มหาวิทยาลัยมหิดล การพัฒนาที่ยั่งยืน, SDG Mahidol, SDG

SDG 17 : PARTNERSHIP FOR THE GOALS

Mahidol University promotes the establishment of international collaborative networks for sustainable development. Courses on sustainable development have been introduced for students at all levels of study, and for academic and support staff, on the importance of the United Nations' Sustainable Development Goals (SDGs). These courses are also offered through online platforms, enabling students and staff to apply their knowledge to the real world and understand the importance of sustainable development at local, national, regional and international levels.

The University actively participates in regional and international forums, such as programs organized by the United Nations Economic and Social Commission for Asia and the Pacific (UNESCAP), which facilitate the exchange of ideas in marine conservation, sustainable fisheries and transport, marine pollution management, and increased regional cooperation.

Mahidol University aims to build educational cooperation with many countries through various scholarship programs and training initiatives for medical personnel from neighboring countries, helping to improve knowledge and skills in health promotion, disease treatment, patient care, and drug use.

The University commits to ongoing international collaborative agreements with educational institutions worldwide—especially with strategic partnerships—for academic activities and research, the creation of joint- and double-degree programs, and the global exchange of students and staff.

The College of Management Mahidol University (CMMU), together with the Ministry of Foreign Affairs of Thailand, have established the ASEAN Center for Sustainable Development Studies and Dialogue (ACSDSD). This collaboration supports coordination with various regional and global organizations to drive sustainable development in the ASEAN Community through projects including implementation of data technology to protect the sea, gender equality and women's potential in the workplace, and waste classification in schools.

17.2 Relationships to support the goals

17.2.1 Relationships with regional NGOs and government for SDG policy

Mahidol University is directly involved in and contributes to national and regional SDG policy development through projects such as the Bueng Boraphet Wetland Water Management Project and Interfaith Buddy for Peace: Leaders and Weaving Peace and Reconciliation Project . These initiatives reflect the university’s active collaboration with government agencies, local communities, and educational institutions to promote sustainable development, peacebuilding, and inclusive policy implementation.

Bueng Boraphet Wetland Water Management Project

Mahidol University’s Nakhon Sawan Campus has played a key role in promoting sustainable water resource management in Bueng Boraphet, Thailand’s largest freshwater wetland and a site of international ecological importance. Despite its rich biodiversity, Bueng Boraphet has faced persistent challenges, including unclear land boundaries, competing water demands, environmental degradation, and community conflicts arising from limited water supply for agriculture, fisheries, and domestic use. To address these issues, the Bueng Boraphet Research and Training Center was established to provide academic research, data collection, and policy recommendations that support sustainable water use and community participation. From 2013 to 2022, the center collaborated with local water user organizations across nine sub-districts to manage droughts, improve water allocation, and balance agricultural and ecological needs. Supported by Mahidol University’s Social Policy Driving Project (2022–2024), a participatory water management system was developed, emphasizing cooperation, data-driven decision-making, and democratic engagement. This initiative has strengthened community networks, enhanced local capacity, and serves as a model for inclusive, sustainable water resource governance in Thailand.

From 2022 to 2025, Mahidol University’s Bueng Boraphet Wetland Water Management Project has made significant progress in developing a collaborative, data-driven, and participatory approach to sustainable water management. In 2022, the project focused on building the water management system by collecting and analyzing spatial and usage data, engaging government agencies, local communities, and educational institutions, and establishing the Bueng Boraphet Smart System for data access. This groundwork led to the creation of a shared water management model and the registration of five local water user organizations to promote cooperation and reduce conflict.

During the 2023–2024 implementation phase, the project expanded participation through training, youth engagement, and the creation of the Bueng Boraphet Data Center and learning materials. As a result, nine subdistricts and over 3,700 individuals registered their water use needs, covering 5,011 plots (69,871 rai), while conflict levels among users dropped to zero. The project also launched a Water Image Downloader system to utilize satellite imagery for monitoring and planning, and more than 200 people have visited the learning center. Recognized and certified by the Nakhon Sawan Bueng Boraphet Management Committee. The system has become a model for participatory governance.

Looking ahead to 2024–2025, the initiative aims to strengthen local livelihoods through eco-friendly farming practices such as alternate wet–dry rice cultivation and the use of aquatic weed-based fertilizer to boost income and reduce greenhouse gas emissions. This inclusive, research-based, and democratic approach—endorsed at the policy level—earned the project a “Very Good” Award in the 2024 Democracy Innovation Contest (Community and Organization category) and is now considered a model for sustainable and cooperative water management across Thailand.

Interfaith Buddy for Peace: Leaders and Weaving Peace and Reconciliation Project

Interfaith Buddy for Peace: Leaders and Weaving Peace and Reconciliation Project, initiated by Mahidol University under its Social Guidance Policy Initiative, uses health dialogues and interfaith collaboration as tools to build trust, understanding, and peace in Thailand’s conflict-affected southern border provinces. The project transforms academic research into community-based social guidance, focusing on reconciliation through health, empathy, and dialogue. Over 40 field seminars involving more than 170 participants fostered trust among diverse religious and ethnic groups through small-group discussions, interfaith activities, and joint community health efforts. Lessons learned from these engagements informed policy proposals advocating for safe spaces, structural reform to support open dialogue, and leadership development rooted in empathy and trust-building. The initiative also encouraged educational, media, and social institutions to incorporate peace education, conflict transformation, and “Peace Journalism” to strengthen reconciliation efforts nationwide.

Building on these foundations, Mahidol University expanded the initiative into Interfaith Buddy for Peace: Older Generations, New Generations, One Heart project in 2023–2024, addressing the growing generation gap in Thailand’s multicultural southern border communities. The program tested interfaith friendship models to bridge differences between older and younger generations, using dialogue and collaborative community work to foster empathy and mutual understanding. It also launched the Interfaith Friends and Sustainable Peace Building from the Grassroots Community project, which empowered local leaders and youth in four pilot communities—Chana (Songkhla), Panare (Pattani), Mueang (Yala), and Yi-ngo (Narathiwat)—to design and implement peacebuilding strategies based on local wisdom and cultural identity.

Throughout 2024, the project emphasized participatory learning and knowledge-based peacebuilding, organizing community planning workshops, interfaith and intergenerational dialogues, and capacity-building programs to strengthen conflict transformation skills. Activities included mapping socio-cultural “peace treasures,” hosting interfaith festivals, and developing media platforms such as [www.interfaithbuddy.com](http://www.interfaithbuddy.com), which attracted over 500,000 visitors. These efforts expanded interfaith networks by 30–150 individuals per community, empowered new grassroots leaders, and generated policy proposals that called for weapon-free safe zones, neutral shared spaces for coexistence, decentralization of power to local communities, and the elevation of local cultural heritage as “soft power” for sustainable peace.

By mid-2024, the initiative culminated in public exhibitions, forums, and the submission of policy recommendations to the Parliament’s Special Committee on Peacebuilding, the National Security Council, and the Southern Border Provinces Administrative Center (SBPAC). The project’s comprehensive, community-centered approach demonstrated how academic engagement, interfaith collaboration, and cultural wisdom can jointly advance Thailand’s progress toward SDGs 4 (Quality Education), 10 (Reduced Inequalities), and 16 (Peace, Justice, and Strong Institutions)—fostering long-term reconciliation and peaceful coexistence in the southern border region.

