The escalating climate crisis and pervasive digital transformation position university students at a critical juncture where digital competencies increasingly shape environmental engagement. Despite extensive research on digital literacy and environmental responsibility as discrete constructs, the psychological mechanisms linking these domains remain inadequately theorized. This study investigated whether historical empathy mediates the relationship between digital literacy and environmental responsibility among 927 Egyptian university students (50.9% female; M age = 20.50 years). Participants completed validated measures assessing digital literacy, historical empathy (cognitive, affective, and behavioral dimensions), and environmental responsibility. Mediation analysis using Hayes’ PROCESS macro revealed that historical empathy partially mediated the relationship between digital literacy and environmental responsibility, accounting for approximately 12% of the total effect (indirect effect = 0.0381, 95% CI 0.0132, 0.0636). Digital literacy demonstrated stronger associations with cognitive empathy (r = 0.337) than affective (r = 0.324) or behavioral empathy (r = 0.209), suggesting digital tools are primarily associated with the contextualization of historical environmental decisions. The model explained 26.6% of variance in environmental responsibility, indicating that while digital literacy exerts substantial direct influence, cultivating historical empathy represents a meaningful complementary pathway. Sustainability educators should integrate historical environmental case studies with digital learning tools to foster empathetic engagement that bridges the attitude–behavior gap. These findings underscore the importance of integrating digital competencies with historical consciousness in sustainability education to bridge the persistent attitude–behavior gap in environmental engagement.
Raslan et al. (2026) studied this question.