Revista
de la
Universidad
del Zulia
Fundada en 1947
por el Dr. Jesús Enrique Lossada
DEPÓSITO LEGAL ZU2020000153
Esta publicación científica en formato digital
es continuidad de la revista impresa
ISSN 0041-8811
E-ISSN 2665-0428
Ciencias
Sociales
y Arte
Año 14 N° 41
Septiembre - Diciembre 2023
Tercera Época
Maracaibo-Venezuela
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345
The Impact of Digital Technologies on Training Art Students to
Achieve Sustainable Development Goals
Halyna Kuzmenko*
Olha Konovalova**
Yaroslava Nikolaienko***
Veronika Zaitseva****
Alla Rudencenko*****
Alla Buihasheva******
ABSTRACT
The aim of this study was to determine the impact of digital technologies in the education of Art
students in their knowledge and attitude towards the Sustainable Development Goals (SDGs). A
survey was used in this study to determine the students’ digital literacy, as well as to identify their
level of knowledge of the Sustainable Development Goals and their attitude towards these goals.
Mathematical methods of data processing, Cronbach’s Alpha, Kaiser’s Measure, and Pearson
correlation coefficient were also applied. It was found that the level of digital literacy, as well as the
knowledge and attitude of students towards the SDGs, depend on their major. It is also assumed that
the students’ attitude towards the SDGs depends on the political, economic, and social situation in
the country. The results of the research complement the existing theoretical knowledge, and also
recommend the methodology for determining the impact of digital technologies on shaping students’
attitudes towards the SDGs. It can be tested for other majors as well.
KEYWORDS: Digitization, sustainable development, Digital literacy, Communication technology,
Art styles.
*Professor, Department of Humanitarian Disciplines, Musical Art Faculty, Kyiv Municipal Academy of Circus and
Performing Arts, Kyiv, Ukraine, ORCID ID: https://orcid.org/0000-0002-0613-3934, halynakuzmenkokyiv@gmail.com
** Associate Professor, Department of Fine Arts, Faculty of Fine Arts and Design, Borys Grinchenko Kyiv University,
Kyiv, Ukraine, ORCID ID https://orcid.org/0000-0002-1782-4757, konovalovaaa@gmail.com
***Research Officer, Department of Scientific and Educational Information Resources, V. O. Sukhomlynsky State
Scientific and Pedagogical Library of Ukraine, Kyiv, Ukraine, ORCID ID: https://orcid.org/0000-0002-5959-8161,
yaroslavaddn@gmail.com
**** Associate Professor, Department of Decorative Art and Restoration, Faculty of Fine Arts and Design, Borys
Grinchenko Kyiv University, Kyiv, Ukraine, ORCID ID: https://orcid.org/0000-0003-1160-1760, zaitsevada@gmail.com
*****Professor, Department of Decorative Art and Restoration, Faculty of Fine Arts and Design, Borys Grinchenko Kyiv
University, Kyiv, Ukraine, ORCID ID: https://orcid.org/0000-0001-9354-8216, alalla@gmail.com
******People's Artist, Professor, Department of Decorative Art and Restoration, Faculty of Fine Arts and Design, Borys
Grinchenko Kyiv University, Kyiv, Ukraine, ORCID ID: https://orcid.org/0000-0002-9644-1657,
albihasheva@gmail.com
Recibido: 05/04/2023 Aceptado: 15/06/2023
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El impacto de las tecnologías digitales en la formación de estudiantes
de Arte para alcanzar los objetivos de desarrollo sostenible
RESUMEN
El objetivo de este estudio fue determinar el impacto de las tecnologías digitales en la
educación de los estudiantes de Arte en su conocimiento y actitud hacia los Objetivos de
Desarrollo Sostenible (ODS). En este estudio se utilizó una encuesta para determinar la
alfabetización digital de los estudiantes, así como para identificar su nivel de conocimiento
de los Objetivos de Desarrollo Sostenible y su actitud hacia estos objetivos. También se
aplicaron métodos matemáticos de procesamiento de datos, Alfa de Cronbach, Medida de
Kaiser y coeficiente de correlación de Pearson. Se encontró que el nivel de alfabetización
digital, así como el conocimiento y la actitud de los estudiantes hacia los ODS, dependen de
su carrera. También se asume que la actitud de los estudiantes hacia los ODS depende de la
situación política, económica y social del país. Los resultados de la investigación
complementan el conocimiento teórico existente y también recomiendan la metodología para
determinar el impacto de las tecnologías digitales en la formación de las actitudes de los
estudiantes hacia los ODS. También se puede probar para otras carreras.