References

17.2.2 Cross sectoral dialogue about SDGs

Mahidol University has initiated and participated in cross-sectoral dialogues on the Sustainable Development Goals (SDGs), as well as conferences and collaborative projects with government agencies and NGOs, such as the 2024 ASEAN Circular Economy Forum (ACEF 2024), the SDGs + Mobility MaPs 2023–2025 initiative, and the Empowering Climate Resilient Communities and Livelihoods Program.

2024 ASEAN Circular Economy Forum (ACEF2024)

In October 2024, the ASEAN Centre for Sustainable Development Studies and Dialogue (ACSDSD) at Mahidol University, in collaboration with the Hanns Seidel Foundation and the Embassy of Finland in Thailand under the Team Europe Initiative (TEI), with support from the ASEAN Secretariat, the Delegation of the European Union to ASEAN, and other European Union partners, organized the ASEAN Circular Economy Forum 2024 under the theme “Guiding the Transition: ASEAN and EU Policy and Business Approaches to Circular Innovation and Entrepreneurship.” The event was held at the Queen Sirikit National Convention Center in Bangkok.

The forum brought together thought leaders, policymakers, and business innovators from across ASEAN and the European Union to explore how Science, Technology, and Innovation (STI) can drive the transition toward a circular economy. Discussions centered on promoting innovation and entrepreneurship for circular solutions, showcasing successful circular economy practices across the region, and leveraging ASEAN’s cultural values and traditions to advance sustainable development.

MUIR SDGs & Capacity Building Projects 2022-2025

Empowering Climate Resilient Communities and Livelihoods Project

The Empowering Climate Resilience in Local Communities Project, supported by The Rockefeller Foundation, aims to strengthen local capacity in addressing the impacts of climate change by mobilizing four key actors—national government agencies, provincial higher education institutions, local governments, and community stakeholders, including local businesses, NGOs, and residents. Implemented in Nakhon Sawan and Kanchanaburi provinces, where Mahidol University’s provincial campuses are located, the project focuses on promoting bio-circular economy (BCG) principles through organic waste and biomass management to help local farmers adopt greener, higher-yield cultivation practices.

The project comprises three core sub-projects:

Workshop on Advancing Climate Resilient Livelihoods in Thailand – Organized by Mahidol University in partnership with the Thailand International Cooperation Agency (TICA), this workshop built capacity among farmers and local stakeholders in climate-smart agriculture and green technology. It fostered dialogue among government officials, experts, enterprises, and community leaders to identify policy directions and collaboration opportunities that promote climate-resilient livelihoods.

Biomass Energy Generation for Sustainable Community : A Waste-to-Value Innovation – This project promotes the conversion of organic waste into biofertilizer and biogas, providing sustainable income opportunities for local farmers while reducing environmental impact and supporting the transition toward a circular economy.

Establishment of a Social Enterprise for Climate and Economic Resilience – Through MU Greenovation Co., Ltd., Mahidol University’s Kanchanaburi Campus established a social enterprise and learning and demonstration centers to serve as local hubs for ongoing training, technical support, and knowledge-sharing, ensuring the long-term sustainability of climate resilience initiatives.

The project began with a policy convening and multi-stakeholder dialogue to raise awareness and align visions on climate resilience and sustainable livelihoods, laying the foundation for collaborative action and policy development at the local level.

References

Capacity Building for Sustainable Future in Developing Regions ( 1 , 2 )
The 2024 ASEAN Circular Economy Forum, “Guiding the Transition – ASEAN and EU Policy and Business Approaches to Circular Innovation and Entrepreneurship” ( 1 , 2 )

17.2.3 International collaboration data gathering for SDG

The Healthy University Rating System (HURS)

The ASEAN Institute for Health Development (AIHD) of Mahidol University participates in international collaborations on data collection and measurement for the Sustainable Development Goals (SDGs) through the Healthy University Rating System (HURS), which encompasses data related to SDG 3 (Good Health and Well-being), SDG 5 (Gender Equality), SDG 16 (Peace, Justice, and Strong Institutions), and SDG 17 (Partnerships for the Goals).

The Healthy University Rating System (HURS), for which Mahidol University serves as the Secretariat, was developed under the AUN Healthy University Framework (HUF) to assess and promote the health, well-being, and sustainability of universities across ASEAN. Comprising 22 health promotion benchmarks, HURS encourages universities to continuously enhance their health-promoting environments for students, staff, and surrounding communities.

Managed by the HURS Development Committee, the system operates on an annual evaluation cycle (August–November), during which data and activities from participating universities are reviewed to ensure compliance with the HUF standards. Results are communicated through formal feedback and a “five-star rating system”, with universities achieving four stars or higher receiving official awards and recognition. High-performing institutions are also invited to share best practices at national and international forums, fostering regional collaboration and knowledge exchange. Since its launch in 2021, more than 30 ASEAN universities have participated, advancing collective efforts toward sustainable, health-promoting campuses and contributing to policy development from institutional to regional levels.

Reference

Healthy University Rating System (HURS)

17.2.4 Collaboration for SDG best practice

Empowering Climate Resilient Communities and Livelihoods Project

The project comprises three core sub-projects:

Workshop on Advancing Climate Resilient Livelihoods in Thailand – Organized by Mahidol University in partnership with the Thailand International Cooperation Agency (TICA), this workshop built capacity among farmers and local stakeholders in climate-smart agriculture and green technology. It fostered dialogue among government officials, experts, enterprises, and community leaders to identify policy directions and collaboration opportunities that promote climate-resilient livelihoods.

Biomass Energy Generation for Sustainable Community : A Waste-to-Value Innovation – This project promotes the conversion of organic waste into biofertilizer and biogas, providing sustainable income opportunities for local farmers while reducing environmental impact and supporting the transition toward a circular economy.

Establishment of a Social Enterprise for Climate and Economic Resilience – Through MU Greenovation Co., Ltd., Mahidol University’s Kanchanaburi Campus established a social enterprise and learning and demonstration centers to serve as local hubs for ongoing training, technical support, and knowledge-sharing, ensuring the long-term sustainability of climate resilience initiatives.

Reference

Capacity Building for Sustainable Future in Developing Regions ( 1 , 2 )

17.2.5 Collaboration with NGOs for SDGs

The Net PAMA Project

The Net PAMA Project, initiated in 2019 with support from the Thai Health Promotion Foundation (ThaiHealth) and led by Prof. Dr. Chanwit Pornnoppadol, a child and adolescent psychiatrist at the Faculty of Medicine Siriraj Hospital, Mahidol University, aims to strengthen families and promote positive parenting through accessible online education. The project transforms evidence-based parenting curriculum into an online platform—[www.netpama.com](http://www.netpama.com)—providing free, interactive courses designed to help parents manage children’s behavioral challenges, build healthy family relationships, and promote emotional well-being. Developed collaboratively by psychiatrists, pediatricians, and psychologists, the program responds to diverse parenting needs and lifestyles. To address challenges in internet accessibility, the initiative has expanded to include the training of Net PAMA facilitators, enabling personnel from government and private sectors to deliver the curriculum within their local communities, ensuring equitable access to knowledge and services nationwide.

