Sustainability curricula and SDG-aligned behavioral intention in Middle Eastern business schools: the moderating roles of class engagement and extracurricular involvement

Purpose This study examines the association between sustainability curricula and programs in business schools and students' Sustainable Development Goals (SDGs)-aligned behavioral intention, and whether this association is more pronounced at higher levels of class engagement and sustainability-related extracurricular involvement. Design/methodology/approach Survey data were collected from undergraduate business students in Saudi Arabia, Jordan, and Palestine. Partial least squares structural equation modeling (PLS-SEM) was used to estimate one direct association and two moderation effects. Findings Sustainability curricula and programs were positively associated with students' SDG-aligned behavioral intention. This association was more pronounced among students reporting higher class engagement and greater sustainability-related extracurricular involvement. Research limitations/implications The cross-sectional, self-reported, and single-source design means that the findings speak to perceived learning conditions and stated intention rather than observed sustainability-related behavior. Practical implications Business schools should approach sustainability curricula as part of an integrated learning design that connects formal content with active classroom practices and sustained extracurricular opportunities. Social implications Business schools can support SDG-oriented learning by creating environments in which students encounter sustainability through academic work, peer activity, and future professional orientation. Originality/value The study goes beyond formal curricular inclusion by testing a conditional educational model in underexamined Middle Eastern business school settings.