SUSTAINABLE PRACTICE AMONG UNIVERSITY STUDENTS
The purpose of this study is to examine the differences between gender and faculty related to the level of sustainability knowledge and sustainability perception, to study the relevance level of sustainability knowledge and sustainability perception in relation to the commitment to participate in the practice of preservation among UPM students. A total of 268 students from University Putra Malaysia has been selected by stratified random sampling and simple random sampling. The data were analyzed using descriptive analysis while the hypothesis was tested using the T-test, ANOVA and Pearson correlation test. The results showed that the level of sustainability knowledge among UPM students was at a moderate level; majority of the respondents have positive sustainability perception and have a moderate commitment to participate in sustainable practices. There was no significant difference between gender in relation to the degree of sustainability knowledge level but there was a significant difference between gender related to sustainability perception. In addition, the results show that there is a significant difference between the faculties associated with the level of sustainability knowledge but there is no significant difference with sustainability perceptions. Meanwhile, the findings also show that there is no significant relationship between sustainability knowledge level and commitment to participate in sustainable practices but there is a positive relationship between sustainability perceptions and the commitment to participate in sustainable practices (r= 0.265**, p=0.000). In conclusion, to promote sustainability, sustainability knowledge level and sustainability perception are found to be associated with commitment to participate in sustainable practices. The necessary actions and changes can be taken by individuals, universities, governments and non-governmental organizations (NGO) to promote sustainable practices in the future.
Keywords: Sustainability, Knowledge, Perception, Practice