Sustainable AASTMT

Sustainability literacy and knowledge Assessment Tool (for Student)

Sustainability Awareness and Literacy Tool-Students

SALT-Students | 2025

About This Assessment

The AASTMT Sustainability Awareness and Literacy Tool-Students (SALT-students) is an institution-wide diagnostic instrument designed to measure each student's understanding of sustainability across all three pillars Environmental, Social, and Economic as well as Governance dimensions, as framed by the United Nations' 17 Sustainable Development Goals (SDGs).

This instrument is modelled on the UN SDGs and has been contextualized to AASTMT's academic mission, the Arab region, and the maritime, engineering, and environmental disciplines central to the Academy's identity.

All undergraduate and postgraduate students are required to complete this assessment at least once during their programme. Results are used exclusively for institutional planning, SDG integration tracking, and AASTMT s Sustainability report. Individual scores are confidential.

• Part A — Your Profile (unscored)
• Part B — Environmental Sustainability: SDGs 6, 7, 12, 13, 14, 15 (12 questions)
• Part C — Social Sustainability: SDGs 1, 2, 3, 4, 5, 10, 11 (10 questions)
• Part D — Economic Sustainability & Responsible Production: SDGs 8, 9, 12 (7 questions)
• Part E — Governance, Peace, and Partnerships: SDGs 16, 17 (5 questions)
• Part F — Systems Thinking & Cross-Cutting Competencies (8 questions)
• Part G — Attitudes, Values & Commitment (Likert self-assessment, 10 statements)
• Part H — Open Feedback (unscored)

Please find here the AASTMT Sustainability Awareness and Literacy Tool-Students Statistical report for 2025

AASTMT_SALT_Students_Statistical_Report_2025

Read each question carefully before selecting your answer.

• For multiple-choice questions (Parts B–F), choose the single best answer.
• For the self-assessment (Part G), circle or tick the number that best reflects your honest view.
• There is no time limit, but most students complete this in 25–35 minutes.
• You will not be penalized for incorrect answers. Answer honestly.

This assessment does not affect your grades. It informs AASTMT's commitment to sustainability education for all students

Assessment Structure & Scoring Framework

Thematic Band	SDGs Covered	No. of Questions	% of Score
Environmental Sustainability	SDG 6, 7, 12, 13, 14, 15	12	24%
Social Sustainability	SDG 1, 2, 3, 4, 5, 10, 11	10	20%
Economic Sustainability	SDG 8, 9, 12	7	14%
Governance & Institutions	SDG 16, 17	5	10%
Systems Thinking & Action	All 17 SDGs (cross-cutting)	8	16%
Attitudes & Commitment (self-assess)	All	8	16%

Each correctly answered MCQ question = 2 points. Each Likert item is scored 1–5 and normalised. Total raw score is converted to a percentage. The minimum proficiency threshold for AASTMT sustainability literacy certification is 70%.

Score	Level	Descriptor	Institutional Response
85–100%	Sustainability Champion	Demonstrates advanced, integrated understanding across all three pillars and shows strong agency and commitment.	Peer mentoring, sustainability leadership programme, research involvement.
70–84%	Proficient	Solid foundational and applied knowledge; can contextualise sustainability to discipline and career.	Advanced elective modules; engagement with sustainability projects.
55–69%	Developing	Partial understanding with gaps in one or more pillars; limited systems thinking.	Structured workshops; blended learning modules; faculty coaching.
40–54%	Emerging	Basic awareness without depth; limited ability to connect sustainability to professional practice.	Mandatory foundational module; peer mentoring assignment.
< 40%	Foundational	Minimal or fragmented understanding; significant literacy gaps.	Mandatory course; reassessment after one semester.

PART A  Student Profile

This section is not scored. It is used for aggregated demographic and programme-level analysis only. Individual responses remain confidential.

