UGC NET Questions (Paper – 1)

Statements A, B and D correctly describe how higher education institutions support SDGs. Statement A is true because educating students, conducting relevant research and engaging communities directly advance SDG targets. Statement B is correct as curriculum that addresses sustainability builds awareness and problem-solving skills. Statement D is also true since policies on energy use, waste and social responsibility demonstrate institutional commitment to sustainable development. Statement C is false because partnerships with local communities and governments are often essential for implementing SDG-related initiatives. Accordingly, A, B and D only form the correct combination.

Option A:
Option A is incorrect because it includes A and B but omits D, thereby neglecting the importance of operational policies that model sustainable practices on campus.

Option B:
Option B is incorrect because it pairs B and D but leaves out A, failing to emphasise the full range of teaching, research and outreach functions that connect HEIs to SDGs.

Option C:
Option C is incorrect because it combines A with C and D, accepting C’s wrong claim that collaborations are irrelevant, which undermines the collaborative nature of SDG implementation.

Option D:
Option D is correct because it includes the three statements that capture curricular, operational and outreach contributions to SDGs while excluding C, which contradicts the recognised role of community and governmental partnerships.

Statements A, B, D and E accurately capture higher education’s role in SDGs. A is true because teaching and research on sustainability and social issues directly advance SDG targets. B is true since campus resource management contributes to environmental goals. D is true as multi-stakeholder partnerships are central to SDG 17. E is true because many institutions now map and report their SDG contributions. C is false since all disciplines can contribute to SDGs, and F is false because local community engagement is an essential part of global sustainability efforts.

Option A:
Option A is incorrect because it omits E and therefore does not recognise the growing practice of publishing SDG or sustainability reports.

Option B:
Option B is correct as it groups A, B, D and E, the four true statements showing academic, operational, partnership and reporting contributions, while excluding C and F, which restrict or misdirect SDG work.

Option C:
Option C is incorrect because it includes F, which discourages attention to local communities, and omits A, so it fails to mention the core academic contributions.

Option D:
Option D is incorrect because it includes C, which confines SDG relevance to a single discipline, and therefore misrepresents the cross-disciplinary nature of SDGs.

Statements A, B and D correctly express the idea of service-learning. They stress integration of service with course objectives, credit-bearing curricular design and the role of community partnerships in structuring meaningful experiences. Statements C, E and F are false because service-learning should be tied to objectives and assessment, applies across disciplines and builds skills and civic dispositions.

Option A:
Option A is incorrect as it omits D and thus ignores the key contribution of community organisations in co-creating service-learning opportunities.

Option B:
Option B is correct because it includes A, B and D, the three true statements about integrated reflection, credit courses and partnerships, while excluding C, E and F, which separate service from learning, limit its scope and deny its benefits.

Option C:
Option C is incorrect since it brings in E, which restricts service-learning to social work, contradicting its interdisciplinary potential.

Option D:
Option D is incorrect because it includes C, which suggests activities should be unrelated to objectives or assessment, and therefore misrepresents sound pedagogical practice.