Does Service Learning Enhance Sustainability Knowledge, Attitudes, and Practices among University Students? An Empirical Analysis

Abstract

This study examined the impact of service-learning pedagogy on university students’ sustainability-related knowledge, attitudes, and practices (KAP) within the framework of the Sustainable Development Goals (SDGs). Using a quantitative pre–post research design, data were collected from 71 university students enrolled in a semester-long service-learning course in Pakistan. The Sustainability Consciousness Scale was used to assess changes in students’ sustainability knowledge, attitudes, and practices before and after the intervention. Data were analyzed using descriptive statistics, paired-sample t-tests, and Pearson correlation analyses. Findings showed that students initially demonstrated relatively high sustainability knowledge and positive attitudes, but comparatively lower sustainability-related practices. Following the intervention, sustainability practices improved significantly, while changes in knowledge and attitudes were positive but not statistically significant. Correlation analyses further indicated stronger relationships among knowledge, attitudes, and practices after participation in service-learning. The findings suggest that service-learning is an effective experiential pedagogy for promoting sustainability-related behavioral engagement in higher education.

Keywords: Service-learning; Sustainability consciousness; Sustainable Development Goals (SDGs); Knowledge, attitudes, and practices (KAP); Higher education; Experiential learning; Pakistan.