PALABRAS CLAVES: Digitalización, Desarrollo medioambiental, Iniciación a la informática,
Tecnología de la comunicación, Estilo artístico.
Introduction
The period of rapid industrial development is accompanied not only by satisfying the
material needs of people, but also by the depletion of natural resources and the growth of
population inequality, which leads to climate change and wars (Mittal & Rama devi Pani,
2021). In 2015, the 2030 Agenda defined 17 Sustainable Development Goals in order to reduce
the negative impact of these factors. The achievement of those Goals will enable preserving
our planet for future generations in a state no worse than the current one (Palomares et al.,
2021). The education system is tasked to transform society towards achieving the SDGs
(Saitua-Iribar et al., 2020), as education is the basis of ecological, economic, and social
development (García-Hernández et al., 2022). It is a guide to a better life, both for society as
a whole and for each person in particular. Education should change the behavioural approach
of society in order to achieve sustainability. This process has many challenges and various
strategies are being implemented to address them (Shava et al., 2021).
Different countries have different approaches to the implementation of the values
provided by SDGs and communicating them to the society. For example, in Japan,
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schoolchildren and students can choose subjects related to the SDGs, while in Sweden, the
SDGs are part of the curriculum (Yuan et al., 2022). Ukrainian universities are developing
recommendations for taking into account the SDGs and ensuring quality education aimed at
providing the necessary knowledge, skills and abilities to achieve them (Stukalo & Lytvyn,
2021). Students are also involved in various public events related to the sustainable
development. Higher education institutions (HEIs) post information on sustainable
development on official websites, change curricula, prepare students for lifelong learning, etc.
The issue of the relationship between the use of digital technologies during students’
education and their awareness of the SDGs is not sufficiently covered in the academic
literature. Therefore, the aim of this work was to study the impact of increasing the use of
digital technologies during education in art majors on students’ knowledge and attitude
towards the SDGs. In particular, the matter is about students of the following art majors:
Music Art, Performing Arts, Visual Arts, Decorative Arts, and Restoration. For this purpose,
the following research objectives were set:
1) Determine the level of digital literacy of art students as a possible indicator of the
frequency of use of digital technologies;
2) Evaluate the level of art students’ knowledge and attitude to the SDGs;
3) Establish the dependence of the level of students’ knowledge about the SDGs and
their attitude towards the latter on the level of digital literacy.
1. Literature review
The dynamics of achieving the SDGs are usually studied discretely, in other words,
individual goals are studied. De Miguel González and Sebastián-López (2022) studied Goals
5 (gender equality) and 11 (sustainable cities and communities). Wickramasinghe and Razak
(2023) argue that education is a tool for simultaneous achievement several of the 17 SDGs,
not only Goal 4, which directly relates to education (ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all.). For example, Goal 1 — No
poverty — can be achieved thanks to education, which leads to the achievement of Goal 2 —
Zero hunger, while Goal 5 — Gender Equality — can be achieved thanks to the education of
women. Education develops industry and creates innovation (Goal 9). Education contributes
to reducing the difference between different population groups, which corresponds to Goal
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10 — Reduced inequalities. Education promotes a more conscious attitude of people to their
own health and to the environment. However, as Oie (2021) points out, the SDGs are
interrelated and one cannot achieve some goals while neglecting others.