Student ID (Optional)	College / Faculty:
Programme of Study	○  Engineering    ○  Computing & IT    ○  Maritime    ○  Logistics & Transport    ○  Business    ○  Fisheries & Aquaculture    ○  Other: ________
Year of Study	○  Year 1    ○  Year 2    ○  Year 3    ○  Year 4    ○  Postgraduate
Campus Location	○  Alexandria    ○  Cairo    ○  Port Said    ○  Abu Qir    ○  Other: ________
Gender (Optional)	○  Male    ○  Female    ○  Prefer not to say
Have you taken a course covering sustainability or the SDGs?	○  Yes — course name: _______________________________    ○  No    ○  Not sure
Have you participated in any campus sustainability activity?	○  Yes — describe briefly: _________________________    ○  No

PART B  Environmental Sustainability  (SDGs 6 · 7 · 12 · 13 · 14 · 15)

12 questions · 24 points · Covers: Water & Energy, Climate, Marine Ecosystems, Biodiversity, Responsible Consumption

SDG 13 — Climate Action & Earth Systems

  SDG 13 

Q1.  The primary mechanism by which increased atmospheric CO₂ causes global warming is:

     A.  CO₂ absorbs and re-emits infrared (heat) radiation, reducing the amount escaping to space

     B.  CO₂ reflects incoming solar radiation back into the atmosphere

     C.  CO₂ reacts with water vapour to produce acid rain, which warms the ocean

     D.  CO₂ thickens the stratosphere, blocking ultraviolet rays

  SDG 13 

Q2.  The Paris Agreement's primary quantitative climate target is to limit average global temperature rise to:

     A.  1°C above pre-industrial levels by 2100

     B.  Well below 2°C, with efforts to limit to 1.5°C, above pre-industrial levels

     C.  2.5°C above the 1990 global average

     D.  3°C above current average temperatures by 2050

  SDG 13 

Q3.  Egypt's geographic location makes it particularly vulnerable to which climate change impact?

     A.  Increased permafrost and tundra expansion in the Sinai Peninsula

     B.  Sea level rise threatening the Nile Delta, intensified heat waves, and reduced freshwater availability

     C.  Decreased desertification due to shifting precipitation patterns

     D.  Cooling of the Mediterranean Sea reducing regional storm frequency

  SDG 14 

Q4.  Ocean acidification is primarily caused by:

     A.  Industrial wastewater discharge increasing saltwater alkalinity

     B.  Seawater absorbing excess atmospheric CO₂, forming carbonic acid

     C.  Increased ultraviolet radiation bleaching coral reefs

     D.  Thermal pollution from coastal power plants

  SDG 14 

Q5.  The largest contributor to marine plastic pollution globally is:

     A.  Deep-sea oil and gas drilling operations

     B.  Land-based sources including mismanaged waste and river transport

     C.  Abandoned fishing vessels in international waters

     D.  Shipping container losses during extreme weather events

  SDG 15 

Q6.  Biodiversity hotspots are defined as regions that:

     A.  Have the highest number of any animal species per square kilometre

     B.  Contain at least 1,500 endemic plant species and have lost over 70% of their original habitat

     C.  Are protected by international law from all forms of human development

     D.  Receive the highest annual precipitation globally

  SDG 14·15 

Q7.  Invasive species are considered a major driver of biodiversity loss primarily because they:

     A.  Directly consume large quantities of fossil fuel resources

     B.  Outcompete native species for resources, introduce pathogens, and alter ecosystem processes

     C.  Increase genetic diversity and ecosystem resilience

     D.  Are exclusively introduced by natural climate-related migration

  SDG 6 

Q8.  The global water cycle is being disrupted by climate change primarily through:

     A.  Decreased total precipitation worldwide at all latitudes

     B.  Intensified extremes — heavier rainfall in some regions and prolonged drought in others

     C.  Reversal of ocean currents redistributing fresh water to deserts

     D.  Saltwater intrusion into all major river systems globally

  SDG 7 

Q9.  Which renewable energy source has the greatest technically exploitable potential in Egypt?

     A.  Hydropower from the Nile and its tributaries

     B.  Solar energy, given Egypt's high solar irradiance and desert land availability

     C.  Tidal and wave energy from the Red Sea coastline

     D.  Geothermal energy from volcanic activity beneath the Sinai

  SDG 7 

Q10.  'Energy intensity' as a sustainability indicator measures:

     A.  The total energy capacity installed in a country's electrical grid

     B.  The amount of energy required to produce one unit of economic output (GDP)

     C.  The percentage of renewable energy in a country's energy mix

     D.  The energy storage capacity of battery systems in electric vehicles

  SDG 12 

Q11.  A lifecycle assessment (LCA) of a product evaluates:

     A.  The profitability of the product across its retail lifespan

     B.  Environmental impacts from raw material extraction through manufacturing, use, and end-of-life disposal

     C.  The legal compliance of the product with consumer protection standards

     D.  The number of countries in which the product is legally sold

  SDG 12 

Q12.  The circular economy model differs from the traditional linear economy model primarily by:

     A.  Replacing all physical products with digital alternatives

     B.  Designing products for longevity, reuse, remanufacturing, and recycling to eliminate waste

     C.  Restricting international trade in goods to reduce transportation emissions

     D.  Prioritising economic growth over environmental and social considerations

PART C  Social Sustainability  (SDGs 1 · 2 · 3 · 4 · 5 · 10 · 11)

10 questions · 20 points · Covers: Poverty, Food Security, Health, Education, Gender Equality, Inequality, Sustainable Cities

  SDG 1·10 

Q13.  Multidimensional poverty differs from income poverty in that it also measures:

     A.  Only the wealth held in bank accounts and real estate assets

     B.  Deprivations in education, health, living standards, and access to services alongside income

     C.  Poverty exclusively in rural areas of low-income countries

     D.  Economic inequality between nations rather than within them

  SDG 2 

Q14.  Food security, as defined by the FAO, requires all four of the following dimensions EXCEPT:

     A.  Availability of sufficient food quantities

     B.  Physical and economic access to food for all people

     C.  Domestic production of food without any imports

     D.  Food utilisation — nutritional quality and safe preparation

  SDG 3 

Q15.  Universal Health Coverage (UHC) means that:

     A.  All health services are provided free of charge by the government

     B.  All people can access quality health services without financial hardship

     C.  Only essential medicines are covered under national health insurance

     D.  Health coverage is limited to citizens of high-income nations through international aid

  SDG 4 

Q16.  Education for Sustainable Development (ESD) is primarily aimed at:

     A.  Teaching environmental science as a separate compulsory discipline in schools

     B.  Empowering learners to make informed decisions and take responsible actions for environmental integrity, economic viability, and a just society

     C.  Replacing traditional academic subjects with vocational sustainability training

     D.  Evaluating universities exclusively on the basis of their carbon emissions

  SDG 5 

Q17.  Gender equality in sustainable development contexts is best understood as:

     A.  Ensuring equal representation of men and women in political office only

     B.  Eliminating discrimination, closing gender gaps in education, economic participation, health outcomes, and decision-making power at all levels

     C.  Providing financial aid specifically to female-headed households

     D.  A policy objective relevant only in countries with legal gender-based discrimination

  SDG 5·10 

Q18.  The Gender Inequality Index (GII) measures disparities between men and women across which three dimensions?

     A.  Physical health, mental health, and sports participation

     B.  Reproductive health, empowerment (education and political representation), and labour market participation

     C.  Income, housing, and access to digital technology

     D.  Literacy, life expectancy, and national political affiliation

  SDG 10 

Q19.  The Gini coefficient is an economic measure of:

     A.  Total national debt as a percentage of GDP

     B.  Income or wealth inequality within a population, ranging from 0 (perfect equality) to 1 (maximum inequality)

     C.  The proportion of a population living below the international poverty line

     D.  Foreign direct investment as a measure of economic openness

  SDG 11 

Q20.  Sustainable urban development seeks to address which core challenge?

     A.  Relocating urban populations to rural areas to reduce city density

     B.  Designing cities that are inclusive, safe, resilient, and resource-efficient while minimising environmental impact

     C.  Privatising all urban infrastructure to increase efficiency and reduce government expenditure

     D.  Standardising all urban designs globally for consistency and economic scalability

  SDG 11 

Q21.  Informal settlements ('slums' or 'ashwa'iyyat') are associated with which sustainability challenge?

