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The Paradox of Sustainability in Higher Education: High Awareness but Limited Competency in Applying SDG 12 Principles

Author

Listed:
  • Moataz Elmassri

    (Department of Accounting, College of Business & Economics, UAE University, Al-Ain P.O. Box 15551, Abu Dhabi, United Arab Emirates)

  • María Luisa Pajuelo

    (Department of Economics and Finance, College of Business & Economics, UAE University, Al-Ain P.O. Box 15551, Abu Dhabi, United Arab Emirates)

  • Taniya Abdul Jabbar

    (Department of Accounting, College of Business & Economics, UAE University, Al-Ain P.O. Box 15551, Abu Dhabi, United Arab Emirates
    These authors contributed equally to this work.)

  • Fatima Hisham Taher

    (Department of Accounting, College of Business & Economics, UAE University, Al-Ain P.O. Box 15551, Abu Dhabi, United Arab Emirates
    These authors contributed equally to this work.)

  • Aaisha Al Shamsi

    (Department of Accounting, College of Business & Economics, UAE University, Al-Ain P.O. Box 15551, Abu Dhabi, United Arab Emirates
    These authors contributed equally to this work.)

  • Shurooq Muhammad Arif

    (Department of Accounting, College of Business & Economics, UAE University, Al-Ain P.O. Box 15551, Abu Dhabi, United Arab Emirates
    These authors contributed equally to this work.)

  • Mariam Aldhaheri

    (Department of Accounting, College of Business & Economics, UAE University, Al-Ain P.O. Box 15551, Abu Dhabi, United Arab Emirates
    These authors contributed equally to this work.)

  • Tariq Elrazaz

    (Department of Accounting, College of Business & Economics, UAE University, Al-Ain P.O. Box 15551, Abu Dhabi, United Arab Emirates)

Abstract

This study examines the conflicting relationship between high awareness and limited competency in applying Sustainable Development Goal (SDG) 12 principles among students in Higher Education (HE). Although SDG 12 is acknowledged as a societal imperative and students exhibit a grounded understanding of these sustainability concepts, there is a scarcity of holistic integration of the necessary competencies for the application of SDG principles to real-world business contexts. This discrepancy necessitates the development of educational strategies that not only increase awareness but also improve practical competencies. This study explores the cognitive, affective, and behavioral pillars of student perceptions by employing a mixed-methods approach. The findings reveal a division among students into idealist and pragmatist groups regarding SDG 12 implementation, highlighting the need for pedagogical innovation and interdisciplinary integration. By bridging the gap between theoretical knowledge and practical application, this study contributes to equipping future leaders with the skills necessary to drive sustainable transformations in an increasingly complex world.

Suggested Citation

  • Moataz Elmassri & María Luisa Pajuelo & Taniya Abdul Jabbar & Fatima Hisham Taher & Aaisha Al Shamsi & Shurooq Muhammad Arif & Mariam Aldhaheri & Tariq Elrazaz, 2025. "The Paradox of Sustainability in Higher Education: High Awareness but Limited Competency in Applying SDG 12 Principles," Sustainability, MDPI, vol. 17(20), pages 1-27, October.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:20:p:9067-:d:1770261
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    References listed on IDEAS

    as
    1. Ahmed H. Elsayed & María Luisa Pajuelo & Issa Almaghaireh & Khalil Chaaban & Islam Homsi & Moataz Elmassri, 2025. "Fostering Sustainability Leadership Through SDG 13 Integration in Business Curricula," Sustainability, MDPI, vol. 17(18), pages 1-32, September.
    2. Charles H. Cho & David Derichs & Nicholas McGuigan & Joan Ballantine & Alessandro Ghio & Louise Gorman & Blerita Korca & Alessandro Merendino & Erica Pimentel & Destan Halit Akbulut & Anna Białek-Jawo, 2025. "When ‘Places’ educate: hacking accounting education through spaces," Accounting Forum, Taylor & Francis Journals, vol. 49(1), pages 1-19, January.
    3. Rodrigo Lozano & Maria Barreiro‐Gen & Gabriela Ortiz‐Martínez & Alberto Mendoza & Jordi Segalàs & Sandra Caeiro & João Simão & Claudio Favi & Bartłomiej Gładysz & María Alló & Carmen Gago‐Cortés & Ubi, 2025. "Students' Perspectives on Sustainability Competences and Pedagogical Approaches: Groupings and Interrelations Results From 17 International Case Studies," Sustainable Development, John Wiley & Sons, Ltd., vol. 33(3), pages 4689-4701, June.
    4. Lena Malešević Perović & Maja Mihaljević Kosor & Nikša Alfirević, 2025. "Assessing University Contributions to Sustainability in Europe: A Data-Driven Analysis of SDG 12 (Responsible Consumption) and SDG 13 (Climate Action)," World, MDPI, vol. 6(1), pages 1-12, January.
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    6. Shaikha R. Al-Nuaimi & Sami G. Al-Ghamdi, 2022. "Sustainable Consumption and Education for Sustainability in Higher Education," Sustainability, MDPI, vol. 14(12), pages 1-17, June.
    7. Walaa Al Husban, 2025. "The Impact of Integrating Sustainable Development Goals on Students’ Awareness and Pro-Environmental Behavior: A Case Study of Jordan," Sustainability, MDPI, vol. 17(6), pages 1-24, March.
    8. Moataz Elmassri & María Luisa Pajuelo & Abdulhadi Ali Alahbabi & Ahmed Mohamed Alali & Moufak Alzitawi & Hamdan Hussain & Khaled Alnabhani & Tariq Elrazaz, 2023. "Student Perceptions of Pedagogical Approaches to Integrating the SDG 8 into Business School Education," Sustainability, MDPI, vol. 15(19), pages 1-22, September.
    9. Tariq Elrazaz & Ahmed Shaker Samaan & Moataz Elmassri, 2024. "Sustainable development goals: Sustainability reporting challenges in the United Arab Emirates context," Sustainable Development, John Wiley & Sons, Ltd., vol. 32(4), pages 3100-3114, August.
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