Promoting Pro-Environmental Behavior Among University Students Through Sustainability Education and Institutional Support: A Mediated Moderation Model

Promoting pro-environmental behavior among university students is a critical component of advancing sustainability in higher education. This study investigated how sustainability education influences students’ environmental behavior through internal psychological mechanisms and the enabling role of institutional support. Drawing on the Theory of Planned Behavior and integrating the concept of psychological commitment, by constructing a moderated mediation model, this research reveals how educational and psychological factors, supported by external incentives, collectively shape students’ environmental intentions and actions. Using structural equation modeling, the results confirm that sustainability education significantly improves pro-environmental intentions and behaviors, mediated by students’ psychological commitment to environmental values. The findings underscore the importance of embedding sustainability education into academic curricula, fostering a culture of environmental responsibility and reinforcing behavioral intentions through supportive institutional environments. Practical recommendations are proposed for universities seeking to design more effective environmental education strategies and build greener campus communities.