Academic Level Of Students Research Articles

Implementation and evaluation of the impact of virtual workshops of voluntary educational assistance among occupational health and safety students: Case study, Ardabil, Iran

BACKGROUND: The advancements and growth in information and communication technology have created new paths in the process of teaching and learning, leading to a shift in focus towards the use of electronic resources and digital teaching platforms. This study aimed to examine the impact of virtual workshops as a tool for improving learning among industrial health and safety students. MATERIALS AND METHODS: This study was a descriptive-analytical study and was conducted on 104 students of occupational health and safety at the University of Medical Sciences in Ardebil during the course of a year. In this study, five specialized courses were chosen, including the following: “OSCO”, “ESCC”, and “Erg”. “SSM” and “EMS”. In this study, the participants were divided into two groups: participating and non-participating students. The results of their grades in the workshop were compared. The study consisted of two parts, the preparation stage and the evaluation stage, which included the preparation of the workshop, data collection and analysis, and the final stage of evaluation. Then, a list of workshops related to the courses was prepared, and the obtained results were analyzed by SPSS software (Ver. 22). RESULTS: The results showed that the correlation between the student’s scores in the cognitive, emotional and psychomotor areas before and after attending the virtual workshops was significant. Variance analysis test showed a significant difference between the scores of the cognitive, emotional, and psychomotor areas, both before and after (P > 0.001) participation in workshops. CONCLUSION: This study suggests that additional workshops, in parallel with classroom training, are an effective tool in raising student academic performance, as the students who participated gained better grades than those who did not participate in the courses. Therefore, it is possible to enhance student academic levels by increasing the number of workshops in addition to course unit.

Status of and sociodemographic and psychological correlates of personality dysfunction among university students: a cross-sectional study

Purpose This study aims to examine the status of personality dysfunction and its sociodemographic and psychological correlates among university students in Jordan. Design/methodology/approach This study used a cross-sectional, descriptive-correlational design. It was conducted in Jordan targeting 440 university students using a structured format of online survey during the period January to February 2024. Academic anxiety, loneliness, personality dysfunctions and self-esteem were the used measures in this study. Findings Students had moderate levels of global personality dysfunction, low to moderate levels of perception of self-esteem toward themselves, moderate to high levels of academic stress and moderate levels of loneliness. The analysis showed a significant and positive association between academic year and personality dysfunction (p = 0.004). On the contrary, no significant relationship was detected between GPA and personality dysfunction (p = 0.073). Using regression analysis, the model that included all the variables was significant (F 6,439 = 8.67, p < 0.001). In this model, the analysis showed that loneliness in the relationship with family (B = 2.08, p < 0.001) and loneliness due to friendship (B = 1.20, p = 0.035) are significant risk factors for developing personality dysfunctions. Research limitations/implications One limitation of this study is related to the sample and the setting. The use of an online survey and convenience sampling techniques resulted in underrepresentation of the entire types of universities. Practical implications The research provides empirical insights into the association between personality dysfunction among university students and feelings of loneliness, which vary depending on students academic level. Additionally, academic anxiety and self-esteem were found to be associated with or predictive of personality dysfunctions among students. Social implications The current research enhances our understanding of the factors contributing to personality dysfunctions among university students. Connectedness to family and strong robust binding to friends served as protective against personality dysfunctions. Originality/value This study emphasizes the role of social relationships and psychosocial well-being in enhancing the mental well-being of university students.

Examining Teaching Methods and School Environment Effects on Primary School Learning: A Case Study in Cote d’Ivoire

The pursuit of effective and quality education leads the Ivorian government to put in place strategies to improve the school context; the initial teaching method, the competency-based approach (APC) has evolved to become the reframed competency-based approach (APCR).
 Schools, for their part, will benefit from overall sanitation for their rehabilitation and the recruitment of teachers will be more selective. However, it is clear that despite these efforts, the academic level of students does not improve much. The recent evaluation of the CONFEMEN 2019 Education Systems Analysis Program demonstrates the delay accumulated by Ivorian students. This article therefore questions the effect of the teaching method as well as schooling conditions on the acquisition of academic skills among primary school learners. The use of a quantitative research method as well as second source documents made a significant contribution to the study. The analysis of the results indicated that the teaching method and study conditions have a major impact on learner results. In conducting our reflection, we will use a hierarchical linear model which is an extension of classic regression methods offering the possibility of capturing the information integrated in each of the learners' contexts of existence. This article is of capital importance insofar as it allows decision-makers to have a basis with a view to improving study conditions in Cote d'Ivoire.

