Sustainable AASTMT

Sustainability literacy and knowledge Assessment Tool

AASTMT

Arab Academy for Science, Technology and Maritime Transport

Sustainability Awareness and Literacy Tool - Staff
(SALT-Staff)

Academic · Administrative · Technical Staff  |  2025 Edition

Preamble & Purpose

• Evaluate foundational sustainability knowledge and awareness across all staff categories.
• Assess the depth of understanding of SDG integration in institutional operations.
• Identify gaps in sustainability knowledge to inform targeted training and professional development.
• Monitor year-on-year improvements in sustainability literacy.
• Support AASTMT's transparency and accountability commitments through data-driven reporting.

SALT-Staff Statistical Report 2025

All responses are strictly confidential. Individual results will not be shared outside the Environmental Sustainability Committee. Aggregated, anonymized data will be used solely for institutional planning, SDG reporting, and annual AASTMT s sustainability report.

Estimated completion time: 15–20 minutes.

Key Performance Indicators (KPIs)

The following eight KPIs underpin this assessment. Each maps to one or more sections of the survey, enabling composite scoring and targeted gap analysis.

#	Key Performance Indicator	Description & Assessment Focus	Section
1	Sustainability Literacy Score	Foundational understanding of sustainability principles, systems thinking, and long-term institutional vision aligned with global frameworks (SDGs, Paris Agreement).	B
2	SDG Integration Awareness	Depth of familiarity with all 17 UN Sustainable Development Goals.	B, C
3	Ecological & Resource Knowledge	Understanding of climate change science, marine biodiversity, terrestrial ecosystems, and resource conservation strategies relevant to AASTMT operations.	B, C
4	Social Impact Competency	Awareness of equity, social inclusion, environmental justice, and the social dimensions of sustainability within institutional decision-making.	C, D
5	Economic Sustainability Literacy	Knowledge of circular economy principles, green procurement, sustainable finance, and cost-benefit thinking for sustainable operations.	B, C
6	Institutional Application	Ability to apply sustainability principles in real-world institutional scenarios, including procurement, HR, academic programs, and campus operations.	C
7	Role Integration	Degree to which sustainability considerations are integrated into the respondent's daily responsibilities and professional decisions.	D
8	Continuous Professional Development	Engagement with and interest in ongoing sustainability training, self-directed learning, and knowledge sharing.	D, E

Scoring Methodology & Proficiency Framework

Sections B and C carry 70% of the total score (factual and applied knowledge). Section D contributes 30% (attitudinal alignment). Sections A and E are unscored but inform qualitative analysis and training planning.

Score Range	Proficiency Level	Recommended Action
85% – 100%	Advanced / Champion	Encourage peer mentoring, sustainability leadership roles, policy input.
70% – 84%	Proficient	Targeted advanced training; engage in community/research initiatives.
50% – 69%	Developing	Structured training workshops; assign a sustainability mentor.
Below 50%	Foundational	Mandatory foundational modules; reassess after 6 months.

 

Section A — Staff Profile

This section is not scored. Responses are used for demographic and departmental analysis only.

Full Name (Optional)	College / Department
Staff Role	○  Academic    ○  Administrative    ○  Technical    ○  Management
Years of Service at AASTMT	○  < 1 year    ○  1–3 years    ○  4–7 years    ○  8–15 years    ○  15+ years
Highest Educational Qualification	○  Bachelor's    ○  Master's    ○  Doctorate    ○  Professional Cert.
Have you attended sustainability training?	○  Yes — please specify: ___________________________    ○  No

 

Section B — Core Sustainability Knowledge

Select the single best answer for each question.

This section assesses KPIs 1, 2, 3, and 5. Each correct answer = 5 points. Total: 60 points.

