Service Learning and Sustainability: Understanding Student Knowledge and Attitudes in Planetary Health Education

Higher education institutions (HEIs) play a vital role in shaping sustainability mindsets and fostering awareness of planetary health and social responsibility. However, research on how community-based learning affects Malaysian students’ knowledge and attitudes in this area remains limited. This exploratory study, conceptually informed by a theory of change (ToC), examines students’ perceived knowledge and attitudes, alongside descriptively reported behaviours, related to sustainability values and social responsibility within a community service learning initiative at Sunway University (SU). A mixed-methods online survey was administered to undergraduate students enrolled in the “Community Service for Planetary Health (MPU 3422)” course to evaluate programme-related learning outcomes and engagement. Based on 52 valid responses, preliminary analysis suggests that students reported moderate to strong perceived knowledge and positive attitudes towards planetary health. A strong positive association between perceived knowledge and attitudes was observed. Behavioural responses indicate variability in students’ engagement, suggesting that positive knowledge and attitudes do not necessarily correspond to consistent behavioural participation. To our knowledge, this study offers an initial empirical exploration of the integration of the KAB and ToC frameworks as conceptual lenses, with a primary focus on knowledge and attitudes, within a Malaysian higher education service learning context, contributing to the understanding of sustainability education in this setting. The findings offer insights into how experiential, community-based learning relates to sustainability awareness and value formation, while highlighting the need for further research to examine how these may translate into sustained behavioural outcomes.