According to Bachmann et al. (2022), digital technologies are widely used to achieve
sustainable development. For example, Triki et al. (2023) studied their impact on the
development of one of the regions of the Kingdom of Saudi Arabia. A web-based Sustainable
Development Programme in Ethiopia and Rwanda was developed through digital
technologies (Bälter et al., 2022). Hess et al. (2021) presents the results of a study of the use
of digital technologies for the preservation of cultural heritage. Palomares et al. (2021)
established the contribution of artificial intelligence to the prospects of achieving the SDGs.
Kaputa et al. (2022) state that digital technologies provide access to education to more
people and reduce its cost. García-Hernández et al. (2022) note that they promote the
development of critical thinking, creativity, teamwork and communication, self-sufficiency,
and responsibility. However, as Palomares et al. (2021) indicate, the use of digital
technologies still has certain difficulties: insufficient number of developed digital resources,
insufficient preparation of teachers and learners, technical support of participants in the
educational process, high energy consumption of computing equipment, issues of ethics,
confidentiality, security, and property rights.
De Miguel González and Sebastián-López (2022) emphasizes that the introduction of
the study of SDGs in the study of a certain academic subject requires teachers to have specific
knowledge and skills, a deep understanding of their connections with the subject being
studied. Hurd and Ormsby (2020) states that special tools and educational resources are
needed to implement the SDGs in education. For example, Choi et al. (2022) developed an
educational programme that contributed to the achievement of Goal 4 — Quality education.
According to Kilanioti (2022), game-based learning is a common teaching method for
introducing students to the SDGs.
Shava et al. (2021) considered art as a method of introducing citizens into the SDGs.
Besides, as Oie (2021) notes, art is a tool for achieving the SDGs. Chapman and O’Gorman
(2022) state that art help transform education for sustainable development. It is a unique
language for inclusive education. For example, music can reach where words cannot. Art
enables seeing the world in a new way and imagine a different future. It draws on the
expertise of others to support sustainable development. Art makes it possible to visualize the
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negative impact of human activity on the environment, thereby more strongly activating
neural mechanisms, causing a range of emotions and achieving the attitude towards it
necessary to preserve the environment. So, art can cause a feeling of discomfort, which in turn
can play the role of a catalyst for the development of empathy and compassion. Art also helps
to develop teamwork skills, creative cooperation, mutual respect and mutual assistance, for
example, during dramatic play, dance, joint performance of musical works, etc. Horwitz and
Thyrén (2022) consider that art is a tool for preparing students for a sustainable and healthy
working life. Therefore, educational programmes of HEIs should include art. Music
education for adults improves their quality of life, while helping to build relationships
between members of society, music and culture and contributing to the achievement of the
SDGs (Vernia-Carrasco, 2022).
To achieve Goal 4 (education for all), various engineering inventions are created for
people with special abilities. For example, a Braille tablet for the visually impaired, a
prosthetic guitar for a one-handed guitarist (Foss & Liu, 2022). The continuity and
accessibility of education is ensured through digital technologies. For example, e-
Hakseupteo, the electronic learning platform, was used to study music remotely (Park,
2022).
Veland et al. (2022) considered music from two perspectives: 1) as a tool of personal,
practical, and political transformation in accordance with the SDGs; 2) as a metaphor and
illustration of the historical context for the implementation of the SDGs. Achieving the SDGs
is a process of joint creativity of the improvisers of sustainable development.
2. Methods
2.1. Research Design
The research was conducted in three stages.
The first stage involved the study of the state of development of digital literacy, the level
of awareness, understanding of the SDGs, and the assessment of the attitude of art
students (compared with other majors) to the SDGs.
The second stage provided for a pedagogical experiment conducted among students of
3 art majors. It was aimed at simultaneously increasing the students’ digital literacy as a
whole and actively introducing them during the study of specialized artistic subjects as
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simulators of musical instruments, means of search, distribution, reproduction, creation of
information. Emphasis was also placed on raising students’ awareness of the SDGs and their
participation in activities aimed at spreading the SDGs through art. For this purpose,
sections introducing into the SDGs, as well as the role of musical art in achieving the SDGs,
were included in the curricula. Students’ digital literacy was improved through additional
educational courses.
