Sustainability and Learning
Sustainability
CYCU’s teachers have executed research projects related to SDGs from 2017 to 2021, including renewal energy, environmental protection, high-quality education, infrastructure, stimulation of carbon reduction, sustainable urban and rural planning, and analysis on climate change response measures, totaling 512 projects in total, and received subsidies of more than NT$550 million from external units. From 2017 to 2020, CYCU has published a total of 1,665 academic theses related to SDGs, with the CNCI value tending to improve stably. CYCU has had a CNCI value over 1 for three consecutive years, representing that the citation rate of SDGs-related academic theses published by CYCU is higher than the average number of theses published by global academic institutions, thus deriving an influence higher than that of global academic institutions.
Learning
The United Nations announced the Sustainable Development Goals (SDGs) on September 25, 2015 and identified 2016 as the first year for sustainable development. The SDGs consist of 17 goals, 169 targets, and 230 indicators as the highest guidelines for global sustainable development practices in the world for 2030. CYCU upholds a holistic education philosophy. The seven educational concepts set by CYCU are mostly considered in line with the SDGs. Under the direction of the holistic education philosophy, the general education courses are divided into four areas, namely the Creator, Humanity, the Entire Creation, and the Individual Self. More than 150 courses are organized per semester, which cover three aspects including economic growth, environmental protection, and social progress claimed by the SDGs, and are completely integrated into the 17 goals for SDGs. That is, the holistic education philosophy of the Creator, Humanity, the Entire Creation, and the Individual Self pursued by CYCU already covers the United Nations’ SDGs and upholds the same global sustainable development spirit pursued by the SDGs.