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J. I. J. Ilham et al.
among Sunway University stakeholders and advocate for the realization of solutions
on campus. It would also serve to collaborate with regional organization to work
on implementation of the SDGs. In 2017, a committee of students from Sunway
University were appointed to the committee of SYSD to champion these goals on
campus, under the supervision of JSC.
SYSD is established as a platform for Sunway University students to be more
involved in projects and activities related to the causes under the 17 SDGs. For
instance, SYSD had organised its inaugural event, Earth Week, to bring students
together and expose them with the 17 SDGs. These goals are important guidelines to
reduce societal as well as environmental problems in today’s community. Activities
like Earth Week aims to embed the motivation and drive for students to be a change
maker and a change agent in their respective communities.
SYSD was formed as a result of an organised framework structure in order to
implement the SDGs effectively in the community.
5 Discussion
The three case studies put forward in this paper showcases the different projects and
approaches leading to a sustainable campus in Malaysia. From solving urban transportation issue, to nature based initiatives, to youth champions for SDGs, there are
many ways for sustainability to be practiced and implemented in higher institutions.
In the progress of developing sought after graduates in this era, sustainability in
pedagogy through ESD is not enough, it has to come with experience and hands on
engagement, harnessing soft skills and critical thinking amongst students. According
to Reza, Choy and Pereira (2013), field-based pedagogical approach is effective and
helps students understand sustainability from a broader perspective. This chimes in
with the case studies that were presented, as it does not resonate with the formal curricula. These “Sustainability in Practice” examples may not cater towards the usual
pedagogical approach, but is important as it outputs an immense impact on society
(Reza 2016).
5.1 Localisation of SDGs
The Government of Malaysia recently launched a Voluntary National Review (VNR)
2017 of the SDGs at the High-level Political Forum. Localisation of SDGs can
be identified by mapping the 17 SDGs, 169 targets and 232 indicators against the
current 11th Malaysia Plan, themed “Anchoring Growth on People.” The VNR acts
as testimony for Malaysia’s continuous commitment to achieve the 2030 Agenda
and the SDGs (VNR 2017).
The 17 SDGs is universal and transformational, providing a guide on addressing major development challenges for humanity. The case studies portrayed in this
J. I. J. Ilham et al.
among Sunway University stakeholders and advocate for the realization of solutions
on campus. It would also serve to collaborate with regional organization to work
on implementation of the SDGs. In 2017, a committee of students from Sunway
University were appointed to the committee of SYSD to champion these goals on
campus, under the supervision of JSC.
SYSD is established as a platform for Sunway University students to be more
involved in projects and activities related to the causes under the 17 SDGs. For
instance, SYSD had organised its inaugural event, Earth Week, to bring students
together and expose them with the 17 SDGs. These goals are important guidelines to
reduce societal as well as environmental problems in today’s community. Activities
like Earth Week aims to embed the motivation and drive for students to be a change
maker and a change agent in their respective communities.
SYSD was formed as a result of an organised framework structure in order to
implement the SDGs effectively in the community.
5 Discussion
The three case studies put forward in this paper showcases the different projects and
approaches leading to a sustainable campus in Malaysia. From solving urban transportation issue, to nature based initiatives, to youth champions for SDGs, there are
many ways for sustainability to be practiced and implemented in higher institutions.
In the progress of developing sought after graduates in this era, sustainability in
pedagogy through ESD is not enough, it has to come with experience and hands on
engagement, harnessing soft skills and critical thinking amongst students. According
to Reza, Choy and Pereira (2013), field-based pedagogical approach is effective and
helps students understand sustainability from a broader perspective. This chimes in
with the case studies that were presented, as it does not resonate with the formal curricula. These “Sustainability in Practice” examples may not cater towards the usual
pedagogical approach, but is important as it outputs an immense impact on society
(Reza 2016).
5.1 Localisation of SDGs
The Government of Malaysia recently launched a Voluntary National Review (VNR)
2017 of the SDGs at the High-level Political Forum. Localisation of SDGs can
be identified by mapping the 17 SDGs, 169 targets and 232 indicators against the
current 11th Malaysia Plan, themed “Anchoring Growth on People.” The VNR acts
as testimony for Malaysia’s continuous commitment to achieve the 2030 Agenda
and the SDGs (VNR 2017).
The 17 SDGs is universal and transformational, providing a guide on addressing major development challenges for humanity. The case studies portrayed in this