The third stage provided for determining the impact of the pedagogical experiment
conducted in art majors on the level of students’ digital literacy and their awareness of the
SDGs, as well as the interdependence of the last two values.
In general, the study lasted one academic year, from September 2022 to May 2023.
2.2. Sampling
The sample included 753 students of nine HEIs of Ukraine. Students studied different
majors: Music Art (159 people), Performing Arts (84), Fine Arts, Decorative Arts, Restoration
(133), Journalism (52), Law (56), Physics and Astronomy (15), Ecology (29), Mathematics
(27), Computer Science (59), Agronomy (63), Medicine (76). Art students only took part in
the pedagogical experiment (181 – control group, 195 – experimental group). The age range
of the respondents was 18-27 years. The sample also included 17 teachers who taught
students majoring in Music Art, Performing Arts, Fine Arts, Decorative Arts, and
Restoration. The age range of teachers was 31-65 years. All teachers had an academic degree:
3 DScs, 14 PhDs.
2.3. Methods
Digital literacy was determined by using the technique (Choi et al., 2022) of dividing
digital competence into areas of competence. And students were asked to rate each of them
on a 4-point Likert scale, where 1 is poorly mastered, 4 is perfectly mastered.
The level of awareness of sampled students, their understanding of the SDGs and their
attitude towards the latter were assessed using the methods of Ilham et al. (2021),
Smaniotto et al. (2020) and Chen et al. (2021) on a five-point Likert scale. The
questionnaires were translated into Ukrainian, adjusted according to the objectives of this
study, and checked by three experts. The experts involved Doctor of Philology, Doctor of
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Pedagogy, and Doctor of Psychology.
The reliability of the study was determined using the Cronbach’s alpha, which was
higher than 0.7. Validity was determined through the Kaiser’s Measure. It was also
acceptable — more than 0.7. Correlation was determined by using the Pearson correlation
coefficient.
Participation in the study was voluntary, anonymous and free of charge.
3. Results
Table 1 presents the results of the assessment of digital literacy carried out at the
beginning among students of 11 different majors, 3 of which are artistic, where the assessment
was also carried out after the pedagogical experiment.
The conducted assessment of students’ digital literacy (Table 1) showed that it is major-
dependent. Students obtaining higher education in art majors had the lowest digital literacy
among all students in the sample (61.2, 62.1 and 63.2 points). Students majoring in Computer
Science had the highest digital literacy (86.4 points).
Table 1. Students’ digital literacy
Majors
Area of
competence
Musical Art
Fine Arts,
Decorative
Arts,
Restoration
Performing
Arts
Journalism
Law
Physics and
Astronomy
Ecology
Mathematics
Computer
Science
Agronomy
Medicine
Before
After
Before
After
Before
After
EG
and
CG
EG
CG
EG
and
CG
EG
CG
EG
and
CG
EG
CG
Basics of Hardware and Software. Basic Knowledge:
Hardware
3.4
3.8
3.4
3.4
3.5
3.4
3.5
3.7
3.5
3.
6
3.7
3.8
3.7
3.8
4.0
3.7
3.7
Software
2.6
2.9
2.7
2.8
3.0
2.8
2.7
3.0
2.8
2.
9
2.9
3.4
3.1
3.2
3.9
3.1
3.0
Work with data
Search
2.9
3.3
2.9
2.8
3.2
2.9
2.9
3.4
3.0
3.
5
3.1
3.5
3.2
3.7
3.8
3.1
2.9
Filtration
2.7
2.9
2.8
2.7
3.0
2.8
2.6
2.9
2.6
3.
1
2.9
2.9
2.7
2.8
3.2
2.7
2.8
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Evaluation
2.6
2.8
2.7
2.6
2.9
2.6
2.5
2.8
2.5
3.