Currently, 41 Internet Classrooms operate across 27 provinces, integrating positive parenting training into hospitals, schools, community centers, and juvenile rehabilitation facilities. Evaluations reveal that 90% of parents observed behavioral improvements in their children, 94% reported confidence in applying parenting techniques, and children showed higher self-esteem following parental participation. In 2024–2025, the project continues to promote positive parenting through online and offline public activities, including a year-long series of interactive workshops and discussion sessions on key parenting challenges such as effective communication with children, managing anger, addressing school avoidance, handling screen time, and supporting children with special needs. Examples include sessions like “My Child Wants to Play but I’m Busy—How Should I Communicate?” (January 2025), “When Your Child Refuses to Go to School” (March 2025), and “Raising Children to Thrive in a Cruel Society” (August 2025). The project also disseminates educational materials through multiple digital channels—Facebook, YouTube, and LINE Official—to expand outreach and sustain engagement.

The Net PAMA Project has earned multiple recognitions, including the Prime Minister’s Award for Health Promotion Innovation (2022), the Government Service Award for Service Innovation (2023), and the Team Good Practice Award from Mahidol Quality Fair (2023). Aligned with the UN Sustainable Development Goals (SDGs)—notably SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), SDG 5 (Gender Equality), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions)—the initiative advances family well-being, promotes lifelong learning for parents, encourages shared parental responsibility, reduces inequality in access to parenting education, and fosters non-violent, nurturing home environments.

Policy Forum: Where Are the People in the Peace Equation?

The Institute of Human Rights and Peace Studies, Mahidol University, in collaboration with The Active – Policy Watch Thai PBS, the Southern Border Civil Society Council, and the Peace Survey Network, organized a public forum titled “Policy Forum: Where Are the People in the Peace Equation?”

On May 23, 2025, the Institute of Human Rights and Peace Studies, Mahidol University, together with The Active – Policy Watch Thai PBS, the Southern Border Civil Society Council, and the Peace Survey Network, hosted the public discussion under the theme “What If There Were No Peace Process in the Southern Border Provinces?” at Lan Mai, Building A, Thai PBS.

The forum featured the following speakers:

Asst. Prof. Dr. Patthira Nak-urairat, Acting Deputy Director for Administration, Institute of Human Rights and Peace Studies, Mahidol University
Dr. Chayanit Phoolyarat, Department of Politics and Government, Faculty of Political Science, Thammasat University
Mr. Lomai Manakan, President of the Southern Border Civil Society Council
Ms. Thida Wannalak, President of the Buddhist Raksa Club of the Southern Border Provinces
Mr. Faik Korrasi, Advisor to the Special Committee on Southern Border Peace, House of Representatives
Mr. Sugriffee Lateh, Political and Peace Advisor to the President of The Patani
The discussion was moderated by Ms. Tichila Phutsaraphan, Head of the Southern News Center, Thai PBS, and Asst. Prof. Dr. Samatcha Nilpatam, Faculty of Communication Sciences, Prince of Songkla University.

The objective of this forum was to create a communication platform that raises awareness and encourages active engagement in promoting the peacebuilding process in Thailand’s southern border provinces through non-violent means. It aimed to strengthen participation from all sectors by utilizing credible academic work, while fostering awareness and promoting a culture of peace and justice in Thai society—grounded in peace culture and respect for human rights—to build harmony and peaceful coexistence within the community.

Additionally, the forum sought to develop policy recommendations for stakeholders involved in cultivating a culture of rights and peace. These recommendations emphasize non-violent conflict transformation based on verifiable academic evidence, with the ultimate goal of achieving sustainable peace and justice in Thai society.

One-Year Performance Report of the Social Innovation Projects Supported under the Social Inclusion Policy Advancement Program 2024

Mahidol University Volunteer (MAHIDOL VOLUNTEER)

Mahidol University places great emphasis on developing students with the identity of Altruism, in alignment with the university’s core values. Volunteer work serves as an important avenue for students to apply their knowledge and skills to benefit society selflessly, without expecting anything in return.

The Mahidol Volunteer initiative was established to gather information on volunteer opportunities from both internal and external organizations. It provides a platform for students to engage in diverse volunteer activities that align with their abilities and interests. Moreover, it fosters collaboration between Mahidol University and volunteer networks, cultivating a sense of social responsibility among students.

This initiative also supports the university’s mission to produce graduates who embody the ideal qualities of being “Good, Intelligent, and Happy.”

One-Year Performance Report of the Social Innovation Projects Supported under the Social Inclusion Policy Advancement Program 2024

Mahidol University has set its goals to drive the Sustainable Development Goals (SDGs) by fostering a more inclusive society that enhances opportunities for vulnerable groups to access social and economic services, thereby improving their quality of life.

This initiative also serves as a strategic approach to advance Strategic Goal 3: Policy Advocacy and Leader in Professional/Academic Service, which aims to position Mahidol University as a national and international leader in policy-driven health and well-being.

From Heart to Heart: True Values, Happiness, and Inner Strength for Life Beyond the Walls

Project Leader: Asst. Prof. Dr. Patipat Anuraktham, Contemplative Education Center

Professional Curriculum Innovation: Family Happiness Creator

Project Leader: Ms. Methinat Rattanakul, National Institute for Child and Family Development

Developing Older Adults as Change Leaders to Promote Active Aging and Holistic Health through Quadruple Partnership Collaboration

Project Leader: Asst. Prof. Dr. Jirawat Pruttakornkul, College of Sports Science and Technology

Development of Tactile Media to Reduce Pre-Dental Treatment Anxiety among Persons with Visual Impairment

Project Leader: Asst. Prof. Dr. Waranan Praphansilp, Faculty of Dentistry

https://mahidol.ac.th/musef/policy-forum-%e0%b8%9b%e0%b8%a3%e0%b8%b0%e0%b8%8a%e0%b8%b2%e0%b8%8a%e0%b8%99%e0%b8%ad%e0%b8%a2%e0%b8%95%e0%b8%a3%e0%b8%87%e0%b9%84%e0%b8%ab%e0%b8%99/

Klay Sen: Vocational Skills as a Volunteer Mechanism to Enhance Social Inclusion for Persons with Hearing Impairment

Project Leader: Asst. Prof. Dr. Sowaritthon Chansaengsri, Faculty of Social Sciences and Humanities

Implementation of a Home-Based Palliative Care Model within Primary Care Networks in Health Region 3

Project Leader: Ms. Sasithorn Marat, Nakhon Sawan Campus Project

Life Skills Development Project through Reflective Process and Creative Journaling for Children and Youth in Juvenile Training Centers under the Department of Juvenile Observation and Protection, Ministry of Justice

Project Leader: Asst. Prof. Dr. Wannaporn Pongpheng, Faculty of Liberal Arts

References

17.4 Education for the SDGs

17.4.1 Education for SDGs commitment to meaningful education

Mahidol University actively promotes sustainability education and engagement through a range of academic and experiential initiatives. The university supports the development of 34 sustainability-focused curricula across undergraduate, master’s, and doctoral levels, integrating the principles of sustainable development into higher education. The sustainability-focused courses at Mahidol University are supported by 10 faculties and institutions, including the ASEAN Institute for Health Development, Faculty of Engineering, Faculty of Environment and Resource Studies, Graduate School, Kanchanaburi Campus, College of Management, Faculty of Public Health, Faculty of Medicine Ramathibodi Hospital, Faculty of Science, and Faculty of Social Sciences and Humanities.

