528
F. N. Ariffin et al.
sustainable development. For instance, large groups of students did not know that
economic and social dimension are part of sustainable development components.
This is a worrying problem to us. Probably the government should include more of
these two components in the ESD program that has been taught at school instead of
focusing only on the environment component.
Meanwhile, the finding also showed that youths had positive and strong support
in strengthening Malaysia’s involvement in building better sustainable development
policies and mass mobilisation of youth towards sustainable development lifestyle.
With strong support and positive attitude from the youths, it is not possible that
Malaysia can achieve the 2030 Sustainable Development Agenda.
Clearly, from the result of this study, ESD program in the education system has
had a good impact on the level of knowledge and affecting positive opinions on
sustainable development amongst young people in Penang. Therefore, program such
as ESD in Malaysian education system should be continued with enhancement of
existing syllabus. For instance, instead of focusing only on formal education, we
should also encourage young people to participate in our community so that they can
understand the importance of sustainable development for their future. Their active
participation brings valuable and unique perspectives to the community. Furthermore,
it is empowering for youths to have their opinions sought and recognised as valid
(Youth Affairs Council of Victoria 2004).
This study that was conducted in Penang is not meant to be an indicator of the
level of understanding and representing the opinions of youth throughout Malaysia
but can serve as a comparison to other related research. Results obtained from this
study have shown the progress of sustainable development initiatives in Malaysia and
it can be used as baseline data for further research related to sustainable development
and youth in Malaysia. Furthermore, data from this study provide an insight to
policy makers in decision-making process in planning better actions in promoting
sustainable development and building better sustainable development policies for
Malaysia.
Since the study was conducted in Penang, it is recommended that this study to be
carried out at different parts of Malaysia to get more accurate data regarding youth in
Malaysia. Besides that, more studies on the level of technical knowledge on sustainable development is needed as this study only provides the level of general understanding on sustainable development. In addition, referring to the literature review,
most studies on sustainable development were about the environmental issues. Thus,
future researchers can study on sustainable development issues instead of focusing
only on environment pillar of sustainable development.
Clearly, the young citizens play a vital part in helping the world states to meet the
seventeen Sustainable Development Goals by 2030. Further, engaging youth with
programs and initiatives related to sustainability will create awareness, understanding, knowledge and possibly positive attitude towards sustainability. Besides that,
schools and universities can be a powerful tool in promoting sustainable development to youths by integrating the principles and practices of sustainable development
into all aspects of education.
F. N. Ariffin et al.
sustainable development. For instance, large groups of students did not know that
economic and social dimension are part of sustainable development components.
This is a worrying problem to us. Probably the government should include more of
these two components in the ESD program that has been taught at school instead of
focusing only on the environment component.
Meanwhile, the finding also showed that youths had positive and strong support
in strengthening Malaysia’s involvement in building better sustainable development
policies and mass mobilisation of youth towards sustainable development lifestyle.
With strong support and positive attitude from the youths, it is not possible that
Malaysia can achieve the 2030 Sustainable Development Agenda.
Clearly, from the result of this study, ESD program in the education system has
had a good impact on the level of knowledge and affecting positive opinions on
sustainable development amongst young people in Penang. Therefore, program such
as ESD in Malaysian education system should be continued with enhancement of
existing syllabus. For instance, instead of focusing only on formal education, we
should also encourage young people to participate in our community so that they can
understand the importance of sustainable development for their future. Their active
participation brings valuable and unique perspectives to the community. Furthermore,
it is empowering for youths to have their opinions sought and recognised as valid
(Youth Affairs Council of Victoria 2004).
This study that was conducted in Penang is not meant to be an indicator of the
level of understanding and representing the opinions of youth throughout Malaysia
but can serve as a comparison to other related research. Results obtained from this
study have shown the progress of sustainable development initiatives in Malaysia and
it can be used as baseline data for further research related to sustainable development
and youth in Malaysia. Furthermore, data from this study provide an insight to
policy makers in decision-making process in planning better actions in promoting
sustainable development and building better sustainable development policies for
Malaysia.
Since the study was conducted in Penang, it is recommended that this study to be
carried out at different parts of Malaysia to get more accurate data regarding youth in
Malaysia. Besides that, more studies on the level of technical knowledge on sustainable development is needed as this study only provides the level of general understanding on sustainable development. In addition, referring to the literature review,
most studies on sustainable development were about the environmental issues. Thus,
future researchers can study on sustainable development issues instead of focusing
only on environment pillar of sustainable development.
Clearly, the young citizens play a vital part in helping the world states to meet the
seventeen Sustainable Development Goals by 2030. Further, engaging youth with
programs and initiatives related to sustainability will create awareness, understanding, knowledge and possibly positive attitude towards sustainability. Besides that,
schools and universities can be a powerful tool in promoting sustainable development to youths by integrating the principles and practices of sustainable development
into all aspects of education.