0
2.8
2.9
2.6
2.9
3.1
2.6
2.7
Management
2.4
2.9
2.5
2.3
2.8
2.5
2.4
2.9
2.5
2.8
2.5
2.9
2.5
2.8
3.2
2.5
2.6
Communication and cooperation
Interaction
with digital
devices
2.4
2.7
2.5
2.5
2.8
2.6
2.7
2.8
2.7
2.9
2.8
3.1
2.9
3.1
3.8
2.7
2.9
Information
exchange
using digital
technologies
2.8
3.1
2.9
2.8
3.0
2.8
2.9
3.1
2.9
3.
4
3.1
3.4
3.2
3.5
3.9
3.2
3.1
Involvement
in the global
digital space
2.0
2.4
2.1
2.1
2.5
2.2
2.1
2.5
2.2
3.
1
2.7
2.4
2.3
2.4
3.0
2.5
2.4
Cooperation
mediated by
digital
technologies
1.9
2.6
2.0
2.0
2.6
2.0
2.1
2.6
2.2
2.
7
2.5
2.6
2.3
2.3
3.4
3.1
3.2
Ethics of
Internet
communicati
on
2.9
3.1
2.9
2.8
3.0
2.8
2.9
3.1
2.9
3.
1
3.0
2.9
2.8
2.9
3.3
2.9
2.8
Creation of digital content
Creation and
development
2.7
3.0
2.8
2.8
3.1
2.8
2.8
3.1
2.8
3.
7
3.1
2.9
2.8
2.9
3.4
2.8
2.7
Integration
2.6
2.9
2.7
2.7
3.0
2.8
2.8
3.0
2.8
3.
5
2.9
2.8
2.6
2.7
3.4
2.7
2.6
Export
2.6
2.9
2.6
2.6
2.8
2.6
2.7
2.8
2.7
3.
6
3.0
2.7
2.6
2.8
3.3
2.6
2.5
Copyright
2.9
3.2
2.9
2.8
3.1
2.8
2.9
3.1
2.9
3.
1
3.1
3.0
2.9
2.9
3.4
2.8
2.7
Programming
1.3
1.6
1.5
1.2
1.6
1.2
1.3
1.4
1.3
1.
7
1.6
2.1
1.7
2.0
3.1
1.5
1.6
Security
Protection of
digital
devices
2.7
3.3
2.8
2.9
3.4
3.0
2.8
3.3
2.9
3.
0
3.1
3.4
3.1
3.2
3.9
3.1
3.0
Privacy
protection
2.6
3.1
2.7
2.8
3.1
2.9
2.7
3.1
2.8
2.
9
3.0
3.3
3.0
3.1
3.8
3.0
2.9
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Protection of
health and
well-being
2.9
3.0
2.9
2.9
3.0
2.9
2.8
3.0
2.8
2.
9
2.8
2.8
3.1
2.7
2.8
2.8
3.2
Environment
al protection
2.3
2.7
2.3
2.2
2.8
2.3
2.4
2.8
2.5
3.
1
2.9
2.6
3.6
2.4
2.7
2.6
2.5
Solving problems
Identification
of technical
problems
2.1
2.8
2.2
2.1
2.7
2.2
2.2
2.7
2.3
2.
7
2.9
3.1
2.8
2.9
3.8
2.8
2.4
Solving
technical
problems
2.0
2.7
2.1
1.9
2.6
2.0
1.9
2.6
2.0
2.
2
2.2
2.7
2.4
2.6
3.7
2.5
2.3
Creative use
of digital
technologies
2.3
2.9
2.4
2.4
2.9
2.3
2.5
2.9
2.6
2.
8
2.9
3.0
2.8
2.7
3.6
2.7
2.5
Identifying
gaps in
digital
literacy
2.0
2.5
2.1
2.2
2.6
2.3
2.1
2.7
2.2
2.
5
2.7
2.9
2.6
2.8
3.2
2.3
2.1
Computation
al thinking
1.6
2.2
1.7
1.8
2.0
1.9
2.0
2.5
2.1
2.
3
2.5
3.1
2.8
3.2
3.7
2.2
2.0
Total
61.2
71.3
63.1
62.1
71.0
65.7
63.2
71.8
64.5
7
4.
1
70.