Course ID	Course Name	Course Detail
ADHS704	DOCTORAL SEMINAR IN HEALTH AND SUSTAINABILITY	Issue; concept; theory; evaluating current crisis on health and sustainability; critique and synthesis in health and sustainability journal under research ethics
ADHS708	HEALTH RISKS AND IMPACT ASSESSMENT FOR SUSTAINABILITY	Public health policy development; public health policy process analysis; impact assessment system from policies, plans, projects and activities related to health, qualitative and quantitative health impact assessment frameworks; case studies in Thailand and foreign countries
ADHS723	GLOBAL HEALTH AND SOCIAL POLICY FOR SUSTAINABILITY	Meanings and scopes of social policy perspective; interaction between global health and socio-economic factors; the policy process; politics and power in social policy; governance; roles of policy actors and institutions; participation in social and health policy; global health issues
EGCH516	ENERGY SYSTEM AND SUSTAINABILITY	Evolution of technology and energy consumption; Energy source and energy demand; Petroleum; Nuclear energy; Renewable energy; Life cycle assessment; life cycle impact assessment; Carbon footprint; Utilization of carbon dioxide; Chemical looping system; Industrial ecology
ENHS722	CLIMATE CHANGE, SUSTAINABILITY, AND GLOBAL PUBLIC HEALTH	Landscape ecology surveys and analyzes of city and community; investigate and assesses the quality of natural resources and environments; processes of problems identification of the livable city managerial plan; scenario and systemic strategy options; plans and management of the livable cities and the environment sustainability; field trip practices
ENLS500	LIVABLE CITY MANAGEMENT AND ENVIRONMENTAL SUSTAINABILITY	Philosophy, theories; types and characteristics of organization management; learning organizations in the 21st century; culture and leadership; the analyzing the way to the organization objection management tools and the effectiveness capability assessment; real-world laboratories; city and urban living labs; co-creating transformative processes; organization strategy characteristics and dimensions; organizational effectiveness; organizational capabilities index; integral theories and management; innovation policy labs and organization plans; the development of organization management profiles and action plans; the organizational strategy retrofit and transformation plan; the organization problem identification and research for a sustainable society
ENLS503	INTEGRATED RESEARCH AND SEMINAR FOR LIVABLE CITY AND ENVIRONMENTAL SUSTAINABILITY	Disciplinary learning process of research methodology of local and community environment; research methodology of local and community environment and types of research; observational, experimental, qualitative researches; applications of scientific process in research design; formulation of research questions and hypotheses; research proposal development; technique of data collection, data management and analysis; critical reading of researchand articles using literature search through electronic equipment and information sources in livable city and environmental sustainability
ENLS504	SURVEYS AND ANALYZES OF LANDSCAPE ECOLOGY OF CITY AND INTEGRATED MANAGEMENT FOR LIVABLE CITY AND ENVIRONMENTAL SUSTAINABILITY IN FIELD TRIP	Landscape ecology surveys and analyzes of city and community; investigate and assessing the quality of natural resources and environments; processes of problems identification of the livable city managerial plan; scenario and systemic strategy options; plans and management of the livable cities and the environment sustainability; field trip practices
ENLS524	LEARNING ORGANIZATIONS FOR SUSTAINABILITY	Philosophy, theories; types and characteristics of organization management; learning organizations in the 21st century; culture and leadership; the analying the way to the organization objection management tools and the effectiveness capability assessment; real-world laboratories; city and urban living labs; co-creating transformative processes; organization strategy characteristics and dimensions; organizational effectiveness; organizational capabilities index; integral theories and management; innovation policy labs and organization plans; the development of organization management profiles and action plans; the organizational strategy retrofit and transformation plan; the organization problem identification and research for sustainable society
ENMT609	AGRO-ENVIRONMENTAL MANAGEMENT FOR SUSTAINABILITY	Evolution and history of agriculture; nutrient cycling in agricultural systems; agricultural pollution and management related to evolution of agriculture; fundamental of sustainable agriculture; agricultural innovation systems; sustainable development goals (SDGs) and agricultural systems; agricultural innovation systems and food security; analysis of agricultural systems; agroecosystem; agro-ecotourism; management of cropping systems; fires and agricultural systems; soil and water conservation; alternative energy for agriculture; climate change and agricultural systems; local biodiversity; knowledge management and communication for agricultural innovation systems; developing a circular economy in agriculture
ENMT622	INDUSTRIAL ECOLOGY AND SUSTAINABILITY	Concept and principle of industrial ecology; sustainable development for industry; relationships of society to industry and development; material and energy flows in industrial and ecological systems; material flow analysis; life cycle assessment; supply chain management; eco-industrial park; eco-industrial park practice in Thailand; bio-circular-green economy; eco-efficiency; eco-design; carbon label and carbon footprint; eco-industry; green industry
ENMT650	SUSTAINABILITY AND ECOSYSTEM HEALTH	Principle conceptual of ecosystem health and sustainable human society based on the fluctuation of ecosystem health; flexibility of sustainable development by monitoring ecosystem health under the complex social adaptability; social adaptation to the vulnerable and changes in ecosystem health; indicators of human society sustainability reflected by the good health ecosystem
ENTM508	NATURAL RESOURCE MANAGEMENT FOR SUSTAINABILITY	Concepts of ecology; ecosystem patterns and processes; characteristics of ecosystems; ecology for sustainable natural resource management; understanding of development and sustainability; sustainable development goals (SGDs)
ENTM513	GREEN TECHNOLOGY FOR ENVIRONMENTAL AND ENERGY SUSTAINABILITY	Concept principle and method of green technology; green growth; sustainable consumption and production; tools and applications of green technologies for sustainable environment and energy; green chemistry; clean development mechanism; life cycle assessment and eco-design; green energy and waste-to-energy technology; best practices managements and energy and environment conservations; performances of government and private organizations on green technology activities for sustainable environment and energy in both of local and oversea areas; case studies on green technology applications for sustainable development of environment and energy
ENTM524	TECHNOLOGY FOR INDUSTRIAL AND HAZARDOUS WASTE MANAGEMENT FOR SUSTAINABILITY	Categories of wastes; characterization and properties of industrial and hazardous waste; industrial ecology concept; circular economy and sustainable development; waste management hierarchy; industrial and hazardous waste transportation, manifest system and cradle to grave concept; physico-chemical and biological treatment technology for hazardous waste; recycle; waste to energy, secure landfill; infectious waste management; electronic waste management; construction and demolition waste management; waste utilization; waste management and greenhouse gases emission; legislations and regulations related to industrial and hazardous waste
ENTM528	COASTAL MANAGEMENT: INTEGRATION TO SUSTAINABILITY	Fundamentals for coastal management; definition and boundary of coastal area; coastal process; significance of coastal resources; development of coastal management and constraints; concept and principles for integrated coastal management; coastal management cycle; tools and techniques; evaluation effectiveness of coastal management; coastal governance; future direction of coastal management; case studies
GRAS571	EDUCATION FOR ALL: ASEAN WAY TOWARDS EDUCATION SUSTAINABILITY	Strategic approaches to sustainability in new international contexts, great diversity of sustainable Asia, education policy and management frameworks for ASEAN, internalisation and internationalisation of ASEAN education, micro and macro trends and the shaping of education development in ASEAN, demand for education, access, equality and equity in ASEAN
GRAS576	BIODIVERSITY FOR FOOD SECURITY & SUSTAINABILITY IN ASEAN	Land and water availability soil fertility, climate change, biodiversity in agriculture farming systems, pollinators for food security and sustainability, nutritional diversity, the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES)
GRAS579	HEALTH SYSTEM DEVELOPMENTS IN ASEAN TOWARD SUSTAINABILITY	Health system in ASEAN countries, health management for sustainability, health care decentralization, Heath care reform in ASEAN countries, principles of district health system management, district health management as transformative learning in 21st century, WHO six building blocks, sustainable development goals, good health and well-being to ensure healthy livelihood and promote well-being for all ages in the ASEAN citizens
KARS501	PRINCIPLES OF FOOD RESOURCES AND ECOSYSTEM SUSTAINABILITY	Principles of sustainable development; Food resources and ecosystem sustainability; Problems in sustainable development; Government policies & global changes and trends; sustainability science and sustainability framework; Sustainability measurement and its issues; Principles of public policy and sustainable development
KARS504	SEMINAR ON FOOD RESOURCES AND ECOSYSTEM SUSTAINABILITY	Seminar requirements; Critical reviewing of scientific research papers; Current local- and global topic/trend in food resources and ecosystem sustainability
KARS506	ECOSYSTEM AND NATURAL RESOURCES SUSTAINABILITY	Natural Resources and biodiversity; Ecology of various ecosystems; Ecological economics; Ecosystem service; Threats to biodiversity; Impacts of biodiversity lost and natural resources degradation; Principle and concept in sustainable utilization of natural resources
KARS519	SELECTED TOPICS IN FOOD RESOURCES AND ECOSYSTEM SUSTAINABILITY	Current issues in the field of food resources and ecosystem sustainability and related fields
MGMG660	INTRODUCTION TO SUSTAINABILITY AND ENVIRONMENTAL MANAGEMENT	Concept of sustainability, Sustainable water, sustainable energy,sustainable food supply, sustainable cities. Environment policy and the promotion of sustainability Management, Sustainable Metrics, corporate strategy and social responsibility
MGMG717	CORPORATE SUSTAINABILITY MANAGEMENT AND STRATEGY	Sustainability management frameworks, sustainability strategy, social responsibility, corporate responsibility/corporate social responsibility (CSR), ethics and corporate governance, stakeholder theory and management, stakeholder leadership, sustainable leadership, ethical leadership, Sufficiency Economy Philosophy and other related sustainable management approaches for well-being, balance and sustainability, UN Sustainable Development Goals (SDGs), Triple Bottom Line to balance people, planet and profits, sustainability Balance Scorecard, social enterprises, sustainable business applications, business cases for sustainability
MGMG738	CONSULTING TOOLS FOR SUSTAINABILITY	Consulting skills, interpersonal skills, analytical skills, emotional intelligence, communication skills, coaching skills, leadership skills, people development skills, change management, team leadership, conflict management, management for sustainability
MGMG742	KNOWLEDGE MANAGEMENT FOR SUSTAINABILITY	Knowledge as main asset; value stream through knowledge management processes; creation, assimilation, leveraging, sharing and application of knowledge, knowledge management for sustainable communities and all stakeholders, continuous process of collaborative learning
MGMG794	CONSULTING TOOLS FOR SUSTAINABILITY	Changing towards sustainability; the project management; sustainability outcomes; effective sustainability change strategies; the 'triple bottom line', the circular economy; the life cycle assessment; the social sustainability; the green information techonology; the sustainable production and consumption
PHEH684	TECHNOLOGIES AND ECO-INNOVATION TOWARDS SUSTAINABILITY	Concept of technologies and eco-innovation towards sustainability; emerging technologies and sustainability; circular economy; eco-design, LCA, and footprinting; social aspects in eco-design and sustainable consumption; sustainable energy and policy; green supply chain and life cycle management
RANS660	INTEGRATION OF GENDER TO SCIENCE, TECHNOLOGY, RESEARCH, AND INNOVATION FOR HEALTH SUSTAINABILITY	Philosophical, theoretical, and scientific foundation of gender and health; methodological approaches to gender and health research; the linkage of technology, research, and innovation related to contemporary gender health issues across life span and cultural diversity; research and innovation based on advance scientific knowledge and technology across interdisciplinary for achieving sustainable health; presentation of research or innovation ideas for further study in selected research topic of interest regarding gender and health
SCCH804	CONCEPTS IN SUSTAINABILITY	Relevance of sciences, particularly chemistry, and global issues such as food, agriculture, energy, climate change, environment, health and well-being; innovative uses of natural resources; research and development in bioeconomy; sustainability measuring tools such as life cycle analysis; sustainability indicators such as social-and-human, natural and economic capital
SCIN511	INNOVATION AND SUSTAINABILITY	Sustainability, urbanization and modernization; STEM for creativity and critical thinking; the dynamic relationship between urbanization, innovation, and sustainability; ethics for innovation creation; public communication and innovative future
SHEV582	ENVIRONMENTAL GOVERNANCE FOR ORGANIZATIONAL SUSTAINABILITY	Concept of environmental governance; rules of law principle for environment; moral principle for environment; accountability principle for environment; participation principle for environment; responsibility principle for environment; efficiency and effectiveness principle for environment; sustainability principle in organization; case study of environmental governance for organizational sustainability.
SPHD523	EDUCATION FOR ALL: ASEAN WAY TOWARDS EDUCATION SUSTAINABILITY	Strategic approaches to sustainability in new international contexts, great diversity of sustainable Asia, education policy and management frameworks for ASEAN, internalisation and internationalisation of ASEAN education, micro and macro trends and the shaping of education development in ASEAN, demand for education, access, equality and equity in ASEAN

