Rationale

The integration of the United Nations Sustainable Development Goals (SDGs) into higher education has become crucial in shaping professionals capable of contributing to sustainable industrial development (SID). Cebu Institute of Technology – University (CIT-U) has embedded SDG-focused content in its engineering curriculum, including the course Sustainable Development and Global Citizenship, aligned with its institutional emphasis on stewardship and societal impact.

Despite curricular efforts, there remains a lack of empirical data measuring the extent to which SDG education influences graduates’ actual implementation of sustainability practices in the workplace. This study aims to bridge that gap by evaluating the relationship between SDG educational exposure and the practical application of sustainable practices by CIT-U Industrial Engineering alumni.

Purpose and Objectives

The primary goal of this study is to assess whether the SDG-oriented educational practices at CIT-U influence its Industrial Engineering graduates to actively incorporate sustainable practices in their professional lives. The specific objectives are to:

Define CIT-U’s educational practices regarding SDG integration.
Track graduates who received SDG-related education.
Conceptualize the educational factors involved in influencing graduates to implement SID practices.
Analyze the correlation between SDG knowledge, attitude, and behavior with actual SID project engagement.
Bridge the findings into actionable recommendations for educational improvement and policy reinforcement.

Research Questions

What is the degree of SDG awareness and application among IE graduates?
Does SDG awareness translate into behavioral change?
To what extent does SDG education influence graduates’ involvement in sustainable industrial development objectives (PEOs)?

Methodology

The study uses a quantitative, descriptive-correlational design, relying on self-reported data gathered from a sample of 31 Industrial Engineering graduates through an online questionnaire. The research evaluates:

SDG Awareness in terms of knowledge, attitude, and behavior (using a modified Alfroz & Ilhan KAP model).
SID Implementation through enumerated Project Educational Objectives (PEOs) mapped against key SID components (e.g., energy efficiency, green building, waste management, industrial symbiosis).
Statistical tools including Pearson and Spearman correlation analyses were employed to assess the strength and significance of relationships between SDG education and SID implementation.

Key Findings

Graduates showed high cognitive and affective awareness of SDGs.
The strongest correlation was found between attitude and behavior (R=0.803, p < 0.01), confirming that positive attitudes strongly predict sustainable actions.
The correlation between SDG awareness and actual SID-related PEOs was weak or non-significant, indicating a possible gap between knowledge and workplace application.

Significance of the Study

This study provides valuable insights for:

CIT-U: offering evidence of the outcomes of its SDG-focused education.
SDG Monitoring Bodies: supplying empirical data on local SDG integration efforts.
Future Researchers: establishing a methodological framework for similar academic or institutional assessments.

Limitations

The study relies on self-reported data with potential biases.
Small sample size and convenience sampling affect generalizability.
The focus is limited to one academic department within a single institution.

Conclusion

While CIT-U's curriculum effectively fosters SDG awareness among its IE graduates, the translation of such awareness into workplace sustainability practices is still limited. This suggests the need for more immersive SDG engagement during academic training and follow-up programs post-graduation.

Ella Marie Barrioquinto

Affiliation

Refine Results

Evaluating the Influence of SDG Educational Practices on the CIT-U Industrial Engineering Graduates' Commitment to Sustainable Industrial Development