WEEK 1

Week 1 Reflection Report
SCSH 1201: Sustainable Development (Section 4)
Reflection on Week 1 (4 March 2025)


Self-Study & Lecture Overview
In Week 1, we were introduced to the foundational concepts of Sustainable Development (SD) through various activities including watching a YouTube video, reviewing lecture slides, and joining a Padlet Ta’aruf activity. The lecture by Prof. Dr. Suhaimi Mhd. Sarif provided an in-depth understanding of the definition, principles, and history of SD. We explored how sustainability relates to balancing environmental, economic, and social factors, and how systems thinking can be applied to solve global challenges.

Key Lessons from the Lecture

  1. Definition of Sustainable Development

    • Sustainable Development is defined as meeting the needs of the present without compromising the ability of future generations to meet their own needs (Brundtland Report, 1987).

    • It requires the integration of environmental, social, and economic factors in policy-making and development.

  2. Three Core Concepts of Sustainability

    • Living within the Earth’s environmental limits.

    • Understanding interconnections among economy, society, and environment.

    • Ensuring fair distribution of resources and opportunities across generations.

  3. Evolution of Sustainable Development

    • SD has evolved from an era of unsustainable growth to the Millennium Development Goals (MDGs), and now the 17 Sustainable Development Goals (SDGs) established in 2015.

    • These SDGs aim to tackle issues like poverty, climate change, and global inequality.



  1. The Five Pillars (5Ps) of SD

    • People – Emphasizing equity and dignity.

    • Planet – Protecting natural ecosystems.

    • Prosperity – Encouraging inclusive economic growth.

    • Peace – Promoting justice and social cohesion.

    • Partnership – Strengthening global collaboration.

  2. Systems Thinking in SD

    • A framework for analyzing complex, interconnected global challenges.

    • Promotes long-term, integrated solutions over short-term fixes.

  3. Debate on Development: What to Sustain vs. Develop?

    • We reflected on what areas should be developed (e.g., healthcare, education, technology) versus what must be preserved (e.g., natural resources, culture).



  1. Group Activity

    • Students were grouped to discuss real-world sustainability issues, apply systems thinking, and explore development priorities.

Ta’aruf Activity (Introduction & SD Reflections)
Through the Padlet Ta’aruf activity, 20 students introduced themselves and shared their reflections on SD, linking personal values with global issues.

Key Insights from Student Reflections

  1. Personal Identity & Work Ethics

    • Students identified themselves as introverts, extroverts, or ambiverts and highlighted the importance of ethics, discipline, and clear goals in their lives.

  2. Perspectives on Sustainable Development

    • Students commonly described SD in terms of holistic balance between environment, economy, and society, often relating it to Islamic teachings (e.g., the role of Khalifah).

  3. Application of SDGs in Personal & Career Goals

    • Many students related SD to their aspirations, including SDG 4 (Education), SDG 3 (Health), and SDG 16 (Peace & Justice), reflecting a deep personal connection to the SDGs.

  4. Career Aspirations & SD Contributions

    • Law students, in particular, showed interest in environmental law and justice, highlighting how their future careers can contribute to global sustainability.



Conclusion
Week 1 laid a strong foundation for understanding Sustainable Development. The integration of personal reflection with academic learning helped me realize the relevance of SD not only at the global level but also in my personal and career goals. I look forward to exploring how legal frameworks and governance can support sustainability in the weeks ahead.

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