The Role of Green Areas in University Campuses: Contribution to SDG 4 and SDG 15

Abstract

Considering the importance of green areas for sustainability, universities have great potential to contribute to it while improving the use of green spaces in their campuses. By doing so, universities are also contributing to the Sustainable Development Goals, especially SDG 15, which seeks the protection of forests and biodiversity and their sustainable management, and SDG 4, which aims to ensure qualitative education, by promoting a culture of environmental awareness in students. Thus, this paper aims to highlight the role which green areas in university campuses play in the promotion and integration of SDGs 4 and 15, based on a case study carried out at the University of Passo Fundo (UPF), located in South of Brazil. UPF stands out among other universities in the region due to its great availability of green areas, but the academic community needs to make sustainable use of these spaces. The study evaluated the perception of the university community regarding green areas, to analyse how UPF explores these environments and to study strategies to enhance its use. The results showed that the university has been exploring its green areas by promoting events in favour of the local and academic community, however, more actions could be applied to take advantage of the campus’ ecological potential. The case study confirmed how the green areas in university campuses can contribute to and interact with the SDGs, especially through management actions.

Appendices

Appendix 1—Feedback of Undergraduate Courses

Course	Number of respondents	Feedback %
Civil Engineering	63	12.9
Architecture and Urbanism	36	7.4
Graduate Programs	32	6.5
Law	23	4.7
Chemistry	21	4.3
Veterinary Medicine	21	4.3
Agronomy	18	3.7
History	17	3.5
Journalism	17	3.5
Mechanical Engineering	16	3.3
Production Engineering	15	3.1
Education	14	2.9
Languages and Literature	14	2.9
Chemistry Engineering	13	2.7
Environmental Engineering	13	2.7
Advertising	12	2.5
Psychology	12	2.5
Electrical Engineering	10	2.0
Biological Science	9	1.8
Physics	9	1.8
Computer Science	8	1.6
Visual Arts	8	1.6
Business	7	1.4
Food Engineering	7	1.4
Pharmacy	7	1.4
Mathematics	6	1.2
Graphic Design	5	1.0
Medicine	5	1.0
Music	5	1.0
Physical Education	5	1.0
Analysis and System Development	4	0.8
Dentistry	4	0.8
Nursing	4	0.8
Nutrition	4	0.8
Physiotherapy	4	0.8
Accounting	3	0.6
No classification	3	0.6
Agribusiness	2	0.4
Economic Science	2	0.4
Computer Engineering	2	0.4
Mechanical Production Engineering	2	0.4
Aesthetics and Cosmetic	1	0.2
Commercial Management	1	0.2
Geography	1	0.2
Human Resource Management	1	0.2
Mechanical Manufacture	1	0.2
Social Work	1	0.2
Speech Therapy	1	0.2
Fashion Design	0	0.0
International Commerce	0	0.0
Internet Systems	0	0.0
Logistics	0	0.0
Philosophy	0	0.0
Product Design	0	0.0
Secretarial Studies	0	0.0
Total	489	100

Appendix 2—Feedback of Employees by Unit Academic

Academic unit	Number of respondents	Feedback %
Institute of Biological Sciences	24	8.6
Institute of Exact Sciences and Geosciences	13	4.7
Institute of Philosophy and Human Sciences	26	9.3
Faculty of Arts and Communication	13	4.7
Faculty of Agronomy and Veterinary Medicine	22	7.9
Faculty of Education	3	1.1
Faculty of Physical Education and Physiotherapy	2	0.7
Law School	6	2.2
Faculty of Economics Sciences, Administration and Accounting	10	3.6
Faculty of Engineering and Architecture	35	12.5
Faculty of Medicine	2	0.7
Faculty of Dentistry	4	1.4
Rectory/Administrative	63	22.6
Marketing and Communication Agency	7	2.5
Central Library	5	1.8
High School Center Integrado	7	2.5
Vigilance	1	0.4
UPF Languages	1	0.7
Technological Park	5	1.8
No classification	29	10.4
Total	279	100.0