Using Infographic Integration to Showcase Sustainability Literacy in Digital Higher Education Contexts: Technology-Mediated Genre Writing Development

Sustainability literacy encompassing environmental knowledge, systems thinking, and communication competence remains underdeveloped in higher education despite its critical importance for environmental advocacy. This sequential explanatory mixed-methods study examined associations between technology-mediated genre writing development, integrated with infographic design, and changes in sustainability literacy. Drawing on sociocultural activity theory and genre-based writing pedagogy, the study examined 320 students across 3 timepoints using structural equation modeling and qualitative interviews. Findings reflect an association and a statistically significant growth in Sustainability Literacy (2.91 to 3.54, p < 0.001), with Communication Competence showing the largest gain. Structural equation modeling reflects that Technology Integration was associated with Sustainability Literacy both directly and indirectly through Genre Writing Competence. Qualitative analysis identified three mechanisms: digital tools visualizing sustainability systems, genre awareness developing through audience-focused design, and communication efficacy fostering environmental values. The study’s novelty lies in showcasing that when students integrated infographic design with genre writing instruction, there was reported growth in students’ self-rated multidimensional sustainability literacy experience; not merely knowledge accumulation but also communication competence and systems thinking requisite for authentic environmental action.