Exploring The Connection Between University Social Responsibility And Local Sustainable Development Through Practical Teaching In Higher Education

Abstract

University Social Responsibility Practice Project (USR Project) encourages universities to fulfill their social responsibilities, promote the involvement of faculty and students in assisting communities, and advocate core values such as 'talent cultivation,' 'local engagement,' and 'Sustainable Development Goals (SDGs). The research team chose the "Farm Heritage Museum" located in the suburban area of Taiping District, Taichung, Taiwan, as the field for University Social Responsibility (USR) practice. Firstly, we identified SDG 11 - Sustainable Cities and Communities as the overall practice goal based on the attributes and resources of the field. Considering environmental needs and social background factors, they selected 11.4 Cultural Heritage, 11.7 Public Spaces, and 11.a Urban-Rural Linkages as specific project components. The teaching model was modified to involve students with backgrounds in landscape design and cultural creativity. We participated in and executed activities such as cultural data organization, organizing cultural education, and community interaction. The purpose of this practice is to: prevent cultural loss, mitigate cultural discontinuity, revitalize the field, and promote communication and learning among teachers and students at various levels of community schools. The goal is to achieve the effect of consolidating local humanities and culture, ultimately leading to the practical aim of sustainable development of local culture. The research findings indicate that, from the perspective of educators, this study departs from the traditional classroom setting and engages with practical fieldwork involving various stakeholders, including field management units (district offices), field operators, collaborative efforts with teachers and students from different levels of schools, and community residents. The activities involve the integration of cultural perspectives, the formulation of practical strategies, the roles played by university faculty and students in promoting local sustainable development, and the instructional practices of teachers and students at different levels. It is evident that the curriculum and activity designs, grounded in the local context and integrating local culture and folk activities, resonate with participants. This approach achieves the consolidation of local awareness, the creation of collaborative action plans, and the accomplishment of feedback, thereby fulfilling the expected SDG 11 - Sustainable Cities and Communities practice goals outlined in this research.