Control-group students identified the three sustainability pillars but confined self-reported application largely to environmental considerations¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most control-group students could identify the environmental, social, and economic pillars of sustainability, but their self-reported application was largely confined to environmental considerations such as carbon emissions control and energy efficiency. → Feng Liu 2026

Evidence¶

Feng Liu 2026¶

Feng Liu, Hua Wang, Yuntao Guo, Tianpei Tang. (2026). Enhancing Sustainability Consciousness in Higher Education: Impacts of Artificial Intelligence-Integrated Sustainable Engineering Education. Sustainability 18, 2124. https://doi.org/10.3390/su18042124

q2 · i? · qualitative · r2

Results section of the comparative qualitative interview study (control group n=70). Students reported fragmented sustainability content from general education courses and only cursory familiarity with LCA and carbon footprint accounting, without claiming procedural mastery.

"Although most control-group students could correctly identify the three pillars of sustainability (environmental, social, and economic), their self-reported application was largely confined to environmental considerations. In transportation-related discussions, attention tended to focus on carbon emissions control and energy efficiency, while issues such as public transport accessibility, resource circularity, and life-cycle costs were rarely mentioned."

Discussion¶

Related Claims¶

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