Abstract

Incorporation of sustainable development theories into current educational frameworks is necessary to instill in students environmental consciousness and responsible behavior. The current research assesses the impact of awareness about sustainable development, incorporation of the theory into the curriculum, experiential learning, involvement of teachers, and sustainability within the institution on the environmental responsibility of students. A quantitative and cross-sectional research methodology was used, and data was collected from 300 college and university students using a five-point Likert scale questionnaire. Data collected for the research were analyzed through descriptive statistics, reliability analysis, Pearson correlation, and multiple linear regression analysis. The results reveal that environmental responsibility was found to have the highest mean score (M = 3.732), followed by sustainable development awareness (M = 3.641) and curriculum integration (M = 3.635). Measurement scales had good internal consistency reliability coefficients (Cronbach’s alpha) that ranged between 0.738 and 0.792. The regression analysis was statistically significant (F(5,294) = 12.810, p < 0.001), explaining 17.9% of the variance in environmental responsibility. The most powerful significant predictor of environmental responsibility is curriculum integration (β = 0.230, p < 0.001), whereas institutional sustainability practices and teacher involvement (β = 0.216, p < 0.001; β = 0.138, p = 0.012, respectively) were also significantly related to the dependent variable. Sustainable Development Awareness and Experiential Learning had a positive but non-significant impact on Environmental Responsibility.