7
74.2
70.1
72.3
86.4
68.5
67.1
As Table 1 shows, active use of digital technologies in the process of education of art
students contributed to the development of their digital literacy. The total score in the
experimental group increased by 10.1; 8.9 and 11.3 in the three artistic majors considered in
this work. At the same time, the intergroup variance, which was caused by the heterogeneity
of the sample, associated with conducting the research in different HEIs, had a value ranging
from 187 to 532. It differed from the intragroup variance, which is caused by random factors
not taken into account in this study. This proves the invalidity of the null hypothesis.
The level of students’ awareness of the SDGs was different in different majors. For
example, 19% of students majoring in Musical Art (Figure 1), 13% of students majoring in
Visual Arts, Decorative Arts, Restoration (Figure 2) and 4% — in Performing Arts (Figure 3)
never heard about the SDGs and the 2030 Agenda. Compared to students of other majors
(Figure 4), this is a high indicator of lack of awareness. More than 30% of students majoring
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in Ecology, Medicine, Agronomy, and Journalism studied it at HEIs. About 40% of all
students heard about it from other sources.
Figure 1. The level of awareness of the students majoring in Musical Art about the SDGs
and the 2030 Agenda
Figure 2. The level of awareness of students majoring in Fine Arts, Decorative Arts and
Restoration about the SDGs and the 2030 Agenda
As sources of information, in addition to school and HEIs, students of art majors also
named web sources (an average of 8 percent for three art majors), television (27 percent), the
Internet and social networks (22 percent), magazines/books/newspapers (4 percent ),
extracurricular activities or sustainable development courses (2%), and others (1%).
Figure 5 and Table 2 present the results of the assessment of students’ attitude to the
19%
27%
41%
13%
Music Art
Never heard about it Heard about it Studied it at school Studied it at HEI
13%
34%
39%
14%
Visual Arts, Decorative Arts, Restoration
Never heard about it Heard about it Studied it at school Studied it at HEI
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study of the SDGs at the beginning of the research.
Figure 3. The level of awareness of students majoring in Performing Arts about the SDGs
and the 2030 Agenda
Figure 4. The level of awareness of students of other majors about the SDGs and the 2030
Agenda
Selectivity in the attitude of students towards the SDGs was revealed. Moreover, this
selectivity was major-dependant.
The positive dynamics of the attitude of art students to the SDGs after the pedagogical
experiment (Table 2) is evident. The total number of points for 17 SDGs scored by the
students of the experimental group after the experiment increased by 10.9; 10.5 and 9.7 points
4%
38%
40%
18%
Performing Arts
Never heard about it Heard about it Studied it at school Studied it at HEI
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Never heard about it
Heard about it
Studied it at school
Studied it at HEI
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in three art majors. At the same time, the intergroup variance ranged from 219 to 683.
Table 2. The results of the assessment of students’ attitudes towards each of the SDGs
SDGs
Majors
Music Art
Fine Arts, Decorative Arts,
Restoration
Performing Arts
Journalism
Law
Physics and Astronomy
Ecology
Mathematics
Computer
Science
Agronomy
Medicine
Before
After
Before
After
Before
After
EG and CG
EG
CG
EG and CG
EG
CG
EG and CG
EG
CG
Average score
