ENVIRONMENTAL SUSTAINABILITY AT NOTRE DAME OF DADIANGAS UNIVERSITY

Abstract

This descriptive quantitative study examined the role of engineering faculty at Notre Dame of Dadiangas University (NDDU) – Glamang Campus in advancing environmental sustainability during academic years 2020–2025, focusing on their alignment with United Nations Sustainable Development Goal (SDG) 7 (Affordable and Clean Energy) and SDG 13 (Climate Action). Purposive sampling was used to identify engineering faculty with direct instructional, research, or extension involvement in sustainability, and data were triangulated through a validated self-made questionnaire, documentary analysis, and structured on-site observation. Results indicated that campus sustainability practices were implemented (M = 2.71) and perceived as effective (M = 2.88) to a Moderate Extent overall, with waste management rated highest (M = 3.23 implementation; M = 3.50 effectiveness) and green transportation rated lowest (M = 1.77 implementation; M = 2.14 effectiveness). Alignment with the SDGs was likewise Moderate (M = 2.86), with SDG 13 (M = 3.07) outperforming SDG 7 (M = 2.64). Faculty engagement was highest in curriculum-level integration (M = 3.43) but weaker in research mentorship and extracurricular promotion, and external collaboration remained concentrated within the university (M = 3.07) rather than with NGOs (M = 2.28), government agencies, or industry. Among the hypothesized contributing factors — funding, institutional support, faculty training, technology access, and stakeholder willingness to change (overall M = 3.11) — a Pearson correlation with the extent of sustainability practices was weak and not statistically significant, r = .249, p = .390. Faculty perception of institutional sustainability efforts was generally positive (M = 3.65), though awareness and conceptual understanding scored lowest among its indicators. The findings suggest that behavioral readiness at the Glamang Campus currently outpaces institutional resourcing, producing a decoupling between stated support and operational outcomes. Technological, pedagogical, collaborative, and financial strategies are proposed to help translate faculty willingness into measurable environmental impact and closer alignment with SDG 7 and SDG 13.