Abstract Environmental challenges continue to intensify globally, highlighting the urgent need to foster Environmental Citizenship (ECn) among younger generations, particularly within higher education. Despite increasing policy emphasis on sustainability education, limited cross-national evidence exists on how students translate environmental awareness into action. This study employs a quantitative, comparative design using survey data from 2,013 higher education students across seven countries (Croatia, Cyprus, France, Italy, Lebanon, Spain, and Sweden). Exploratory and confirmatory factor analyses were conducted to validate a reduced Environmental Citizenship Questionnaire (rECQ) and examine students’ motivations, competences, intentions, and behaviors. Results reveal a consistent pattern across countries: while students demonstrate high levels of environmental values (M = 3.54) and attitudes (M = 3.49), as well as strong intrinsic and extrinsic motivation (M ≈ 4.7), their engagement in past environmental actions remains notably low (M = 1.77). Competences and intentions are significantly higher than actual behaviors ( p <.001), indicating a substantial intention–action gap. Correlation analyses further show weak links between past actions and other ECn dimensions, while attitudes, values, and intentions are moderately to strongly interrelated. Cross-country differences highlight stronger motivation and engagement in Cyprus and Croatia, while contextual factors such as family influence play a key role in Lebanon. Overall, the validated 9-factor rECQ demonstrates robust cross-cultural applicability. The findings emphasize the need for higher education institutions to move beyond awareness-based approaches by integrating experiential, action-oriented learning and motivational support mechanisms to effectively translate environmental commitment into sustained behavioral engagement.
Hajj-Hassan et al. (2026) studied this question.