CLINICAL INTERNSHIP PROGRAM DEVELOPMENT IN AN ACADEMIC CARDIOPULMONARY EXERCISE LAB

https://youtu.be/L4guyGQnFdQ BACKGROUND Programs in exercise physiology, exercise science, kinesiology, sports sciences, and human performance encompassing both undergraduate and graduate studies are increasingly popular, providing education for a growing career field. Preparing students for healthcare careers requires adequate exposure and hands-on learning using experiential internship and practicum opportunities. An initiative to formalize the exercise science academic requirements for university programs is already in place and requires institutional program CAAHEP accreditation by 2027. Participation in a clinical internship and the hours required vary among college programs. This retrospective study performed on the cardiopulmonary internship program at a large Midwest pediatric hospital provides insight to clinical education and research skill development for undergraduate and graduate exercise science students. METHODS A retrospective review of program metrics and outcomes was analyzed regarding university affiliations with the internship program, number of students accepted into the internship program, completion rate, training and competencies, student academic level and associated culminating student presentations, and program satisfaction surveys for students completing their internship experience. RESULTS Between 2012 to 2023, the program grew from 3 to 40 university affiliation agreements/institutions. 143 students participated in the internship program: 32 fulfilled shadowing experiences, 90 were undergraduate interns and 21 were graduate interns. Internship hour requirements varied from 100 to 600 hours, with most students completing 350-450 hours. In 2012, the program enrolled 1 student per year, and by 2013 the capacity expanded to 4 student positions per semester (each spring, summer, fall). Internship students have presented 38 poster/abstract presentations at regional conferences and seminars. Students achieved 99% completion of site-specific sign-off competencies in cardiopulmonary exercise testing, including expanded requirements for cardiac rehabilitation starting in 2018. 98% of the student interns completed the program. CONCLUSIONS The cardiopulmonary internship program has continued to expand additional affiliate universities from both local and out of state institutions referring students to the pediatric internship program. Secondary to our cardiology program’s growth to include pediatric and now adult congenital patients, our outreach sites, and the expansion into cardiac rehabilitation and exercise prescription, the lab team members and allocated space have increased to accommodate increasing patient volumes. This has led to the ability to increase student interns per semester and expand their preparation for transition into the healthcare workforce. Understanding of the skills and competencies obtained during the practicum experience may help to enhance academic curriculum to transition students into clinical opportunities.

Active methods in electricity and magnetism courses: Influence of degree, academic level and gender on student performance

The performance of first-year students in electromagnetism (E&M) courses of different engineering degrees at a Spanish public university was measured using the Brief Electricity and Magnetism Assessment (BEMA), a standard research-based instrument to assess students' understanding after attending introductory courses in electricity and magnetism. In all cases, Flipped classroom (FC) built on information and communications technology was used. The objective of this paper is to analyse if the gain in the BEMA pre and post-test results is influenced by several factors such as the degree, the students' academic grade, and gender. Moreover, as some studies have shown that the students' retention of the concepts was significantly stronger in active learning than in traditional approaches, a third BEMA test was performed by the students to analyse the long-term retention gain dependence on the same factors. Students from different engineering degree programs were asked to complete two BEMA tests during the course and a third one after a few months. ANOVA tests were used to analyse the existence of significant differences in gain between student degree programs, student academic level and student gender. Results have shown no differences in the BEMA performance by degree program, but significant differences were found by academic level and gender. Retention did not depend on the degree course but on the academic level. Mean gain value by academic level, and gender was obtained and concluded that the best students presented the best gain results and that gain depends on the students' gender: males outperformed females in the BEMA tests, although there were no significant differences in the course grades. It is thus necessary to understand these differences and to implement measures in daily teaching work to improve women's performance.

