Article

Received 28.02.2025

Revised 01.06.2025

Accepted 24.06.2025

Retrieved from Iss. 117, P. 2, 2025

Pages 16 -30

Kharchenko, A., Khrutba, V., Dobrovolska, A., & Artemchuk, Yu. (2025). MONITORING OF ACQUIRED COMPETENCES BY HIGHER EDUCATION STUDENTS IN NATIONAL TRANSPORT UNIVERSITY RELATION TO SUSTAINABLE DEVELOPMENT GOALS. Automobile Roads and Road Construction, (117.2), 16-30. https://doi.org/10.33744/0365-8171-2025-117.2-016-030

MONITORING OF ACQUIRED COMPETENCES BY HIGHER EDUCATION STUDENTS IN NATIONAL TRANSPORT UNIVERSITY RELATION TO SUSTAINABLE DEVELOPMENT GOALS

Anna Kharchenko Viktoriia Khrutba Anna Dobrovolska Yuliia Artemchuk

The article is devoted to the consideration of an important issue of today - the analysis of the results of monitoring the acquired competencies of higher education students regarding sustainable development goals at the National Transport University, which was conducted in 2024 as part of the university's participation in the project "Network of Transformational Learning to Ensure the Sustainability of Assistance to Ukrainian Higher Education in Ensuring a Sustainable and Powerful Restoration of (post-war) Ukraine". The monitoring covered 215 university higher education students. The survey results revealed a range of diverse and ambiguous opinions of students regarding sustainable development, as well as differences in priorities depending on the educational program, and the need to apply an integrated approach to implementing sustainable development in the educational process was established. It was found that a significant percentage of students are at the stage of studying the concept of sustainable development and are interested in this issue, however, there is a need to develop measures to explain practical aspects regarding their personal involvement. Respondents recognized the priority of taking into account aspects of sustainable development in the educational process, however, it was found that they lack practical knowledge and tools to implement their acquired competencies in life, which determines the importance of the role of the university in promoting sustainable development and the need to take into account the results of this monitoring during the next update of educational programs. It was determined that the priority goals of a higher education institution in this direction should be: developing a program of measures to inform participants in the educational process, introducing the concept of information support for higher education students, strengthening the university's priorities regarding environmental friendliness, energy efficiency and social responsibility, developing measures to integrate the concept of sustainable development into educational programs, developing a program for developing the competencies of applicants, adapting educational programs to the concept of post-war reconstruction of the country

monitoring, sustainable development, educational process, sustainable development goals, educational programs, higher education students
  1. United Nations Development Programme. (2022). Sustainable development goals. Retrieved from https://www.undp.org/sustainable-development-goals.
  2. Albareda-Tiana, S., Ruíz-Morales, J., Azcárate, P., Valderrama-Hernández, R., & Múñoz, J.M. (2020). The EDINSOST project: Implementing the sustainable development goals at university level. In Universities as living labs for sustainable development: Supporting the implementation of the sustainable development goals (pp. 193-210). Cham: Springer. doi: 10.1007/978-3-030-15604-6_13.
  3. Chaleta, E., Saraiva, M., Leal, F., Fialho, I., & Borralho, A. (2021). Higher education and sustainable development goals (SDG) – potential contribution of the undergraduate courses of the school of social sciences of the University of Évora. Sustainability, 13(4), article number 1828. doi: 10.3390/su13041828.
  4. Murillo-Vargas, G., Gonzalez-Campo, C.H., & Brath, D.I. (2020). Mapping the integration of the sustainable development goals in universities: Is it a field of study? Journal of Teacher Education for Sustainability, 22(2), 7-25. doi: 10.2478/jtes-2020-0013.
  5. Ministry of Education and Science of Ukraine. (2024). Regulations on accreditation of educational programs for the preparation of higher education seekers (Order No. 686). Retrieved from https://zakon.rada.gov.ua/laws/show/z1013-24#Text.
  6. Butenko, A., Denyskina, G., Yeremenko, O., Knysh, O., Simshah, I., & Trebenko, O. (2024). Guidelines on the application of criteria for evaluating the quality of educational programs: Methodological guide. Kyiv: National Agency for Quality Assurance in Higher Education.
  7. Khrutba, V., Rutkovska, I., & Kharchenko, A. (2024). Development of a systematic approach to assessing the compliance of university educational programs with the UN sustainable development goals. Green, Blue and Digital Economy Journal, 5(2), 21-30. doi: 10.30525/2661-5169/2024-2-3.
  8. Dmytrychenko, M.F., Hryshchuk, O.K., Kharuta, V.S., & Kharchenko, A.M. (2024). Assessment of university activities in the context of compliance with the goals of sustainable development. Automobile Roads and Road Construction, (115, Part 2), 170-179. doi: 10.33744/0365-8171-2024-115.2-170-179.
  9. National Transport University. (2023). Charter of the National Transport University. Retrieved from http://vstup.ntu.edu.ua/publichna_info/statut-ntu.pdf.
  10. National Transport University. (2019). Development strategy of the National Transport University for 2019-2025. Retrieved from http://www.ntu.edu.ua/wp-content/uploads/2019/12/monitoring_ntu.pdf

https://doi.org/10.33744/0365-8171-2025-117.2-016-030