Dataset - Business School Master students’ awareness and perception of SDGs

Dataset used in the investigation titled Business School Master students’ awareness and perception of SDGs (Not published yet). Purpose – This study investigates the dynamics of awareness, perception, and sustainability literacy regarding the Sustainable Development Goals (SDGs) among Master's students at a leading Latin American business school. It addresses how educational programs integrating sustainability content contribute to students' understanding and engagement with the SDGs, as well as the specific academic and professional factors that impact on these dimensions in the Latin American higher education context. Design – The authors ran a quantitative study using a survey instrument, adapted from Leiva-Brondo et al. (2022), collecting data from a representative sample (n=403) of Master's students. ANOVA and Tukey post hoc tests assessed significant differences between demographic groups, academic programs, and professional backgrounds. Random forest algorithms determined the relative importance of various variables in predicting student learning outcomes in the sustainability area. Findings – Student progress within their Master's program significantly enhances SDG awareness, perception, and sustainability literacy, with face-to-face programs proving more effective than other formats. Students in sustainability-focused sectors demonstrated a higher level of awareness. Predictive modeling indicates program progress as the most important variable. These findings have implications for curriculum design and the global pursuit of developing a well-educated generation equipped to contribute to the achievement of the SDGs. Originality – This research contributes empirical evidence from a Latin American business school to the global discourse on SDG integration in higher education. It examines how different curriculum delivery modes impact sustainability literacy and further, goes beyond awareness, exploring student participation in SDG-related activities and the impact of progress within programs. Authorship: Sanchez S. ; De las Casas, F.; Zegarra, J. & Iglesias, J.本研究使用的数据集源自一项未发表的调查，该调查题为《商学院硕士研究生对可持续发展目标（Sustainable Development Goals，SDGs）的认知与感知》。 研究目的：本研究旨在探究拉美顶尖商学院硕士研究生群体中，关于可持续发展目标的认知水平、感知态度与可持续素养的动态特征；同时分析融入可持续性内容的教育项目如何助力学生理解并参与可持续发展目标，以及拉美高等教育场景中影响上述维度的特定学术与职业因素。 研究设计：研究者采用改编自Leiva-Brondo等人（2022年）的调研工具开展定量研究，从硕士研究生群体中收集了具有代表性的样本数据（n=403）。研究通过方差分析（Analysis of Variance，ANOVA）与Tukey事后检验，评估了人口统计分组、学术项目与职业背景间的显著差异；借助随机森林算法，明确了各类变量在预测学生可持续领域学习成果时的相对重要性。 研究发现：硕士项目就读进度显著提升了学生对SDGs的认知、感知与可持续素养，且面授项目的实施效果优于其他授课形式；聚焦可持续发展领域的学生展现出更高的认知水平。预测模型结果显示，项目就读进度是最重要的预测变量。本研究发现可为课程设计以及全球范围内培育能够助力实现SDGs的高素质人才提供实践参考。 研究创新性：本研究从拉美商学院的视角，为全球高等教育领域融入可持续发展目标的学术讨论提供了实证依据；本研究不仅考察了不同授课模式对学生可持续素养的影响，还突破了仅关注认知的研究范畴，进一步探索了学生参与SDGs相关活动的情况，以及项目就读进度带来的影响。 作者团队：Sanchez S.、De las Casas, F.、Zegarra, J. 与 Iglesias, J.