The Level of Academic Compatibility Among Al-Balqa Applied University Students

Objectives: The study aimed to identify the level of academic compatibility among students of Al-Balqa Applied University from their point of view and its relationship to some variables. The study sample consisted of 625 male and female students who were chosen by random stratified method in the second semester of the academic year (2019- 2020). Methods: To achieve the study’s goal, a descriptive approach was used, along with a questionnaire consisting of 40 items as the study tool by reviewing the educational literature and the available measures in previous studies that were similar to the current study. Results: The study concluded that the students' academic success was at a high degree on the items of the scale as a whole, with an arithmetic mean of 3.83. Additionally, there were no statistically significant differences attributed to the study variables, namely: gender (males, females), academic degree for the student (diploma, bachelor), the type of academic major (scientific major, humanitarian major), the student's academic grade (acceptable and good, very good and excellent), and the student's academic level (first and second year, third and fourth year). Conclusion: The study recommends conducting similar studies that address other variables not covered in the current study and comparing their results with the present findings. It suggests developing university courses in line with students' preferences, activating the counseling center at the university to support students in their academic roles, and creating a comfortable academic atmosphere by the university and college administration, considering students' psychological, social, and academic conditions

Investigating English as a Foreign Language in Planning, Designing and Developing Curriculum at Kurdistan Universities

This is an extracted study from a PhD thesis which aims at investigating curriculum planning, designing, and developing at Kurdistan universities. This paper sheds light on the most common and important theoretical background and literature review in the field as well as applying one of the most well-known approaches in curriculum design by Nation and Macalister (2010). The data has been collected from 247 undergraduate students who filled in the questionnaire in the University of Sulaimani, Salahhadin and Duhok. The study’s findings indicated some strengths and weaknesses of the program, and to some extent, it fulfills the needs of the students. Also, teachers as real practitioners inside classes, have complained about the current curricula regarding the academic level of students and devoted time for courses. In this regard, the learning environment is not productive as it should be based on the outcomes of the study, and there is no planning and designing procedure for the current program. Only the development process exists randomly. The changes in the program from its establishment have yet to be documented formally. Moreover, some workshops were held but were fruitless due to the lack of implementing the changes in the real classes.

Divorce and its Negative Impact on the Educational Achievement of School Students

This article sheds light on the phenomenon of divorce and its negative impact on children's educational achievements. This article is intended to contribute to the enrichment of knowledge in the field of divorce, the field of education, and the field of education. The social and cultural context. The increase in the incidence of divorce increases the interest in dealing with this issue, which is a worrying phenomenon, since the divorce of the parents has consequences for the children's lives and in fact directly affects the educational achievements in general, and afterwards. We have academically weak children and this has a negative impact on society because the children are the backbone of any society and they are the people of society's future. Through this article, I reached important results from a social point of view, as children are victims of the phenomenon of divorce, and this affects them negatively from a social point of view, as it causes them to be isolated and not to engage in society. Educationally, divorce leads to a decline in the academic level of students, and psychologically, divorce negatively affects children's psyche and their self-perception. I recommend intensifying awareness and education centers for young people about to get married, which may lead to reducing the phenomenon of divorce, and increasing specialized centers in divorce affairs and trying to find compromises between couples who suffer from family problems.

How Learning Time Allocation Make Sense on Secondary School Students' Academic Performance: A Chinese Evidence Based on PISA 2018.

It is well known that the proper allocation of learning time is particularly important for promoting students' academic performance. Based on the data from PISA 2018, this research used the method of threshold regression and quantile regression to explore the optimal length of learning time to promote the students' academic performance. At the same time, this research also explored the heterogeneity of the effect of learning time on different academic levels of students. The results show that for four Chinese provinces and cities, including Beijing, Shanghai, Jiangsu province and Zhejiang province, students who study in rural areas and private schools usually have longer learning time than students in cities and public schools. Moreover, it is suggested that there is no significant association between school quality and students' learning time. The average learning time of students from the four Chinese cities and provinces is obviously longer than that in OECD countries. Moreover, it is found that the impact of learning time on academic performance across subjects is inverted U-shaped, and the optimal study time can be found in the learning of mathematics, science, and reading related subjects. As for the effect of learning time, the results showed that learning time commitment is more effective for students who are academically disadvantaged. At the same time, this study found that there is a relationship between students' excessive learning time and students' subjective well-being and attitudes toward learning activities. The non-cognitive factors can influence students' academic performance gradually. According to the results of this research, it is suggested that students need to balance their learning time allocation against the appropriate learning time standards. Moreover, schools should adopt different learning time allocation schemes for students at different academic achievement levels. The teachers also should uphold a more scientific design of students' after-school homework, and teachers and parents should also focus on improving students' learning efficiency.

