University Students’ Perspectives on Physics Education in Sustainable Development Goals

Abstract

Abstract This research explores university students’ perspectives on integrating sustainable development goals in physics education subjects (SDGs-PE). However, there is a few research that focuses on SDGs-PE. This research adopts a quantitative survey and is supported by a qualitative interview design. Fifty-two university students participated in the survey to fulfill the SDGs-PE instrument, and five interview participants for data collection. An exploratory factor analysis (EFA) and descriptive analysis were used to achieve the research’s goals. The research indicated that the SDGs-PE fulfills the criteria of validity and reliability. The construct validities of the SDGs-PE varied from .538 to .886 and explained 64.26% of the variance. Overall, the Cronbach’s alpha coefficient of the instrument was .812. This research has also highlighted the integration of physics education, education for sustainable development, and sustainable development goals.