IMPORTANCE OF “DIALOGUE CAPACITY” IN SUSTAINABLE DEVELOPMENT GOALS COMMUNITY PRACTICES: FROM THE PERSPECTIVE OF SDGs AND ITS EDUCATIONAL REFLECTIONS

In recent years, universities worldwide have actively embraced University Social Responsibility (USR) to address the Sustainable Development Goals (SDGs). Expanding beyond traditional roles in teaching and research, universities now focus on societal service and national development to enhance their social impact. This study examines how the Nordic Walking Program in Xinwen, Budai Township, Chiayi County, Taiwan, employs “dialogic capacity” to support SDG 3 (Good Health and Well-being) and SDG 5 (Gender Equality) as part of a university’s commitment to USR. The researchers observed classes and interviewed three participants, a coach, and an assistant. These observations and in-depth interviews provide insights into how dialogic capacity aids in achieving SDG 3 and SDG 5. For SDG 3, the program enhances mental health by fostering emotional support, reducing isolation, and alleviating stress. It also addresses physical health by promoting regular exercise and educating participants on cardiovascular and metabolic risks, motivating healthier behaviors. Personalized coaching and monitoring empower participants to adopt preventive health practices and manage their health more effectively. The program also advances SDG 5 by creating an inclusive learning environment open to all genders, especially in rural Budai Township, where women often face gender-based limitations. Through awareness and advocacy, the program helps women recognize and overcome discrimination, asserting their right to participate in sports. This inclusive approach not only fosters gender equality but also boosts women’s confidence and engagement in a supportive, non-discriminatory setting. Keywords: Sustainable Development Goals (SDGs), University Social Responsibility (USR), dialogue capacity, community practice