The role of universities in community development: Lessons from the environmental education and sustainability project at Mangosuthu University of Technology — A cross-sectional mixed-methods study.

Sibonelo Thanda Mbanjwa

doi:10.51168/sjhrafrica.v6i6.1698

Authors

Sibonelo Thanda Mbanjwa Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

DOI:

https://doi.org/10.51168/sjhrafrica.v6i6.1698

Keywords:

Higher Education, Community Development, Environmental Education, Sustainability, Stakeholder Collaboration, Local Knowledge, Community Engagement, Environmental Awareness, Sustainability Practices

Abstract

Background
Higher education institutions play a pivotal role in promoting community development and advancing sustainability. Yet, aligning academic programs with local community needs remains a challenge. This study examines the Environmental Education and Sustainability Project at Mangosuthu University of Technology (MUT), which seeks to empower marginalized communities through environmental education and sustainable living practices.

Methods
A mixed-methods approach was adopted. Quantitative data were collected through pre- and post-intervention surveys assessing environmental knowledge and awareness. Qualitative data were obtained from focus group discussions and in-depth interviews with project participants, including community members, educators, and students.

Results
A total of 120 participants (58% female, 42% male; ages 18–55) were involved. The majority (75%) resided in Umlazi Township. Post-intervention surveys revealed significant improvements: understanding of waste management increased from 35% to 78%, water conservation awareness from 30% to 72%, and knowledge of local biodiversity from 25% to 68% (p < 0.01). Qualitative analysis highlighted behavioural change and community empowerment. Participants reported adopting sustainable practices: “I now teach my children how to save water and separate waste.” Educators incorporated environmental topics into their teaching: “I have started including environmental topics in my lessons.” The project also strengthened university-community trust: “Now we see how the university can help our community.”

Conclusion
The project effectively bridged academic learning with real-world community engagement. It enhanced environmental literacy, promoted behavioural change, and fostered stronger university-community partnerships.

Recommendations
Higher education institutions should embed community-focused environmental education into their curricula, promote local knowledge integration, and support ongoing stakeholder engagement. The MUT model provides a scalable framework for universities seeking to align academic missions

Author Biography

Sibonelo Thanda Mbanjwa, Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

Dr. Sibonelo Thanda Mbanjwa is a dedicated lecturer in the Department of Nature Conservation at Mangosuthu University of Technology (MUT), South Africa. He holds a Ph.D. in Environmental Science and specializes in biodiversity conservation, sustainable development, and environmental education. Dr. Mbanjwa is deeply committed to community engagement, student mentorship, and the integration of indigenous knowledge systems into conservation practices. His work bridges academia and practical application, empowering students and communities through innovative teaching, research, and outreach initiatives.

References

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