In addition to its academic initiatives, Mahidol University has launched the Sustainable Development Goals + Mobility Mahidol University Projects (SDGs + Mobility MaPs 2023–2025) . This program brings together over 120 Mahidol University undergraduates, 14 students from Thai partner universities, and 14 students from co-host institutions— Universitas Gadjah Mada (UGM), National University of Singapore (NUS), and Universiti Teknologi MARA (UiTM) . Through this initiative, student teams develop hands-on projects addressing SDG-related challenges, aiming to raise sustainability awareness, foster entrepreneurship, and promote international collaboration. The program helps participants understand sustainable development practices within ASEAN countries while strengthening their problem-solving, teamwork, and cross-cultural communication skills. Interdisciplinary groups propose SDG-focused projects, with 25 selected for incubation and mentorship by expert advisors. These teams then join mobility programs across ASEAN nations and showcase their work at the SDGs + Mobility MaPs Forum , where they share project outcomes, insights, and experiences—further advancing Mahidol University’s dedication to sustainability and global partnership.

References

17.4.2 Education for SDGs specific courses on sustainability

Mahidol University delivers specialized sustainability courses across undergraduate, master’s, and doctoral levels, including:

Master of Arts Program in Asean Studies for Sustainable Development (International Program)

It is an international interdisciplinary M.A. program on ASEAN Studies for Sustainable Development (MASD). Drawing on Mahidol University's strength in social sciences as well as its collaboration with regional and international experts in public and private sectors, MASD offers international and multicultural learning environment for practitioners, new graduates, and general public who wish to understand and catch up with the current dynamism of ASEAN+6, or to work and live in this growing region.