Contextualized Teaching on Student’s Performance in Mathematics during Post-pandemic (COVID-19)

The study aimed to determine the effects of contextualized teaching using learning activity sheets in modular distance learning in Mathematics. There were eight contextualized learning activity sheets with three (3) activities each learning activity sheets. The contextualized learning activity sheets were given to the students as a tool in learning the lessons. It utilized the single-group pre-test and post-test experimental design. The study's specific objectives are: 1. To find out how the contextualized learning activity sheets were developed. 2. To determine the level of student's performance on contextualized teaching using learning activity sheets in modular distance learning in Mathematics on its formative test, pre-test, and post-test. 3. To test if there is a significant difference in students' performance based on the pre-test and post-test results. The study was conducted for two months and used the total population of one hundred eighty-nine (189) Grade 10 students from Sapa Anding National High School – Ramon Magsaysay Extension during the school year 2022-2023. The researcher-teacher formulated the 30-item achievement test to determine the student's academic level. Cronbach's alpha of at least 0.714 was used to determine internal consistency reliability and that the instrument items were adequate. The data were obtained from the student's performance level on the pre-test, formative test, and post-test. Quantitatively, the Wilcoxon Signed Rank Test revealed a significant increase from the pre-test to the post-test on the topic Sequences in Mathematics with a p-value of less than 0.05 level of significance. Therefore, the researchers recommend teachers use contextualized learning activity sheets in their teaching-learning process in modular distance learning.

An Original-Design Board Game to Increase Student Comprehension of Cellular Respiration Pathways

Cellular respiration is a daunting topic for many students in introductory biology courses. Students are challenged at conceptual and factual levels, since instruction covers multiple metabolic pathways occurring across different cellular compartments, involving abstract energy and electron transfers through diverse chemical reactions. Lecture-based instruction may clearly convey details of cellular respiration to students, but the complexity of this topic suggests alternative, active learning strategies may improve student comprehension and retention. I designed an original board game as a teaching tool for cellular respiration, targeted at improving learning outcomes for advanced high school, introductory undergraduate, and upper-level undergraduate biology students. &ldquo;Aerobic Respiration: The Board Game&rdquo; applies multiple learning strategies (quiz questions, student-completed study table, visual, tactile and quantitative learning, and game-play) with the goal that students are simultaneously entertained and invested in understanding this complex topic. Initial application in a small undergraduate introductory biology section (<em>ca.</em> 25&ndash;30 students) suggested improved student understanding of some aspects of cellular respiration. Use in a longer class or lab period and simplification of game board design and instructions should improve effectiveness of the game. Students had significantly favorable perceptions of the game as a learning tool. Included game board and game cards are provided to reflect multiple student academic levels, and are fully editable. Ordering information for materials and game pieces is also included. <em>Primary Image:</em>&nbsp;Example setup for Aerobic Respiration: The Board Game.

Predicting Student Academic Performance at Higher Education Using Data Mining: A Systematic Review

Recently, educational institutions faced many challenges. One of these challenges is the huge amount of educational data that can be used to discover new insights that have a significant contribution to students, teachers, and administrators. Nowadays, researchers from numerous domains are very interested in increasing the quality of learning in educational institutions in order to improve student success and learning outcomes. Several studies have been made to predict student achievement at various levels. Most of the previous studies were focused on predicting student performance at graduation time or at the level of a specific course. The main objective of this paper is to highlight the recently published studies for predicting student academic performance in higher education. Moreover, this study aims to identify the most commonly used techniques for predicting the student's academic level. In addition, this study summarized the highest influential features used for predicting the student academic performance where identifying the most influential factors on student’s performance level will help the student as well as the policymakers and will give detailed insights into the problem. Finally, the results showed that the RF and ensemble model were the most accurate models as they outperformed other models in many previous studies. In addition, researchers in previous studies did not agree on whether the admission requirements have a strong relationship with students' achievement or not, indicating the need to address this issue. Moreover, it has been noticed that there are few studies which predict the student academic performance using students’ data in arts and humanities major.