     A.  Excess consumption of non-renewable energy and luxury goods

     B.  Concentrated urban poverty, inadequate services, tenure insecurity, and high vulnerability to climate-related hazards

     C.  Rapid economic growth that outpaces urban planning regulations

     D.  Low population density making service provision cost-ineffective

  SDG 3·11 

Q22.  Environmental justice refers to:

     A.  The legal prosecution of corporations that violate environmental regulations

     B.  The fair distribution of environmental benefits and burdens across all communities, particularly those historically marginalised

     C.  International treaties that allocate carbon emission permits between nations

     D.  The principle that environmental decisions should be made only by scientists

PART D  Economic Sustainability & Responsible Production  (SDGs 8 · 9 · 12)

7 questions · 14 points · Covers: Decent Work, Innovation, Sustainable Industry, Responsible Consumption

  SDG 8 

Q23.  Decent work, as defined by the ILO (International Labour Organization), includes all of the following EXCEPT:

     A.  Opportunities for productive employment and fair income

     B.  Security in the workplace and social protection for workers and families

     C.  Unrestricted access to international labour markets without national regulations

     D.  Freedom for people to express concerns, organise, and participate in decisions that affect their lives

  SDG 8 

Q24.  Green jobs are defined as employment that contributes to:

     A.  Reducing environmental impact to sustainable levels, whether in green sectors or traditional industries

     B.  Working exclusively in renewable energy or environmental NGOs

     C.  Generating economic profit without any environmental targets

     D.  Government-funded programmes that replace all fossil fuel industry workers

  SDG 9 

Q25.  Industry, innovation, and infrastructure (SDG 9) includes a specific target on sustainable industrialisation for developing countries. This primarily aims to:

     A.  Transfer all manufacturing to high-income countries to apply stricter environmental standards

     B.  Increase the share of industry in employment and GDP in developing nations while improving resource efficiency

     C.  Replace all industrial production with service-sector economic activity

     D.  Restrict foreign direct investment in industrial sectors of developing nations

  SDG 9 

Q26.  Which of the following best describes the concept of 'leapfrogging' in the context of sustainable development?

     A.  Rapidly adopting the most advanced sustainable technologies rather than following the historical development path of industrialised nations

     B.  Skipping stages of formal education to accelerate workforce entry in developing economies

     C.  Fast-tracking policy implementation by bypassing public consultation

     D.  Jumping from agricultural to service economies without industrial development

  SDG 12 

Q27.  Corporate Social Responsibility (CSR) in the context of SDG 12 primarily refers to:

     A.  A company's legal obligation to pay environmental fines when regulations are violated

     B.  A business approach integrating social and environmental concerns in operations and stakeholder interactions, beyond legal compliance

     C.  A government programme that subsidises companies for hiring disadvantaged workers

     D.  A financial reporting standard requiring disclosure of annual profit distributions

  SDG 12 

Q28.  The concept of 'true cost accounting' in sustainable economics proposes to:

     A.  Eliminate subsidies for all industries regardless of their social benefit

     B.  Include the full social and environmental costs (externalities) of production in market prices, currently excluded from conventional accounting

     C.  Replace GDP with a single environmental index as the primary measure of national progress

     D.  Mandate that all companies publish sustainability reports alongside financial statements

  SDG 8·12 

Q29.  A student proposing a business idea for a university competition claims it is 'sustainable' because it generates profit. This claim is:

     A.  Correct — economic viability is the foundation of all three sustainability pillars

     B.  Incomplete — sustainability also requires consideration of social equity and environmental impacts alongside economic performance

     C.  Correct — profit generation creates jobs, which addresses the social dimension automatically

     D.  Irrelevant — sustainability applies only to public sector institutions, not private businesses

PART E  Governance, Peace & Global Partnerships  (SDGs 16 · 17)

5 questions · 10 points · Covers: Rule of Law, Accountable Institutions, Anti-Corruption, Global Partnerships for the Goals

  SDG 16 

Q30.  SDG 16 (Peace, Justice and Strong Institutions) highlights transparent, accountable governance as a prerequisite for sustainable development because:

     A.  Good governance ensures that only economic development is prioritised

     B.  Corruption, weak rule of law, and institutional failures undermine resource allocation, public trust, and the implementation of all other SDGs

     C.  Democratic elections are the sole mechanism through which sustainability goals can be achieved

     D.  SDG 16 is primarily concerned with military conflict and has limited relevance to environmental issues

  SDG 16 

Q31.  Freedom of information and access to public data is classified under SDG 16 because:

     A.  It ensures that media organisations can generate advertising revenue from public interest stories

     B.  Informed citizens and civil society are essential for holding governments and institutions accountable and enabling participatory decision-making

     C.  It is required by international trade agreements as a condition of market access

     D.  Freedom of information is primarily relevant to academic research, not governance

  SDG 17 

Q32.  SDG 17 (Partnerships for the Goals) includes 'means of implementation' targets. Which of the following is NOT listed as a means of implementation?