Plan A2 (Coursework and Thesis)

Required Courses		Credit
GRAS560 : ASEAN REGIONALIZATION AND REGIONALISM ECONOMIC, SOCIAL, SECURITY AND POLITICAL PERSPECTIVES		2
GRAS561 : CULTURAL IDENTITIES AND DIVERSITY IN ASEAN		2
GRAS562 : PARADIGM-SHIFT IN CIVIL SOCIETY, ADVOCACY AND HUMAN RIGHTS IN ASEAN		2
GRAS565 : SUSTAINING ASEAN THROUGH TRANS-BORDERED ENVIRONMENTAL ISSUES AND REGIONAL DISASTER MANAGEMENT SYSTEMS		2
GRAS568 : EMERGING ISSUES IN POPULATION, MOBILITY, TRAFFICKING AND TRANSNATIONAL CRIMES IN ASEAN		2
GRAS571 : EDUCATION FOR ALL: ASEAN WAY TOWARDS EDUCATION SUSTAINABILITY		2
GRAS582 : SUSTAINABLE DEVELOPMENT IN ASEAN		2
GRAS583 : SEMINAR ON CURRENT ISSUES IN ASEAN		2
GRAS584 : RESEARCH METHODOLOGY IN SOCIAL SCIENCES		2
Elective Courses		Credit
GRAS563 : GENDER, VIOLENCE AND SOCIAL INEQUALITY IN ASEAN		2
GRAS566 : INTEGRATING SCIENCE AND TECHNOLOGY FOR REGIONAL COOPERATION		2
GRAS567 : ASEAN ARTS, WISDOMS AND REPOSITORY KNOWLEDGE		2
GRAS569 : ASEAN EXTERNAL RELATIONS: HARMONY IN DIVERSITY		2
GRAS570 : BIOETHICS: AUTONOMY, INDIVIDUAL AND REGIONAL RESPONSIBILITY		2
GRAS572 : CRISIS IN GOOD GOVERNANCE AND LEADERSHIP: ASEAN WAYOUTS		2
GRAS573 : ENTREPRENEURSHIP, RISKS, LAWS AND BUSINESS ESSENTIALS FOR CROSS-BORDER ECONOMIC RELATIONS IN ASEAN		2
GRAS574 : CREATIVE ECONOMY AND THE FUTURE OF ASEAN		2
GRAS577 : DISABILITY AND DIVERSITY IN ASEAN		2
GRAS579 : HEALTH SYSTEM DEVELOPMENTS IN ASEAN TOWARD SUSTAINABILITY		2
GRAS580 : PEACE, CONFLICT TRANSFORMATION, AND SECURITY IN ASEAN		2
GRAS581 : ASEAN AND SUSTAINABLE ENERGY		2
Thesis		Credit
GRAS698 : THESIS		12

Plan B (Coursework and Thematic Paper)

Required Courses		Credit
GRAS560 : ASEAN REGIONALIZATION AND REGIONALISM ECONOMIC, SOCIAL, SECURITY AND POLITICAL PERSPECTIVES		2
GRAS561 : CULTURAL IDENTITIES AND DIVERSITY IN ASEAN		2
GRAS562 : PARADIGM-SHIFT IN CIVIL SOCIETY, ADVOCACY AND HUMAN RIGHTS IN ASEAN		2
GRAS565 : SUSTAINING ASEAN THROUGH TRANS-BORDERED ENVIRONMENTAL ISSUES AND REGIONAL DISASTER MANAGEMENT SYSTEMS		2
GRAS568 : EMERGING ISSUES IN POPULATION, MOBILITY, TRAFFICKING AND TRANSNATIONAL CRIMES IN ASEAN		2
GRAS571 : EDUCATION FOR ALL: ASEAN WAY TOWARDS EDUCATION SUSTAINABILITY		2
GRAS582 : SUSTAINABLE DEVELOPMENT IN ASEAN		2
GRAS583 : SEMINAR ON CURRENT ISSUES IN ASEAN		2
GRAS584 : RESEARCH METHODOLOGY IN SOCIAL SCIENCES		2
Elective Courses		Credit
GRAS563 : GENDER, VIOLENCE AND SOCIAL INEQUALITY IN ASEAN		2
GRAS566 : INTEGRATING SCIENCE AND TECHNOLOGY FOR REGIONAL COOPERATION		2
GRAS567 : ASEAN ARTS, WISDOMS AND REPOSITORY KNOWLEDGE		2
GRAS569 : ASEAN EXTERNAL RELATIONS: HARMONY IN DIVERSITY		2
GRAS570 : BIOETHICS: AUTONOMY, INDIVIDUAL AND REGIONAL RESPONSIBILITY		2
GRAS572 : CRISIS IN GOOD GOVERNANCE AND LEADERSHIP: ASEAN WAYOUTS		2
GRAS573 : ENTREPRENEURSHIP, RISKS, LAWS AND BUSINESS ESSENTIALS FOR CROSS-BORDER ECONOMIC RELATIONS IN ASEAN		2
GRAS574 : CREATIVE ECONOMY AND THE FUTURE OF ASEAN		2
GRAS577 : DISABILITY AND DIVERSITY IN ASEAN		2
GRAS579 : HEALTH SYSTEM DEVELOPMENTS IN ASEAN TOWARD SUSTAINABILITY		2
GRAS580 : PEACE, CONFLICT TRANSFORMATION, AND SECURITY IN ASEAN		2
GRAS581 : ASEAN AND SUSTAINABLE ENERGY		2
Thematic Paper		Credit
GRAS698 : THESIS		6

Doctor of Philosophy Program in Health and Sustainable Development (International Program)

The program aims to produce a doctorate who has qualifications specified in the higher education ordinance regarding new knowledge generation, problems solving, enabling the sustainability of the health system at the local, national and international levels through an integrated multidisciplinary approach.

PHD Study Plan

Plan 1.1

Dissertation 48 credits

Year 1
Semester 1	Qualification examination
	ADHS 898 Dissertation 8 (0-32-0)
	Total: 8 credits
Semester 2
	ADHS 898 Dissertation 8 (0-32-0)
	Total: 8 credits
Year 2
Semester 1
	ADHS 898 Dissertation 8 (0-32-0)
	Total: 8 credits
Semester 2
	ADHS 898 Dissertation 8 (0-32-0)
	Total: 8 credits
Year 3
Semester 1
	ADHS 898 Dissertation 8 (0-32-0)
	Total: 8 credits
Semester 2
	ADHS 898 Dissertation 8 (0-32-0)
	Total: 8 credits

Plan 2.1

Required courses 9 credits
Elective courses not less than 3 credits
Thesis 36 credits

Year 1
Semester 1	ADHS 701 Principle of Health and Sustainable Development 3 (2-2-5)
	ADHS 702 Sustainable Health System and Public Policies 2 (1-2-3)
	ADHS 709 Advanced Research Methodology for Health and Sustainable Development 3 (3-0-6)
	Total: 8 credits
Semester 2	Qualifying Examination
	ADHS 704 Doctoral Seminar in Health and Sustainability 1 (1-0-2)
	Elective Courses 3 (3-0-6)
	ADHS 699 Dissertation 4 (0-32-0)
	Total: 8 credits
Year 2
Semester 1
	ADHS 699 Dissertation 8 (0-32-0)
	Total: 8 credits
Semester 2
	ADHS 699 Dissertation 8 (0-32-0)
	Total: 8 credits
Year 3
Semester 1
	ADHS 699 Dissertation 8 (0-32-0)
	Total: 8 credits
Semester 2
	ADHS 699 Dissertation 8 (0-32-0)
	Total: 8 credits

