Higher education students’ perceptions of the sustainable development goals in Taiwan: a survey of knowledge, attitudes, behaviors, and participation intentions

Purpose This study aims to examine Taiwanese higher education students’ perceptions of the Sustainable Development Goals (SDGs) using the knowledge, attitudes, behaviors and intention to participate (KABIP) framework, which builds on the traditional KAP model (knowledge, attitudes and practice) by distinguishing behavioral practice into observable behavior and intention to participate. It also explored how gender and learning background influence these perceptions and how the four constructs interrelate in shaping sustainability engagement. Design/methodology/approach Survey data were collected from 213 students at universities across northern, central and southern Taiwan. The questionnaire assessed students’ perceived importance of the 17 SDGs and their KABIP dimensions to identify patterns of sustainability awareness and engagement. Findings The findings showed that the students regarded climate action, zero hunger and no poverty as the most important goals, while partnerships, decent work and industry and innovation were viewed as less significant. The students reported high knowledge and positive attitudes toward the SDGs, but their behaviors and participation intentions were relatively weaker. Gender and learning background differences were evident: female students showed stronger knowledge and attitudes than males and humanities/social science students reported greater knowledge awareness than STEM peers. Behavior was the strongest predictor of intention, underscoring the importance of practical engagement in fostering sustained participation. Originality/value This study provides empirical evidence from Taiwan on how personal background factors and perceived significance of the SDGs relate to sustainability engagement. By applying the KABIP framework in higher education, it enriches global understanding of student perceptions of the SDGs and highlights the need for education that bridges awareness and action, supporting both cognitive and behavioral dimensions of sustainability learning.