SDGs and Global Frameworks

1. Which of the following best describes SDG 13: Climate Action?

     A. Ensuring affordable and clean energy for all nations

     B. Taking urgent action to combat climate change and its impacts

     C. Promoting sustainable cities and communities

     D. Protecting life on land from biodiversity loss

2. The Paris Agreement primarily aims to:

     A. Replace the Kyoto Protocol with stricter emissions bans

     B. Limit global average temperature rise to well below 2°C above pre-industrial levels

     C. Establish international carbon taxes for major emitting nations

     D. Transfer green technology exclusively to developing countries

3. AASTMT's Environmental Sustainability Policy directly aligns with which combination of SDGs?

     A. SDG 4, SDG 8, and SDG 11

     B. SDG 13, SDG 14, and SDG 15

     C. SDG 6, SDG 7, and SDG 12

     D. SDG 1, SDG 2, and SDG 3

4. Which of the following is the primary driver of ocean acidification?

     A. Increased agricultural runoff containing nitrates

     B. Absorption of excess atmospheric CO₂ by seawater

     C. Thermal expansion from subsea volcanic activity

     D. Reduction in global shipping traffic

5. Terrestrial biodiversity loss is most critically accelerated by:

     A. Seasonal temperature variation in temperate zones

     B. Natural succession of ecosystems over time

     C. Habitat destruction, land-use change, and invasive species introduction

     D. Reduction in solar radiation due to increased cloud cover

6. Sustainable fisheries management is best characterised by:

     A. Maximising annual catch to ensure food supply and economic return

     B. Harvesting fish stocks at a rate that allows natural population replenishment

     C. Replacing wild-caught fish entirely with aquaculture

     D. Restricting fishing to deep-sea areas away from coastal zones

7. A circular economy approach applied to campus operations would mean:

     A. Outsourcing waste management to reduce institutional liability

     B. Designing processes to eliminate waste and keep materials in use

     C. Reducing staff headcount to lower the institution's carbon footprint

     D. Rotating suppliers on a fixed schedule to prevent dependency

8. The most effective way for an academic institution to reduce its Scope 2 carbon emissions is to:

     A. Reduce staff business travel by implementing a travel allowance cap

     B. Source electricity from renewable energy providers or on-site generation

     C. Plant trees on campus to offset emissions

     D. Reduce printing and paper consumption across departments

9. Green procurement in higher education primarily involves:

     A. Selecting suppliers solely based on cost competitiveness

     B. Purchasing only locally produced goods and services

     C. Integrating environmental, social, and governance criteria into purchasing decisions

     D. Limiting procurement to digital and paperless transactions

10. Which indicator best measures institutional progress on SDG 15 (Life on Land)?

     A. Reduction in student dropout rates

     B. Number of campus biodiversity monitoring surveys conducted annually

     C. Growth in international student enrolment

     D. Number of research papers published in marine science

11. Climate adaptation strategies are best described as:

     A. Actions that prevent greenhouse gas emissions at the source

     B. Measures that reduce the vulnerability of human and natural systems to climate impacts

     C. International agreements that bind governments to emissions targets

     D. Technologies that remove carbon dioxide from the atmosphere

12. A campus-based climate risk assessment should primarily identify:

     A. Staff members who are resistant to sustainability initiatives

     B. Vulnerabilities in infrastructure, operations, and supply chains to climate-related hazards

     C. Research funding opportunities in renewable energy

     D. New academic programmes related to environmental science

Section C — Applied Scenario Questions

Each scenario presents a realistic institutional situation. Select the response that best reflects sustainability best practice. Each correct answer = 5 points. Total: 40 points (KPIs 2, 3, 4, 5, 6).

1. As a faculty member updating your course syllabus, you wish to embed SDG 13 content. The most effective approach is to:

     A. Add a single lecture on global warming at the end of the semester

     B. Integrate climate change science, policy, and adaptation case studies as a cross-cutting theme throughout the module

     C. Direct students to an optional online resource on climate change

     D. Replace an existing topic with a documentary screening on the environment

2. Your department is planning a major procurement of laboratory equipment. To align with AASTMT's sustainability policy, you should:

     A. Select the lowest-cost supplier to free up budget for other sustainability projects

     B. Specify energy efficiency ratings, supplier environmental certifications, and end-of-life disposal requirements in the tender

     C. Defer the procurement until a sustainability officer is appointed

     D. Purchase refurbished equipment only, regardless of performance specifications

3. A coastal clean-up event has been organised for students and staff near an AASTMT campus. As an administrative manager, your role in maximising institutional impact is to:

     A. Encourage participation via email but leave attendance to individual discretion

     B. Formally integrate the event into staff professional development records, provide logistics support, and capture data for SDG 14 reporting

     C. Limit participation to the sustainability committee to maintain focus

     D. Engage local media only, without mobilising internal staff

4. A new research project proposes using invasive species data collected near the AASTMT campus to inform conservation policy. The most appropriate response from institutional leadership is to:

     A. Redirect the project to focus on commercially valuable marine species instead

     B. Support the project with GIS mapping resources and liaise with relevant governmental conservation bodies to maximise policy impact

     C. Approve the project on a low-priority basis pending other research commitments

     D. Commission an external consultant to replicate the research independently

5. During a staff induction programme, a new administrative officer asks about AASTMT's sustainability commitments. The most complete and accurate response is that AASTMT:

     A. Has signed a voluntary sustainability pledge alongside peer institutions

     B. Has an institutional Environmental Sustainability Policy aligned with SDGs 13, 14, and 15, overseen by a dedicated committee with annual KPI reporting

     C. Follows government environmental regulations and updates staff informally

     D. Focuses sustainability efforts primarily within the maritime and fisheries faculties

6. A department head observes that energy consumption in their building has increased by 18% compared to the previous year. In line with AASTMT's sustainability policy, the immediate course of action should be:

     A. Report the increase in the annual sustainability report without further investigation

     B. Conduct an energy audit, identify the primary drivers of increased usage, and implement corrective measures in consultation with the sustainability committee

     C. Notify the finance department to adjust the utilities budget accordingly

     D. Wait until the next policy review cycle to address the increase systematically

7. The AASTMT Environmental Sustainability Committee has requested that each department submit an annual sustainability action plan. As a department representative, the most impactful plan would include:

     A. A list of sustainability-themed social media posts planned for the year

     B. Measurable targets linked to KPIs, assigned responsibilities, resource allocations, and a mid-year review milestone

     C. A summary of sustainability initiatives completed in previous years

     D. A commitment to attend two sustainability events during the academic year

8. A student approaches you requesting guidance on a research proposal addressing plastic pollution in the Mediterranean Sea. To maximise alignment with AASTMT's SDG 14 commitments, you advise the student to:

     A. Redirect the topic to a subject more closely aligned with their current academic discipline

     B. Connect with AASTMT's marine research faculty, identify relevant local NGO partners, and frame the methodology to generate findings applicable to institutional waste management policy

     C. Submit the proposal as an independent project without institutional affiliation to simplify approval

     D. Focus the research on laboratory analysis only, avoiding fieldwork near the coastline

Section D — Self-Assessment: Sustainability Attitudes & Practices

Rate your level of agreement with each statement. 1 = Strongly Disagree; 5 = Strongly Agree. This section assesses KPIs 7 and 8 and contributes 30% of your total score.

Statement	1 Strongly Disagree	2 Disagree	3 Neutral	4 Agree	5 Strongly Agree
I have a clear understanding of AASTMT's Environmental Sustainability Policy and its objectives.	○	○	○	○	○
I am familiar with the three SDGs (13, 14, 15) that underpin AASTMT's sustainability strategy.	○	○	○	○	○
I actively consider the environmental impact of my daily work decisions and professional activities.	○	○	○	○	○
I integrate sustainability principles into the courses, materials, or outputs I develop or manage.	○	○	○	○	○
I feel confident discussing sustainability topics with colleagues, students, or external partners.	○	○	○	○	○
I have participated in at least one sustainability-related training, workshop, or event in the past year.	○	○	○	○	○
I seek out new information and professional development opportunities related to sustainability.	○	○	○	○	○
I believe sustainability literacy should be a formal competency requirement for all AASTMT staff.	○	○	○	○	○
AASTMT provides adequate resources and support for staff to engage with sustainability initiatives.	○	○	○	○	○
I would welcome more structured guidance on how to contribute to SDG 13, 14, and 15 in my role.	○	○	○	○	○

 

Section E — Training Interests & Institutional Feedback

Unscored. Your responses directly inform AASTMT's professional development planning and sustainability strategy. Please respond as fully as possible.

E1 — Training Needs (Select all that apply)

Which of the following sustainability training topics would you find most valuable? Please select all that apply.

  ☐  Climate change science, impacts, and institutional resilience strategies

  ☐  SDG integration in academic curricula and research design

  ☐  Marine biodiversity conservation and sustainable fisheries management

  ☐  Terrestrial ecology, urban green spaces, and campus biodiversity

  ☐  Circular economy principles and green procurement

  ☐  Carbon footprint measurement and emission reduction strategies

  ☐  Water efficiency, sustainable infrastructure, and campus energy management

  ☐  Environmental sustainability reporting.

  ☐  Community engagement, advocacy, and environmental communication

  ☐  Equity, social inclusion, and the social dimensions of sustainability

E2 — Preferred Learning Modalities (Select all that apply)

  ☐  Short online modules (self-paced, 1–2 hours)

  ☐  Instructor-led workshops or seminars (half-day or full-day)

  ☐  Peer learning circles and departmental discussion groups

  ☐  Field visits and experiential learning (coastal, campus, community)

  ☐  Webinars and expert guest lectures

  ☐  Interdisciplinary project-based learning

E3 — Open Feedback

1. In your view, what is the single most important action AASTMT could take to improve sustainability literacy and practice across all staff?

2. Are there any barriers that currently prevent you from engaging more fully with AASTMT's sustainability initiatives? If yes, please describe.