Tingkat stress calon guru pendidikan jasmani selama pandemi covid-19

Since the spread of Covid-19 on a global scale, most efforts at the national level have been directed at mitigating the spread of the virus and physical harm, but little attention has been paid to the psychological impact of Covid-19 on mental health, especially in the early stages of the pandemic. This study aims to determine the stress level of prospective physical education teachers during the Covid-19 pandemic. The cross-sectional study was conducted using a self-administered online questionnaire. The measure of psychological distress was obtained using The Kessler Psychological Distresss Scale (K10). A total of 261 complete questionnaire results were included in the analysis. Male participants slightly dominated the sample (n = 171; 67.05%) than women (n = 86; 32.95%). Respondents were aged 18–21 years (mean 19.6 years, SD: 3.16). The results showed that the average candidate for physical education teachers at Sriwijaya University was at the "Okay" level with an average score of 20.02. Meanwhile, when analyzed based on the gender of the respondent, it was found that there was a difference in stress levels between men and women (F: 15,629; Sig. 0.000 &lt; 0.05), while the year factor and the interaction between the year factor and gender had no difference. respondent's stress level (F: 0.84; Sig. 0.433 &gt; 0.05; F: 1.801; Sig. 0.167 &gt; 0.05). This shows that the academic level of students has no difference in the stress level of the respondents, while the gender factor has different stress levels. And there is no interaction between the year of class and gender in determining stress levels.

Examine and analyze the impact of COVID-19 on the undergraduate learning environment

The Corona crisis has ultimately affected societies, affecting both young and elder and other economic and academic life aspects. The emergence of this crisis prevented millions of students from heading to the study benches, which negatively affected the educational level. The global health crisis of extreme severity requires diligent work and urgent action to continue the education. Therefore, most countries resorted to quick solutions that were adjusted over time to suit the requirements of the stage. This paper focuses on studying the impact of the Corona crisis on the academic level of students and the rate of interaction with the course material. First, we designed questionnaires to collect data on the impact of the Corona crisis on students in terms of communication and the psychological impact of social distancing and not attending classrooms. The data analysis also helped in finding mathematical models that show the impact of Corona on students. The results of the ANOVA test related to the academic level showed that there is a significant discrepancy between the two samples by 3.925. The (sig.) value is 0.002, confirming a significant difference between the academic level groups and the postgraduate students, who faced more difficulties in studying online with an average of 3.925 compared to diploma level students (3.52). The study also proved that the participants were more aware of following the procedures in dealing with COVID (based on the Sig value of 0.003), and the largest number of female participants was with an average square (14,184). In addition, COVID-19 reduced the contact between relatives based on the Sig value of 0.004.

A Machine Learning Approach to Evaluate Variables of Math Anxiety in STEM Students

The relationships between math anxiety and other variables such as students’ motivation and confidence have been extensively studied. The main purpose of the present study was to employ a machine learning approach to provide a deeper understanding of variables associated with math anxiety. Specifically, we applied classification and regression tree models to weekly survey data of science, technology, engineering, and mathematics (STEM) students enrolled in calculus. The tree models accurately identified that the level of confidence is the primary predictor of math anxiety. Students with low levels of confidence expressed high levels of math anxiety. The academic level of students and the number of weekly hours studied were the next two predictors of math anxiety. The junior and senior students had lower math anxiety. Also, those with a higher number of hours studied were generally less anxious. Weekly tree diagrams provided a detailed analysis of the interrelations between math anxiety and variables including academic level, number of hours studied, gender, motivation, and confidence. We noticed that the nature of such interrelations can change during the semester. For instance, in the first week of the semester, confidence was the primary factor, followed by academic level and then motivation. However, in the third week, the order of the interrelation changed to confidence, academic level, and course level, respectively. In summary, decision tree models can be used to predict math anxiety and to provide a more detailed analysis of data associated with math anxiety.

Factors that affect Teaching and Learning among Undergraduate Radiography Students in two Nigerian Universities.

&#x0D; &#x0D; &#x0D; &#x0D; Objectives: To understand undergraduate radiography students’ perception on effective teaching and learning.&#x0D; Methods: Two hundred (200) radiography students from different academic levels of Nnamdi Azikiwe University, Nnewi Campus and University of Nigeria, Enugu Campus, were enlisted. Self-completion semi- structured questionnaires were used to obtain information from students on their perception of the teaching methods employed by lecturers.&#x0D; Results: Results revealed that factors such as teaching methods, lecturers’ knowledge of the subject, their disposition at lectures, use of clear concepts and their practical applications, learning environment, use of visual teaching aids, and use of non-judgmental feedback on students’ work can influence effective learning. Other influencing factors included workload and lecture scheduling, student academic level, age, gender and availability of facilities.&#x0D; Conclusion: The academic performance of students is not only influenced by the lecturer’s knowledge of the subject but also the method used, available facilities, the age and academic level of the students.&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D;

Factors that affect Teaching and Learning among Undergraduate Radiography Students in two Nigerian Universities.

