Assessment of students awareness of glocal sustainability challenges in high schools

Authors

Success Fasanmi University of Johannesburg, South Africa https://orcid.org/0000-0002-1562-3476
Sadi Seyama-Mokhaneli University of Johannesburg, South Africa https://orcid.org/0000-0002-5234-0555

DOI:

https://doi.org/10.34142/2709-7986.2026.31.1.06

Keywords:

environmental awareness, experiential learning, global sustainability, sustainable development education, theory-practice gap

Abstract

Sustainability education has become increasingly important in preparing young people to respond to interconnected global and local environmental challenges. Schools play a critical role in shaping students’ understanding of sustainable development and their capacity to act responsibly within their communities.

Purpose. This study assessed high school students’ awareness of glocal sustainability challenges, focusing on their knowledge of sustainability concepts, principles, and issues as well as their ability to link global phenomena with local realities.

Methodology. The research used a descriptive survey design involving 177 undergraduates from the University of Johannesburg, South Africa. Data were analyzed using descriptive statistics.

Results. Results showed that students had a strong conceptual awareness of sustainability principles, including equal access to education, gender equality, human rights, biodiversity conservation, and responsible corporate behavior. Over 90% recognized the importance of education, peace, and environmental stewardship for sustainable development, and most were aware of global challenges such as climate change, waste management, and resource equity. However, the study found a gap between students’ theoretical knowledge and practical local action, particularly in areas like water conservation and disaster preparedness.

Conclusion. The findings suggest that while students understand sustainability conceptually, their learning remains abstract. The study recommends more experiential, context-based learning, improved teacher training, and stronger school-community partnerships to better integrate global sustainability ideas with local practices

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Author Biographies

Success Fasanmi, University of Johannesburg, South Africa

Ph.D., Department of Education Leadership and Management, University of Johannesburg, South Africa.

Sadi Seyama-Mokhaneli, University of Johannesburg, South Africa

Professor, Department of Education Leadership and Management, University of Johannesburg, South Africa.

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Published

2026-04-15

How to Cite

Fasanmi, S., & Seyama-Mokhaneli, S. (2026). Assessment of students awareness of glocal sustainability challenges in high schools. Educational Challenges, 31(1), 75–93. https://doi.org/10.34142/2709-7986.2026.31.1.06