ENVIRONMENTAL EDUCATION IN THE UNIVERSITY: PSYCHOLOGICAL IMPACT OF SUSTAINABLE CURRICULAR PRACTICES ON STUDENT ENGAGEMENT

Abstract

The integration of sustainability in higher education has established itself as a key strategy to promote pro-environmental behaviors and competencies for sustainable development among university students. Recent studies highlight that education for sustainable development (ESD) and green campus initiatives can increase environmental attitudes, self-efficacy, and student engagement. This study analyzes the psychological impact of sustainable curricular practices on student engagement in a Latin American public university. A quantitative, non-experimental and cross-sectional design was used, with a sample of 412 undergraduate students from different faculties. A questionnaire was applied that included scales of perception of sustainable curricular practices, environmental attitudes, environmental self-efficacy and student engagement. Data were analyzed using descriptive statistics, Pearson correlations, and structural equation models. The results show that the perception of sustainable curricular practices is positively associated with favorable environmental attitudes, greater self-efficacy and higher levels of student engagement (vigor, dedication and absorption). Likewise, environmental attitudes and self-efficacy partially mediate the relationship between sustainable curricular practices and student engagement, suggesting a psychological mechanism in which the sustainable training experience strengthens the personal resources that sustain academic involvement. These findings support the need to integrate sustainability as a transversal axis of the curriculum, using active methodologies and projects oriented to the Sustainable Development Goals to enhance student engagement and well-being.