earticle

영어

This study conducted a comparative analysis of Sustainable Development Goals (SDGs) awareness and understanding among 464 university students in Korea and China. It was designed as a baseline investigation to assess the status, activation, and educational experiences of SDGs learning in the two national contexts. To capture both perceptions and engagement, a structured questionnaire was administered to measure cognitive awareness and behavioral participation. The instrument was constructed to ensure systematic coverage of key dimensions of SDGs literacy and practice. The survey comprised five analytical domains. First, it measured recognition of SDG-related terminology as an indicator of foundational familiarity with core concepts and vocabulary. Second, it assessed conceptual understanding of SDGs and related knowledge beyond nominal awareness. Third, it examined perceptions of principal actors responsible for achieving SDGs in domestic and international arenas. This domain compared attributions of responsibility to individuals, public institutions, and international organizations. Fourth, it investigated respondents’ experiences with SDG-related actions, including participation in activities, educational programs, and practice-oriented initiatives. Fifth, it elicited students’ priority judgments by asking them to select the five most important goals among the 17 SDGs. In addition, respondents identified five goals they considered most salient from a national perspective. The findings show that Korean students had higher recognition of SDG-related terms, while Chinese students demonstrated more active engagement in practical actions. Korean students emphasized the role of individuals and prioritized environmental goals (e.g., climate change response), whereas Chinese students valued the role of public institutions and focused on social welfare goals (e.g., gender equality). In terms of education, Korean universities promote participatory programs based on K-SDGs, while Chinese universities emphasize government-led institutionalization and international cooperation. The study suggests that both countries should establish standardized, competency-based SDG education frameworks and transform universities into platforms that foster value internalization and practical implementation.