1
No poverty
3.8
4.1
3.8
3.6
3.9
3.6
3.7
4.1
3.7
4.1
3.8
3.9
3.8
3.9
3.9
3.8
3.8
2
Zero
hunger
2.1
2.8
2.2
2.2
3.1
2.3
2.1
2.9
2.2
2.2
2.1
2.3
2.2
2.1
2.1
4.2
2.2
3
Good
health and
well-being
3.4
3.9
3.4
3.1
3.8
3.2
3.3
4.0
3.3
3.4
3.2
3.3
3.5
3.2
3.2
3.4
3.9
4
Quality
education
3.2
3.8
3.3
3.3
4.0
3.3
3.4
4.1
3.4
3.5
3.2
3.4
3.2
3.1
3.5
3.1
3.2
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5
Gender
equality
2.7
3.2
2.8
2.6
3.1
2.6
2.9
3.0
2.9
2.7
2.6
2.5
2.5
2.3
2.4
2.5
2.4
6
Clean
water and
sanitation
2.5
3.4
2.6
2.7
3.4
2.8
2.8
3.6
2.9
3.1
2.9
2.8
3.7
2.7
2.9
2.8
3.5
7
Affordable
and clean
energy
2.9
3.7
2.9
2.8
3.3
2.8
2.9
3.5
3.0
3.3
3.1
4.1
4.0
3.2
3.4
3.0
3.7
8
Decent
work and
economic
growth
3.7
4.0
3.7
3.8
4.1
3.8
3.6
4.1
3.6
3.7
3.4
3.6
3.5
3.8
4.2
4.1
4.0
9
Industry,
innovation
and
infrastructu-
re
3.3
3.9
3.4
3.4
4.0
3.5
3.5
4.2
3.5
3.4
3.5
3.9
4.1
3.7
4.3
4.2
4.3
10
Reduced
inequalities
3.6
4.1
3.6
3.5
4.1
3.5
3.7
4.3
3.7
3.7
3.6
3.5
3.4
3.6
4.1
3.7
3.7
11
Sustainable
cities and
communities
2.8
3.5
2.9
2.7
3.5
2.7
2.9
3.4
2.9
3.3
3.2
3.1
3.5
3.1
3.2
3.3
3.4
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12
Responsible
consumption
and
production
2.4
3.1
2.5
2.6
3.2
2.7
2.9
3.5
3.0
3.5
2.4
3.4
4.1
2.9
3.5
3.1
3.0
13
Climate
action
2.1
2.9
2.2
2.3
3.1
2.4
2.4
3.2
2.4
3.7
3.1
3.0
4.6
2.8
3.4
3.9
3.1
14
Life below
water
1.9
2.8
1.9
2.0
2.9
2.1
2.2
3.0
2.2
2.9
2.7
2.9
4.2
2.8
3.1
2.3
2.4
15
Life on
land
2.2
2.9
2.2
2.3
2.8
2.3
2.4
3.1
2.4
2.8
2.6
2.3
4.1
2.2
2.5
2.9
2.7
16
Peace,
justice and
strong
institutions
3.9
4.4
4.0
4.1
4.4
4.1
4.2
4.5
4.3
4.3
4.3
4.2
4.3
4.2
4.1
4.4
4.4
17
Partnerships
for the goals
2.7
3.5
2.7
2.9
3.7
2.9
2.9
3.0
3.0
4.1
3.7
3.5
4.2
3.3
3.4
2.9
3.7
Total
49.2
60
50.1
49.9
60.4
50.6
51.8
61.5
52.4
57.7
53.4
55.7
62.9
52.9
57.2
57.6
57.4
Мах
85
85
85
85
85
85
85
85
85
85
85
85
85
85
85
85
85
The dependence of students’ attitude towards the SDGs on their digital literacy was
established as a characteristic of the frequency of use of digital technologies (Figure 6). k=1.1
was calculated.
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Figure 5. The results of the survey of students’ attitude towards the study of SDGs
Figure 6. Dependence of students’ attitude towards the SDGs on their digital literacy
Table 3 presents the results of the assessment of reliability, validity and correlation.
0% 10% 20% 30% 40% 50% 60%
Music Art
Fine Arts, Decorative Arts,
Restoration
Performing Arts
Journalism
Law
Physics and Astronomy
Ecology
Mathematics
Computer Science
Agronomy
Medicine
This is important for my future
professional activities
It can be taught, but only for
general development
It doesn't matter to me
I don't think the university should
teach me that
I don't find it relevant to me
0
10
20
30
40
50
60
70
60 62 64 66 68 70 72 74
Attitude towards the SDGs
Digital literacy level
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Table 3. Reliability, validity, correlation of the study
Value of the parameter
Cronbach’s Alpha
Kaiser’s Measure
Pearson correlation
coefficient
Digital literacy
0.73
0.72
Assessment of the SDGs
0.75
0.77
0.579
4. Discussion
The study found that 19%, 13%, and 4% of students, respectively, of the three arts
majors had never heard of the SDGs. A survey conducted by Smaniotto et al. (2020) among
first-year students of 9 Italian HEIs revealed low knowledge about sustainable development,
but recorded students’ interest in this issue. A survey conducted in Saitua-Iribar et al. (2020)
showed that about 43% of students were not familiar with the SDGs while studying any of
the subjects at the university.