&#x0D; &#x0D; &#x0D; &#x0D; Objectives: To understand undergraduate radiography students’ perception on effective teaching and learning.&#x0D; Methods: Two hundred (200) radiography students from different academic levels of Nnamdi Azikiwe University, Nnewi Campus and University of Nigeria, Enugu Campus, were enlisted. Self-completion semi- structured questionnaires were used to obtain information from students on their perception of the teaching methods employed by lecturers.&#x0D; Results: Results revealed that factors such as teaching methods, lecturers’ knowledge of the subject, their disposition at lectures, use of clear concepts and their practical applications, learning environment, use of visual teaching aids, and use of non-judgmental feedback on students’ work can influence effective learning. Other influencing factors included workload and lecture scheduling, student academic level, age, gender and availability of facilities.&#x0D; Conclusion: The academic performance of students is not only influenced by the lecturer’s knowledge of the subject but also the method used, available facilities, the age and academic level of the students.&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D;

The art of fitting ordinary differential equations models to experimental results

Advanced fitting of ordinary differential equations models to experimental results is presented within the context of different academic levels of students and diverse research fields. In many areas, the analysis of experimental results cannot be restricted to cases where particular solutions of the models’ differential equations, valid only for specific limit conditions, apply. In those cases, analytical mathematical equations are not available and a complete description of the systems extends beyond the numerical minimization of statistical estimators, like the chi-square, because it requires solving numerically the models’ differential equations. Dedicated fitting procedures that involve the interdependent processes of solving the ordinary differential equations and fitting the numerical solutions to the experimental results are required to obtain the best fitting sets of parameters with consistent physical meaning. A simple, but powerful, web-based ordinary differential equations solver and fitter is presented, and used to analyse both the complete motion of a rigid pendulum and the dynamics of a viral infection.

Active Learning, Students Who Are Academically At-Risk, and Institutional Classification

In this study, self-reported survey results from the National Survey of Student Engagement (NSSE) 2017 and 2018 are examined to understand the extent to which students who were academically at-risk and academically prepared engaged in active learning versus traditional learning methods across bachelor’s, master’s, and doctoral degree-granting institutions. The NSSE Report Builder Public (2018) was utilized to create a data set from first year student responses selecting for teaching methodologies, Carnegie Institutional Categories, and student academic level as determined by course grades. Researchers used chi-square analyses to establish associations between the variables; all chi-square results were statistically significant except for one; there was no association found between students who were academically at-risk and coursework that emphasized evaluative learning activities. Next, researchers analyzed the frequencies of types of learning activities reported by students. Students who were were academically at-risk reported lower frequencies of using active learning techniques and tended to engage in study for fewer hours across all institution types. From this analysis, suggestions for improving the instruction for students who are academically at-risk include increased use of active learning teaching strategies for the various types of degree-granting institutions.

Higher Education For Sustainability: A Global Perspective

Higher education institutions have an essential role in sustainability. They are key agents in the education of future leaders that will contribute to the successful United Nations Sustainable Development Goals (SDGs) implementation. The geography of SDGs this implementation is very heterogeneous, but it is clear that higher education institutions contribute decisively to creating a mindset that facilitates the dissemination of SDGs principle. This perspective paper analyses the impacts of higher education on sustainability and the challenges and barriers associated with this process. Higher education contributes decisively to the SDGs implementation, but especially to Goal 1 (end poverty in all its forms everywhere), Goal 3 (ensure healthy lives and promote well-being for all at all ages), Goal 5 (gender equality), Goal 8 (decent work and economic growth), Goal 12 (responsible consumption and production), Goal 13 (climate change) and Goal 16 (peace, justice and strong institutions). As a transformational agent, the higher education sector has a tremendous impact on students' habit and contribution to a prosperous society. However, to establish the required change in education, sustainability principles need to be at the heart of higher institutions strategy (e.g., curricula, modus operandi) and is key to be incorporated in the organisational culture. Only by leading by example, the external influence in the society will be possible (e.g., implementing SDGs key aspects such as gender quality, reduce waste reduction and energy consumption). For this to be a reality, different communication methods with students are needed (e.g., different student academic levels). Nevertheless, critical challenges need to be tackled in the institutions inside and outside the institution environment, such as incorporating sustainability principles, political environment and stakeholders' interest.