ENHANCING STUDENT LEARNING AND COMMUNITY IMPACT: SDG-BASED SULAM PROJECTS IN ENVIRONMENTAL ECONOMICS
DOI:
https://doi.org/10.35631/IJEPC.1162086Keywords:
Community Engagement, Environmental Economics, Service-Learning, SDG Localisation, SustainabilityAbstract
This study develops a structured model for embedding Sustainable Development Goals (SDGs) into SULAM (Service-Learning Malaysia – University for Society) activities within the Environmental Economics course at Universiti Teknologi MARA (UiTM). The aim is to enhance students’ experiential learning while generating meaningful, sustainable outcomes for host communities. Qualitative data were collected from 25 students and 15 community participants through reflective writings, programme reports, and feedback sessions, and analysed using thematic analysis. Findings highlight five main challenges: limited SDG alignment, overemphasis on environmental awareness, insufficient economic value creation, lack of sustainable monitoring, and minimal participatory planning. In response, a five-component SULAM–SDG framework is proposed, comprising cross-cutting environmental–economic goals, inclusive planning, SDG mapping, sustainable outputs, and measurable impact with continuous feedback. The framework integrates Environmental Economics principles, promotes SDG localisation, and strengthens community engagement. The study concludes that structured, participatory, and SDG-aligned SULAM projects can simultaneously deepen students’ understanding of environmental and economic interconnections and deliver tangible, long-term benefits to communities. The framework offers a replicable approach for higher education institutions to integrate service-learning with sustainability education, foster responsible graduates, and support inclusive community development.
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