The students’ attitude towards SDGs is studied in this work. It was found that only
3%, 2%, and 5% of art students, respectively, believed that knowledge of SDGs was
important for their future professional activities. The largest proportion of students that
agreed with this statement — 42% — was students majoring in Ecology. Another survey of
five schools in Malaysia found that young people have a low attitude towards the SDGs
(Ilham et al., 2021; Kuzmenko et al., 2022). At the same time, a comparison of knowledge
about the environment of students of science and art majors revealed that students of science
majors are more ecologically aware than students of art majors.
A survey conducted in Ukraine in Stukalo and Lytvyn (2021) found that about 11% of
respondents did not notice the mention of the SDGs in university documents. Half of the
interviewees noted that their educational institution regularly holds events dedicated to the
implementation of the SDGs. And 5% believe that no such events are held in institutions. A
total of 25% of the respondents assure that the websites of their educational institutions do
not have information about the SDGs, 42% believe that the information posted on the
websites related to the achievement of the SDGs is not enough, 31% have the opposite
opinion.
The participants of the experiment (Bälter et al., 2022; Snihur et al., 2021) indicated
which of the materials were most useful when learning about the SDGs: 96% indicated
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formative questions, 88% — modular questions, 76% — viewing a web page, 72% —
watching a video, 64% — webinars, 56% — completion of group assignments. Digital
technologies were also used to achieve the SDGs, to support communication and share
knowledge and information about the SDGs among partners located in different countries
and continents. For example, Lenkaitis (2022) studied the impact of synchronous computer-
mediated communication on the awareness of SDGs by teachers in the USA, Colombia, and
Poland.
The students’ attitude towards the importance of achieving a particular SDG in
different countries was different. For example, in China, students pay the most attention to
Goal 13. The first five goals, as well as Goal 10 are of particular importance (Yuan et al., 2022).
Other studies (Chen et al., 2021) showed the following priorities: Good health and well-being
(almost 50%), Quality education (41%), and No poverty (32%). Students considered Goals
8, 12, and 17 to be the least important (41%, 30%, and 38% of students held this opinion,
respectively). Other studies showed that students are most concerned about gender equality,
health, and well-being (Yuan et al., 2022). In this study, students rated the SDGs as follows:
Goal 16 (Peace, justice and strong institutions) was the most important to them. Goal 1 (No
poverty) ranks second, Goal 8 (decent work and economic growth) ranks third. It is worth
noting that the study was conducted in Ukraine in 2022-2023. Therefore, it can be assumed
that the situation in the country had an impact on the students’ choice. However, Veland et
al. (2022) claims that the SDGs cannot be considered and implemented selectively, partially
or individually.
Conclusions
Achievement of sustainable development requires working towards achieving the
SDGs for all countries, regardless of their economic, political and social status. At the same
time, education plays an important role. Educational institutions should form a responsible
attitude towards the environment in future generations. Art is one of the tools on the way to
achieving the SDGs. Therefore, the necessary transformation of future artists’ consciousness
is important. Multi-functional digital technologies can help achieve this goal. As this study
showed that the active use of digital technologies in the educational process contributed not
only to increasing the digital literacy of students, but also expanded and deepened their
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knowledge about the SDGs, as well as changed their attitude towards them despite the fact
that art students usually have the least digital literacy compared to students studying in
other fields. The results of this study can be useful to teachers and researchers who are
seeking to find ways of transforming the education system in order to achieve the SDGs.
Further research should be conducted with the aim of studying the dependence of students’
attitudes towards the SDGs on the economic, political and social situation in the country of
study and residence.
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