Abstract Sustainability education has the potential to equips individuals and communities with the knowledge and skills needed to address environmental challenges, including natural disasters and poor resource management. The present study aimed to explore the relationship between teachers’ ecological literacy (EL) and sustainability practices (SP), with community involvement (CI) as a mediating and social media (SM) as a moderating factors. The research design of the present quantitative study was a cross-sectional survey, and a sample of 2136 secondary school teachers (SSTs) was selected using multistage, multimethod sampling techniques from the six divisions of Punjab province of Pakistan. Data were collected via face-to-face and online platforms using a self-developed questionnaire. The analysis revealed that EL is a significant predictor of CI ( β = 0.695, t 2135 = 44.660, p < .001), and CI is a significant predictor of SP ( β = 0.673, t 2135 = 44.022, p < .001). CI was found to be a significant mediator ( B = 0.385, SE = 0.023, 95% CI 0.344, 0.432, Z = 16.65, p < .001) for the relationship between EL and SP. SM was found to have a significant but negative moderating effect ( β = − 0.076, SE = 0.015, 95% CI −0.105, − 0.046, Z = −4.98, p < .001) on the relationship between EL and CI. The current study has significant educational, social, policy, and future research implications.
Amjad et al. (Tue,) studied this question.