Courses in the curriculum

Required Courses

ADHS 701	Principle of Health and Sustainable Development 3(2-2-5)
ADHS 702	Sustainable Health System and Public Policies 2(1-2-3)
ADHS 704	Doctoral Seminar in Health and Sustainability 1(1-0-2)
ADHS 709	Advanced Research Methodology for Health and Sustainable Development 3(3-0-6)

Elective Courses

ADHS 703	Practicum in Health and Sustainable Development Research 3(2-2-5)
ADHS 705	Advanced Epidemiology for Sustainable Health Development 3(3-0-6)
ADHS 706	Environmental Science for Sustainable Development 3(3-0-6)
ADHS 707	Health and Sustainable Indicators Development 3(3-0-6)
ADHS 708	Health Risks and Impact Assessment for Sustainability 3(3-0-6)
ADHS 710	Principle Concept and Practice of One Health 3(3-0-6)
ADHS 711	Special Problems in Health and Sustainable Development 3(3-0-6)
PHHS 712	Applied Health Economics for Sustainable Development 3(3-0-6)
PHHS 713	Economic Evaluation and Health Technology Assessment for Sustainable Development 3(3-0-6)
VSHS 714	Mathematical Modeling for Sustainable Health 3(0-6-3)
VSHS 715	Epidemiology for Sustainable Public Policy 3(0-6-3)
PRHS 718	Global Health Policy for Sustainable Development 3(3-0-6)
TMHS 720	Data Visualization and Data Presentation Techniques for Sustainable Health 3(3-0-6)
TMHS 721	Statistics in Sustainable Health Science 3(3-0-6)
ENHS 722	Climate Change, Sustainability, and Global Public Health 3(3-0-6)
ADHS 723	Global Health and Social Policy for Sustainability 3(3-0-6)

Dissertation

ADHS 898	Dissertation 48(0-144-0)
ADHS 699	Dissertation 36(0-108-0)

Doctor of Philosophy Program in Sustainable Leadership

The Ph.D. in Sustainable Leadership at CMMU responds to a growing demand for scholars and management professionals in the multidisciplinary management field of sustainable development. Guided by the late King of Thailand's Sufficiency Economy Philosophy, the program develops graduates capable of contributing their research and management expertise to solve complex social problems.

References

17.4.3 Education for SDGs in the wider community

Norwegian Scholarships Project - Human Capital Empowerment in Myanmar (HCEM)

The ‘Human Capital Empowerment in Myanmar (HCEM)’ is a follow up project of the previous three Mahidol-Norway Capacity Building Initiative for Myanmar and ASEAN (CBIM Phase 1/2 and CBIA) undertaken during 2013-2022. The previous 3 projects aimed at promoting sustainable development through knowledge and skill upgrades to Myanmar and ASEAN human capital. Mahidol University was trusted and tasked by the Norwegian government by enrolling around 200 students to various Master’s and Doctoral programmes provided in Mahidol University throughout the past years under the 3 scholarship projects.

To prepare human capital for Myanmar in post-COVID 19 period, HCEM will help provide opportunities for Myanmar, particularly in the areas specified by the country as in urgent needs for development. It is understood that the university enrollments of Myanmar high school students were disrupted due to the COVID-19 situation. To offer scholarships at the Bachelor’s level is believed to assist Myanmar with needed human resources for future development. Therefore, the upcoming HCEM scholarships are allotted for Bachelor’s degree and Master’s degree programmes which will cover 16 Bachelor’s degree and 28 Master’s degree scholarships. The fields will be spreading among 17 programmes in 11 faculties and institutes, such as engineering, healthcare and public health, information and technology, population and social research, so on and so forth.

The project is aimed to start enrolling students from January 2024 through to July 2027. The first batch of Bachelor’s students will be expected to graduate in 2028 and Master’s students in 2026 onwards.

The project is a partnership between the Norwegian Ministry of Foreign Affairs and Mahidol University aiming to promote sustainable development through knowledge and skill upgrades to Myanmar human capital. Under a collaborative scholarship scheme in which the Norwegian Ministry of Foreign Affairs provided funding of 70% and Mahidol University contributed another 30%, qualified candidates will be recruited and enrolled in undergraduate and graduate study programs at Mahidol University.

The Project plan was to provide full scholarships for 28 Master’s and 16 Bachelor recipients in the areas of Population studies, Public Health, Healthcare studies, Engineering, Environment and resource studies, Nursing , Physical Therapy, and Information and Communication Technology as well as 4 Capacity Building projects. There are altogether 12 Faculties and 3 Institutes, participating in this project including Faculty of Engineering, Faculty of Environment and Resource Studies, Faculty of Information Communication and Technology, Faculty of Medical Technology, Faculty of Nursing, Faculty of Physical Therapy, Faculty of Public Health, Faculty of Science, Faculty of Medicine Siriraj Hospital, ASEAN Institute for Health Development, Institute for Population and Social Research, Research Institute for Languages and Cultures of Asia.

SDGs + Mobility MaPs 2023 – 2025

(Sustainable Development Goals + Mobility Mahidol University Projects)

In a world constantly experiencing drastic changes in the climate and economy, the Sustainable Development Goals (SDGs) hold increasing significance as they aim to protect the environment and improve living conditions for all. These goals are internationally recognized as the blueprint for global development, and Thailand is proud to be a part of this global mission. As an educational institution, Mahidol University (MU) has a vital role to play in raising awareness of the SDGs amongst our students and involving them in the nationwide and global attainment of the goals. To this end, MU has conceptualized the Sustainable Development Goals + Mobility Mahidol University Projects: SDGs + Mobility MaPs.

Objectives

To inspire and engage the younger generation in recognizing the significance of Sustainable Development Goals (SDGs) and actively participating in supporting their framework.
To educate the younger generation about the guidelines and operational aspects of sustainable development within ASEAN countries.
To nurture entrepreneurship mindset and cultivate entrepreneurial skills to start project based on SDGs, as well as, systematic thinking, planning, and collaboration skills
To provide the younger generation with opportunities to gain international experiences, broaden their knowledge, and develop a deeper understanding of the cultures and social conditions in neighboring countries.
To strengthen the sustainable partnership between Mahidol University and academic partners.

Participants

SDGs + Mobility MaPs 2024: With 120+ Mahidol University undergraduates, 14 students from Thai partner universities, and 14 students from co-host universities: Universitas Gadjah Mada (UGM), National University of Singapore (NUS), and Universiti Teknologi MARA (UiTM)
SDGs + Mobility MaPs 2023: 100 Mahidol University Undergraduate Students

Overall Process

Formation of Groups and Project Proposals: Formation of Groups and Project Proposals: Four students from the same faculty collaborate to create a project proposal. The project should address 1-3 Sustainable Development Goals (SDGs) and have the potential to make an impact at the faculty, university, or community level.
Selection and Incubation: The International Relations Division and Project Advisors, who are designated lecturers with expertise in managing SDGs projects or research, will choose 25 proposals for incubation.
Student Mobility Program: The International Relations Division and Project Advisors will arrange student mobility trips for the 25 selected groups to various ASEAN countries on the following dates:
SDGs+Mobility MaPs Forum: The International Relations Division and MaPs students will jointly organize the SDGs+Mobility MaPs Forum. This forum will feature project presentations through poster sessions, panel discussions, and sharing sessions. Students will also have the opportunity to share the experiences they’ve gained from participating in the SDGs+Mobility MaPs Forum.

