The Predictive Influence of Knowledge and Understanding on SDG Integration among Educational Personnel in Private Higher Education Institutions in Bangkok
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Abstract
The Sustainable Development Goals (SDGs) have become a global framework guiding educational institutions toward sustainable practices and responsible development. Higher education institutions play a critical role in promoting SDG awareness and integrating sustainability into teaching, research, and professional practices. However, the extent to which educational personnel understand and apply SDGs in their work remains unclear, particularly in private higher education institutions in Bangkok. This study aimed to examine the levels of SDG knowledge, understanding, and integration among educational personnel, compare these variables across demographic characteristics, and analyze the influence of knowledge and understanding on SDG integration in professional practices.
Materials and Methods:
This study employed a quantitative research design using a structured questionnaire developed from a comprehensive literature review and the Education for Sustainable Development framework. The instrument consisted of four sections: demographic information, SDG knowledge (25 items), SDG understanding (10 Likert-scale items), and SDG integration in professional practice (15 Likert-scale items). The sample included 400 educational personnel from selected private higher education institutions in Bangkok, chosen through convenience sampling. Data were analyzed using descriptive statistics to assess levels of variables, independent-samples t-tests to compare differences across demographic groups, and multiple regression analysis to determine the influence of knowledge and understanding on SDG integration.
Results:
The findings indicated that educational personnel demonstrated a high level of SDG knowledge and understanding. SDG integration in professional practice was found to be at a moderate to high level. Statistical analysis showed no significant differences in knowledge, understanding, or integration across demographic characteristics. Multiple regression analysis revealed that both SDG knowledge and understanding significantly and positively influenced SDG integration in professional practices, jointly explaining 28.1% of the variance.
Conclusion:
The study highlights that while educational personnel possess strong knowledge and understanding of SDGs, there is still room to strengthen their practical integration into professional activities. The significant influence of knowledge and understanding on SDG integration underscores the importance of continuous education, training, and institutional support. Enhancing these factors can contribute to more effective implementation of sustainable development practices within private higher education institutions.
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References
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