     A.  Technology transfer and capacity building in developing countries

     B.  Increasing official development assistance (ODA) from high-income countries

     C.  Replacing all national governments with a single global governance institution

     D.  Promoting a universal, rules-based, open, and equitable multilateral trading system

  SDG 16·17 

Q33.  Multi-stakeholder partnerships (involving governments, civil society, business, and academia) are emphasised in the 2030 Agenda because:

     A.  They reduce the need for government funding by transferring all responsibility to the private sector

     B.  The scale and complexity of sustainability challenges exceed the capacity of any single actor; collective knowledge, resources, and legitimacy are required

     C.  Multi-stakeholder models are required under international law for all development programmes

     D.  They primarily serve as marketing tools for companies to improve their public image

  SDG 16 

Q34.  In the context of SDG 16, 'leaving no one behind' specifically means:

     A.  Ensuring economic growth benefits are distributed equally without any targeted policies

     B.  Prioritising progress for the most marginalised, discriminated-against, and vulnerable populations, ensuring no group is excluded from development gains

     C.  A pledge by high-income nations to fund all development programmes in low-income countries

     D.  Removing all immigration restrictions to allow free movement of populations globally

PART F  Systems Thinking, Sustainability Integration & Discipline Application

8 questions · 16 points · Covers cross-cutting SDG competencies, trade-offs, systemic thinking, and application within AASTMT disciplines.

 SDG All SDGs 

Q35.  The 17 SDGs are described as 'indivisible and integrated'. This means that:

     A.  All 17 goals must be fully achieved simultaneously before any can be officially counted as met

     B.  Progress on one goal can create synergies or trade-offs with other goals, requiring systemic approaches to implementation

     C.  Each goal is independently tracked with no connections to other development priorities

     D.  The SDGs replace all previous international development agreements and frameworks

  SDG All SDGs 

Q36.  A university that installs solar panels on campus but outsources its waste processing to a facility using child labour demonstrates:

     A.  A fully integrated sustainability approach that prioritises environmental outcomes

     B.  A partial sustainability approach with a trade-off: environmental progress (SDG 7, 13) compromised by a social failure (SDG 8: decent work)

     C.  An exemplary model of Corporate Social Responsibility for higher education institutions

     D.  That environmental sustainability goals are incompatible with social sustainability goals

  SDG 13·14 

Q37.  A maritime engineering student is designing a cargo vessel. Which of the following design decisions best reflects an integrated SDG approach?

     A.  Maximising cargo capacity to increase commercial competitiveness

     B.  Incorporating low-emission propulsion technology, ballast water treatment systems (to prevent invasive species transfer), and ergonomic crew welfare design

     C.  Reducing vessel weight to improve speed and fuel efficiency, regardless of materials used

     D.  Using traditional design standards, as innovation in maritime transport is the responsibility of regulators, not engineers

  SDG 9·12·13 

Q38.  A logistics student is evaluating two supply chain options. Option A uses air freight (fast, high-emission); Option B uses sea freight (slower, lower emission). This is an example of a sustainability:

     A.  Synergy — both options benefit from the same set of sustainability objectives

     B.  Trade-off between economic efficiency (SDG 8, 9) and climate impact (SDG 13), requiring explicit stakeholder values to resolve

     C.  False dilemma — there is always a clearly optimal choice when sustainability is properly calculated

     D.  Non-issue, as transportation emissions are offset by global carbon markets automatically

  SDG 4·17 

Q39.  The Sustainable Development Goals were developed through a process that included member states, civil society, and citizens' consultations. This reflects which sustainability governance principle?

     A.  Technocratic governance — decisions made by scientific and technical experts only

     B.  Participatory governance — ensuring those affected by decisions have a voice in shaping them

     C.  Market-led governance — allowing economic actors to determine sustainability priorities

     D.  Top-down governance — where multilateral organisations set binding targets for all nations

  SDG 12·13·14 

Q40.  A fisheries student observes that local fishermen exceed sustainable catch quotas because their short-term livelihoods depend on it. This scenario best illustrates:

     A.  An individual ethics failure that should be addressed through criminal prosecution

     B.  A systems-level conflict between SDG 1 & 8 (poverty and livelihoods) and SDG 14 (marine conservation), requiring integrated policy responses

     C.  Evidence that SDG 14 targets are unrealistic for developing nations

     D.  That environmental sustainability is incompatible with human development in coastal communities

  SDG All SDGs 

Q41.  Which of the following best describes the concept of 'intergenerational equity' in sustainable development?

