Sustainable Development

  This week in our SCSH1201 class, we explored a topic that really made me think:   How do we measure if something is truly sustainable?   It’s easy to say we want to “go green” or “achieve SDGs,” but how do we know if we’re actually making progress? Our lecture introduced many interesting tools and indexes used to measure sustainability. Some that stood out to me were the  Human Development Index ,  Ecological Footprint , and the  Happy Planet Index . These go beyond just money or profit – they measure quality of life, environment, and real well-being. I also learned about the  Malaysian Shariah Index , which was really eye-opening. It’s a system that checks how well the government follows Islamic values (Maqasid Shariah) in its policies. This shows how measurement can be adapted to fit a country’s values and culture. We also discussed four main types of indicators: Context  – the situation we're in (like poverty levels), Input  – what we us...

Reflective Journal on Week 9 Key Learning : The Week 9 fieldwork lecture emphasized IIUM’s journey toward becoming a sustainable campus, highlighting students as agents of change in addressing environmental, economic, and social sustainability. Sustainability Indicators : Six key areas for campus sustainability were identified: infrastructure, energy, waste, water, transportation, and education/research. These guide practical initiatives like solar energy and food waste composting. IIUM Initiatives : Programs like food waste composting (e.g., 1329 kg processed in April–June 2018), myTREEvolution (150 trees planted), and Go Green campaigns showcase IIUM’s commitment to sustainability. Practical Actions : The lecture stressed daily practices, such as reducing water waste (e.g., shorter showers) and minimizing food waste, inspired by Quranic verses like Surah Al-Isra’ 26 and Al-Baqarah 60. Project Relevance : The fieldwork inspired my group’s SD project to focus on a local issue, like enh...

The Week 8 lecture of SCSH 1201 on the role of institutions in sustainable development was very insightful. It helped me understand how different institutions, from global to local levels, work together to achieve the Sustainable Development Goals (SDGs), especially SDG 16 (peace, justice, and strong institutions) and SDG 17 (partnerships for the goals). One key takeaway was the importance of SDG 17, which focuses on partnerships. The lecture explained that countries, organizations, and communities need to collaborate across borders and sectors to meet the SDGs by 2030. For example, global institutions like the United Nations Sustainable Development Group (UNSDG) create policies and coordinate efforts in 162 countries. This showed me how teamwork on a global scale is essential for sustainable progress. I was also impressed by how institutions operate at different levels—international, national, regional, and local. For instance, international bodies like the European Union set framewor...

  The Week 7 lecture of SCSH 1201 on challenges to sustainable development was eye-opening. It showed how sustainability involves balancing environmental, social, and economic factors, and the obstacles that make this difficult. One striking point was the global inequity example: an African person earns $2.30 daily, while a cow in Europe gets a $2.20 subsidy. This comparison shocked me and made me think about how resources are unfairly distributed. It’s unfair that animals in rich countries get more support than people struggling to survive. The lecture also discussed social challenges, like unequal access to education, healthcare, food, and clean water. Learning that over 750 million people lack clean water and 805 million face hunger was upsetting. These issues feel so big, but they inspire me to act, maybe through our group’s Sustainable Development Project. We could focus on something local, like reducing food waste at IIUM. I also liked the Islamic perspective on sustainabilit...

  This week’s discussion on the roles of universities in sustainable development was deeply insightful, especially in light of how educational institutions can contribute beyond academic knowledge. The presentation and discussions helped me understand the essential responsibilities that universities hold in fostering a sustainable future. Holistic Education: Universities are expected to educate students not just academically but also spiritually, morally, and intellectually, integrating these values into sustainable practices. Bridging Traditional Knowledge and Modern Science: It’s important for universities to blend Islamic teachings with contemporary scientific understanding, encouraging students to apply both in addressing sustainability challenges. Moral Responsibility: Universities must instill a sense of stewardship, teaching students to care for the Earth and its resources, aligning with Islamic principles of accountability to God and the environment. Collaboration for Sust...

This week’s session on sustainable development through the lens of Sejahtera was a meaningful and eye-opening experience for me. Often, sustainability is presented in a globalized, Western context—focused on climate change, renewable energy, and economic models. But learning about Sejahtera, a uniquely Malaysian approach rooted in harmony, balance, and collective well-being, gave me a more grounded and relatable perspective. The idea of Sejahtera goes beyond just environmental sustainability. It includes spiritual, emotional, social, and intellectual well-being, reflecting a more holistic view of life. I especially appreciated how the concept was broken down into practical aspects, including its integration through frameworks like KhAIR (Knowledge, Honesty, Accountability, Integrity, Responsibility) and F.A.S.T (Faith, Action, Sincerity, Truth). These values are not only applicable to policies and development but also to how we live our daily lives as individuals in society. Another ke...