Purpose This study aims to investigate how sustainability competency and team diversity influence students’ intention to promote Sustainable Development Goals (SDGs). It also explores the moderating effect of team diversity on the relationship between sustainability competency and intention to promote SDGs (SDG Intention). Design/methodology/approach Empirical data were collected through a questionnaire-based research methodology involving 20,501 students actively participating in the Kampus Mengajar Program. This study used purposive sampling, which is explained by the theory of planned behavior (TPB) and experiential learning theory (ELT). Findings This study found that sustainability competencies, including leadership, critical thinking, collaboration and adaptability, significantly influenced students’ intention to promote the SDGs. In addition, team diversity in educational background significantly moderated the relationship between sustainability competencies and intention to promote the SDGs. Practical implications The study shows that developing a curriculum that supports sustainability education, comprehensive student training and diverse team building is essential. Institutional support and collaboration between institutions are also needed to ensure the success of programs supporting SDG achievement. Originality/value The originality of this study lies in the innovative use of an integrated theoretical framework, specifically ELT and TPB, to examine how sustainability competencies can enhance students’ intention to promote the SDGs. This research advocates a diverse educational approach that fosters critical thinking, systemic analysis and proactive engagement, essential to addressing complex sustainability challenges. Furthermore, exploring the moderating effects of team diversity introduces a new dimension to the discourse, highlighting the enriching potential of diverse educational environments in enhancing collaborative skills.
Appin Purisky Redaputri (Tue,) studied this question.