Sustainable Development Goals (SDGs) and 2030 Agenda represent global development programs. Education can widen the acknowledgement of their relevance and their applications. This survey aims to assess awareness, knowledge and attitudes towards SDGs and sustainability among first-year students in nine Italian Universities. A Likert scale-based online questionnaire of 70 items was compiled by students from March to July 2019. It examined knowledge and expectations referred to sustainable development concepts, indicators and documents/models accounting for sociodemographic variables. Statistical analyses performed were Chi-square test, Fisher’s Exact test, Kendall’s W correlation coefficient, univariate and multivariate analysis. The questionnaire was completed by 1676 students. A low percentage referred a good knowledge of SDGs and 2030 Agenda, most of them had never attended related educational activities previously. Better knowledge of SDGs and 2030 Agenda was observed in case of previous specific educational activities (p < 0.001). The expectation towards university guaranteeing an education on SDGs was high, both for personal wisdom and for usefulness in future professional context. A significant difference (p < 0.001) in such expectations was found, as healthcare students were less interested than colleagues of other areas. The results showed low knowledge but interest towards sustainable development. A scheduled implementation of academic initiatives should be considered.

Achieving the Sustainable Development Goals (SDGs) goes hand in hand with realising a more sustainable future, taking into account environmental, economic and social dimensions. Education can accelerate these goals, with teachers playing a central role. In 2021, a study was conducted among teachers in Italian mandatory schools to investigate knowledge, sources of information and attitudes towards the SDGs. An online survey was conducted, based on a Likert-scale with 62 items. The questionnaire was completed by 417 teachers. The overall knowledge score shows a median of 42.9%, an interquartile range of 25% and a range of 1.8–91.1%. A very good level of knowledge among teachers is limited to some topics, such as the Greenhouse effect (19.6%) and Resilience (13%), which may be better known due to wider media coverage. Sustainability issues are not yet considered as a shared responsibility, as teaching in designated hours was often suggested. The commitment of Italian teachers and schools to a stronger integration of sustainability issues into didactic programmes still needs to be improved. A change of perspective is urgently needed, whereby sustainability education should be seen as a collective responsibility.

Education is recognized as a dimension in which a more sustainable future can be promoted and supported. It is described both as a specific goal under the UN Sustainable Development Goals (SDGs) and as a goal within other SDGs. Since sustainability can be taught at all levels of education, students progressively acquire a variable knowledge of these issues and find academic, professional and social contexts in which they are expected to implement this knowledge. Italian universities could gradually adapt to incorporate this knowledge through specific courses, the integration of sustainability in learning programs, and the promotion of sustainable behaviors. This offers a unique opportunity to integrate sustainability in didactic activities and in the whole academic environment, presenting the university as a model for a more sustainable life. The same path can be followed by other institutions engaged in lifelong learning and improving general education and sustainability literacy. This essay presents a general diagnosis of the current situation in the global and national integration of sustainability in education, the level of knowledge of Italian students and teaching staff about sustainability, why this knowledge should be enhanced, and how lifelong learning can harmoniously continue the process to achieve such integration.

Medical students and residents play an important role in patient care and ward activities, thus they should follow hospital procedures and ensure best practices and patient safety. A survey concerning staff on training was conducted to assess the perceived quality of healthcare from healthcare workers (HCWs), residents, medical students and patients in Udine Academic Hospital, Italy. Between December, 2018 and March, 2019, a 5-point Likert-scale questionnaire was administered in 21 units, covering four thematic areas: patients and medical staff satisfaction with the quality of care provided by residents and students, patient privacy, clinical risk management, patient perception of staff on training. Data analysis included descriptive analysis and ordered logistic regressions. A total of 596/1,863 questionnaires were collected from: HCWs (165/772), residents (110/355), students (121/389), and patients (200/347). Residents were rated high both by patients (median = 5, IQR = 4–5, OR 0.49, 95%CI 0.26–0.93) and HCWs (median = 4, IQR = 3–5, OR 0.14, 95%CI 0.08–0.26), with a lower score for medical students on the same topic, both by patients (median = 4, IQR = 3–5, OR 2.94, 95%CI 1.49–5.78) and HCWs (median = 3, IQR = 2–3, OR 0.41, 95%CI 0.25–0.67). Therefore, the role of staff on training in quality and safety of healthcare deserves integrated regular evaluation, since direct interaction with patients contributes to patients’ perception of healthcare.