     A.  Ensuring equal access to education for all age groups in a society

     B.  Meeting the needs of the present generation without compromising the ability of future generations to meet their own needs

     C.  Equal distribution of national wealth between those currently aged 20–40 and those aged 60+

     D.  Providing financial transfers from older generations to younger generations through pension reforms

  SDG All SDGs 

Q42.  The Planetary Boundaries framework identifies nine Earth system processes. Crossing these boundaries is considered dangerous because:

     A.  It triggers automatic UN sanctions against nations responsible for the breach

     B.  It risks pushing the Earth system into a state that may be irreversible and inhospitable to stable human civilisations

     C.  It violates international environmental law under the Paris Agreement

     D.  It causes immediate, measurable economic losses that can be calculated in annual GDP terms

PART G  Sustainability Attitudes, Values & Personal Commitment

10 statements · Scored 1–5 · Contributes 16% of total score.  1 = Strongly Disagree  ·  2 = Disagree  ·  3 = Neutral  ·  4 = Agree  ·  5 = Strongly Agree

Statement	1 Strongly Disagree	2 Disagree	3 Neutral	4 Agree	5 Strongly Agree
1.  I have a clear understanding of what sustainable development means and why it matters.	○	○	○	○	○
2.  I am familiar with the UN Sustainable Development Goals (SDGs) and their relevance to my field of study.	○	○	○	○	○
3.  I consider the environmental and social impacts of my decisions in my daily student life.	○	○	○	○	○
4.  My academic programme at AASTMT has provided me with relevant sustainability knowledge.	○	○	○	○	○
5.  I feel motivated to apply sustainability principles in my future career.	○	○	○	○	○
6.  I believe that higher education institutions like AASTMT have a responsibility to lead on sustainability.	○	○	○	○	○
7.  I would participate in sustainability initiatives or clubs if they were available at AASTMT.	○	○	○	○	○
8.  I am confident that I can contribute meaningfully to solving sustainability challenges in my discipline.	○	○	○	○	○
9.  Sustainability literacy should be a graduation requirement for all AASTMT students.	○	○	○	○	○
10.  I feel personally responsible for contributing to a more sustainable future.	○	○	○	○	○

PART H  Feedback & Learning Interests

Unscored. Your answers directly shape AASTMT's sustainability curriculum and student programmes.

H1 — Topics You Would Like to Learn More About (select all that apply)

  ☐  Climate change — science, impacts, and adaptation (SDG 13)

  ☐  Ocean and marine conservation (SDG 14)

  ☐  Biodiversity and ecosystem services (SDG 15)

  ☐  Renewable energy and energy efficiency (SDG 7)

  ☐  Sustainable water management (SDG 6)

  ☐  Food systems and food security (SDG 2)

  ☐  Gender equality and women's empowerment (SDG 5)

  ☐  Poverty, inequality, and social justice (SDGs 1 & 10)

  ☐  Sustainable cities and urban planning (SDG 11)

  ☐  Responsible consumption and circular economy (SDG 12)

  ☐  Decent work, green economy, and entrepreneurship (SDGs 8 & 9)

  ☐  Governance, transparency, and anti-corruption (SDG 16)

  ☐  International cooperation and global partnerships (SDG 17)

  ☐  Sustainability in my specific discipline (engineering / maritime / logistics / computing / fisheries)

H2 — How Would You Prefer to Engage with Sustainability Topics? (select all that apply)

  ☐  Dedicated sustainability modules within my programme

  ☐  Integration of sustainability into existing technical and professional courses

  ☐  Practical projects, fieldwork, and real-world case studies

  ☐  Student clubs, volunteering, and community engagement programmes

  ☐  Online self-paced learning resources

  ☐  Guest lectures from industry, NGOs, or government professionals

  ☐  Research opportunities and supervised sustainability projects

H3 — Open Questions