Empowering Youth for Sustainable Development Through Mathematical Knowledge: A Quantitative Perspective

Abstract

This study explores the role that mathematical knowledge plays in empowering young people toward meaningful participation in the Sustainable Development Goals (SDGs). Using a quantitative research design, data were collected from 310 bachelor-level students across three higher education institutions in Makwanpur District, Nepal 2025. The study measured students’ perceptions of their mathematical capabilities, awareness of SDGs and participation in sustainability initiatives using structured Likert scale questionnaires. Data analysis using non-parametric tests (Mann-Whitney U, Kruskal-Wallis H) and Spearman correlation revealed several key findings. Significant gender- and faculty-based differences were measured in students' perceptions on sustainability participation with Mann-Whitney U = 8823.000. Furthermore, a weak but statistically significant positive correlation was found between mathematical knowledge and SDG awareness with Spearman's rho correlation ρ = .210. Though, awareness did not consistently lead to higher sustainability participation, indicating a gap between knowledge and action. These findings emphasize the importance of integrating real-world sustainability contexts into mathematics curricula and providing facilitating institutional environments. The study concludes that while mathematical competencies can create SDG awareness, transforming this awareness into practice requires interdisciplinary collaboration, inclusive teaching strategies and student-centered participation platforms. Further, this study implies that Mathematical knowledge enhances SDG awareness, but active youth participation needs supportive, interdisciplinary and practical learning environments.