature, A Thousand Hopes for the Future,” held on 31 December 2025. Participants prepared and dispersed seed balls and collected plastic waste from the surrounding area, combining environmental awareness with hands-on action. Student Sustainability Society Continued Assessment The Sustainability Literacy Assessment was administered again in the 2025–2026 academic year to examine current knowledge, self-reported practices, and awareness of university activities. Together, institutional action records and repeated assessment provide a basis for identifying priorities and planning subsequent education and engagement activities. University Students' Knowledge of Sustainability and Behavioral Practices: 2023-2024 Academic Year To raise sustainability awareness and assess its students' knowledge, attitudes, and behaviours regarding sustainability, Near East University conducted a research study as requested by its Quality Unit. This research was carried out by Isra Mustafa Mohamed Elamin, a PhD student from the Department of Innovation and Knowledge Management, during the Fall Semester of the 2023-2024 academic year. 500 students from various faculties and departments participated in the study. A survey measuring students' knowledge, attitudes, and practices related to sustainability was used in the research. According to the findings, 53.2% of students are aware of the university's sustainability initiatives, yet 52.4% are unaware of the opportunities to participate in sustainability-related workshops and events. On the other hand, 75.4% of students believe sustainability should be prioritised in university life and 76.8% support energy-saving practices. However, the data revealed a discrepancy between students' sustainability knowledge and their application of this knowledge in their daily lives; only 42% reported regularly engaging in sustainable practices (such as turning off lights in classrooms and adhering to recycling guidelines). In response to these findings, the Near East University Board of Directors has decided to offer an elective course titled "Sustainable Development and Education" across the university in the Fall Semester of 2024-2025. This course aims to encourage students to integrate sustainability concepts into their daily lives and career goals and enhance their understanding of environmental, social, and economic issues while promoting global collaboration and partnerships. The course will follow a modular structure, covering a wide range of topics, from ending poverty to access to clean energy and climate action. Given the identified gaps, the university plans to organize mandatory training sessions and workshops to increase sustainability awareness and create competitions and clubs to encourage active student participation. By fostering sustainability consciousness among students, the goal is to impact their academic and professional lives positively.
The analysis of the multiple-choice section of the Sustainability Literacy Assessment revealed key strengths as well as areas for improvement across the university community.
Participants demonstrated high awareness in several core areas:
Several topics showed lower levels of correct responses, indicating potential knowledge gaps:
Based on the findings, the following topics are recommended for targeted sustainability education efforts:
Students
The analysis of Likert-scale responses in the Sustainability Literacy Assessment indicates that participants generally exhibit a strong alignment with core sustainability values and practices.
These findings reveal a solid foundation of sustainability-conscious behavior, particularly around energy and waste. However, behavioral adoption around sustainable consumption and transportation choices remains an area of improvement — possibly due to affordability, infrastructure, or habit-related barriers.
A Seed for Nature, A Thousand Hopes for the Future
Sustainability Literacy