RILCA Empowerment: Creating Refugees, Migrants as Agents of Positive Change

Research Institute for Languages and Cultures of Asia (RILCA), Mahidol University, has launched a vital project to support migrants and refugees from Myanmar who have sought refuge in Thailand amid political unrest. Recognizing their valuable knowledge and skills but also the barriers they face in integration and employment, the project focuses on empowering migrant volunteer teachers through education and capacity-building.

Initiated in May 2023 , the program aims to strengthen participants’ Thai language proficiency, socio-cultural understanding, and teaching abilities, helping them become effective educators and advocates for sustainable development. Through a mix of training sessions, field visits, and workshops on topics such as Thai and ASEAN food culture, comparative Thai-Myanmar cultures, global citizenship education, and immigration law, participants gain essential linguistic, cultural, and professional skills.

The initiative, aligned with SDGs 4 (Quality Education), 8 (Decent Work and Economic Growth), 10 (Reduced Inequalities), and 16 (Peace, Justice, and Strong Institutions), promotes inclusivity, equality, and social cohesion. Early evaluations show strong satisfaction among participants, with noted areas for practical improvement. Overall, the project has made a meaningful impact by equipping migrant teachers to better serve their communities, fostering sustainable education, and contributing to a more equitable and inclusive society for migrants and refugees in Thailand.

References

17.4.4 Sustainable Literacy

MAHIDOL UNIVERSITY ACTIVITY TRANSCRIPT

The Importance of Co-Curricular Activities

Co-curricular activities play a vital role in developing students into well-rounded graduates who are valuable to society and the nation, in line with Mahidol University’s philosophy and mission. Therefore, Mahidol University requires all undergraduate students who enrolled from the academic year 2009 onwards to participate in at least 15 co-curricular activities with a total of no less than 100 activity hours throughout their study period.

Activities are categorized into two main groups according to the university’s official announcement on co-curricular participation guidelines for undergraduate students.

An Activity Transcript is a certificate of participation in co-curricular activities. It records a student’s participation in various co-curricular programs through the university’s activity recording system. This system maintains a record of all co-curricular activities a student engages in throughout their entire course of study. Once the student has completed the required activities as specified by the university, they will be awarded the Activity Transcript as official recognition of their participation.

Benefits of Co-Curricular Activities

Encourage and guide students to actively participate in faculty and university activities.
Allow students to track their participation and ensure they meet the university’s graduation requirements.
Upon graduation, students who meet the criteria can request an Activity Transcript, an official certificate issued by Mahidol University, which can be used to enhance job applications.
Simple Steps to Access the Activity Transcript System

1. Health Literacy: Understanding and Living a Healthy Life

Developing students’ potential to gain a fundamental understanding of health and hygiene, and to apply this knowledge in daily life to improve their quality of life. Encouraging them to maintain good health and well-being appropriate to each individual, to understand methods of disease prevention, health promotion, and problem-solving related to health conditions. Students are guided to adopt behaviors that reduce health risks, prevent illnesses affecting both physical and mental health, and to monitor their personal health. This also includes promoting health awareness and resilience within their families and communities.

2. Internationalization
Developing students with skills and qualities that align with the needs of the nation or region, equipping them with the knowledge and abilities to live effectively in an interconnected world. This includes understanding relationships among people, cultures, institutions, and global systems shaped by globalization.

The focus is on nurturing students to become Global Citizens and Global Talents — individuals who recognize their roles and responsibilities as members of the global community, contributing to a peaceful and resilient society.

3. Digital Literacy: The ability to understand and use digital technology

Developing students’ skills to effectively utilize current digital tools, devices, and technologies—such as computers, smartphones, tablets, software applications, and online media—for communication, task execution, and collaboration. These skills also support the improvement of work processes and organizational systems, making them more modern and efficient.

Digital literacy encompasses four key dimensions:

Use – The ability to operate and apply digital tools effectively.

Understand – The ability to comprehend digital content, systems, and their implications.

Create – The ability to produce and innovate using digital technology.

Access – The ability to find, retrieve, and utilize digital information efficiently.

4. Environmental Literacy: Understanding and practicing environmental responsibility

Developing students’ awareness and sense of responsibility to cooperate and take action in preserving natural resources and maintaining a healthy environment suitable for community and societal well-being. Students should possess fundamental knowledge and understanding of the environment, as well as the conditions and factors that affect it.

They should be able to examine and analyze environmental issues and determine effective prevention, mitigation, and conservation methods. This includes maintaining environmental quality efficiently and sustainably, while fulfilling both individual and collective roles in addressing environmental concerns.

5. Financial Literacy: Understanding and applying knowledge in finance, economics, and business.

Developing students to possess knowledge and understanding of financial products, enabling them to plan and manage their finances effectively in terms of spending, saving, and debt management. This serves as an essential financial safeguard that enhances wealth and improves the quality of life for themselves and their families. It also equips them to handle various financial challenges with stability, such as managing debt in accordance with their financial capacity.

Moreover, financial literacy empowers individuals to make effective decisions that respond to diverse financial contexts, thereby improving personal and societal financial well-being. It also enables active participation in the business and economic systems, contributing to sustainable living standards and the long-term economic stability of the nation.

Program	The Number of undergraduate students participate in the programs
Program	Academic Year 2023	Academic Year 2024
Digital Literacy	17,299	19,387
Environmental Literacy	11,700	11,918
Financial Literacy	9,877	10,747
Health Literacy	19,230	17,802
Internationalization	13,335	12,446

General Education for Human Development (MUGE 100)

Mahidol University offers the course "General Education for Human Development (MUGE 100)" to align with the Sustainable Development Goals (SDGs). This course emphasizes fostering social responsibility, benefiting the community, and developing teamwork and communication skills.

Course objectives

Organize learning experiences to enable students to gain the following knowledge and skills:

Able to apply knowledge of science, social science, and liberal arts to collect information, analyze, synthesize, and summarize important issues in various contexts in a logical and holistic manner.
Understand and realize the importance of developing oneself to become a complete human being in order to live with and benefit the community/society and the natural environment.
Have communication and collaboration skills with others.
Have a sense of social responsibility
Have desirable behaviors, including responsibility, honesty, and punctuality.

Course-level Learning Outcomes (CLOs)

CLO1 Identify key issues (Issue) that have social/environmental impacts in one's own context or relevant community.
CLO2 Analyze and synthesize the causes of important issues that affect oneself, the community, and society/environment by integrating knowledge from various disciplines in a holistic manner.
CLO3 Evaluate the positive and negative impacts of key issues on oneself, the community, and society/environment using evidence-based principles.
CLO4 offers an approach to managing key issues through a systematic management process.
CLO5 works with groups with diverse opinions and perspectives, taking responsibility both as a leader and as a member of the group to achieve the group's shared goals.
CLO6 Communicate effectively with target groups in accordance with objectives, both speaking and writing, using information technology appropriately to support communication.
CLO7 demonstrates desirable behaviors, including responsibility, honesty, and punctuality.

Evaluation and Course Agreement

References