University teachers are key contributors to achieving the objectives of Education for Sustainable Development (ESD), and their work engagement directly influences teaching quality, research productivity, and student development. However, the role of teachers’ internal resources in promoting work engagement has received limited empirical attention, particularly in Eastern cultural contexts. Based on the Job Demands–Resources (JD-R) model, this study examines how the satisfaction of basic psychological needs affects university teachers’ work engagement, with organizational identification and job satisfaction serving as potential mediators. A total of 483 participants completed the survey, and data were analyzed using mediation analysis. Results indicated that basic psychological need satisfaction was positively associated with teachers’ work engagement. Furthermore, organizational identification and job satisfaction both mediated this relationship, individually and sequentially, thereby enhancing teachers’ engagement through a chain mediation mechanism. These findings shed light on the psychological processes underlying university teachers’ work engagement and provide theoretical and practical implications for fostering sustained motivation and proactive participation in ESD-related teaching and research. This study also contributes to extending the application of the JD-R model in higher education settings.
Zhang et al. (Fri,) studied this question.
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