This study examines the relationships among sustainability competencies, institutional support, environmental awareness, and behavioral intentions among university students at Cebu Technological University–Danao Campus. Guided by the Theory of Planned Behavior and Social Cognitive Theory, this cross-sectional study collected data from 315 randomly selected students through a structured questionnaire using a five-point Likert scale, designed to measure each construct with validated items adapted from prior studies. Data were analyzed using Structural Equation Modeling (SEM) to test the hypothesized relationships and assess model fit. Results showed strong institutional support (Mean=4.23, SD = 0.56) and high behavioral intentions toward sustainability (Mean = 4.25, SD = 0.52). Sustainability competencies (Mean = 4.13, SD = 0.60) did not have a significant direct effect on environmental awareness (β = 0.03, p = 0.740) but had a strong positive effect on institutional support (β=0.45, p 0.001). Institutional support significantly influenced environmental awareness (β = 0.52, p0.001), which in turn positively impacted behavioral intentions (β = 0.67, p 0.001). These findings indicate that institutional support mediates the relationship between sustainability competencies and environmental awareness, ultimately enhancing behavioral intentions. Based on these results, the study recommends strengthening institutional policies and programs to support sustainability education and initiatives, as such support plays a critical role in translating competencies into increased environmental awareness and sustainable behaviors among students.
Arnejo et al. (Fri,) studied this question.
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