{"paper_id":"2c59c4e0-a41e-4d2d-9913-dad35493b057","body_text":"Education For Sustainable Development through Critical Thinking Behaviours among Students in Ghana | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Education For Sustainable Development through Critical Thinking Behaviours among Students in Ghana Jane Edjah Odurowaa, Inuusah Mahama, Veronica Esinam Eggley, Godfred Nsiah, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9222865/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 10 You are reading this latest preprint version Abstract Education for Sustainable Development (ESD) has emerged as a central priority for higher education institutions seeking to equip learners with the competencies required to address complex global challenges such as climate change, social inequality, and environmental degradation. Despite its importance, empirical evidence examining the relationship between critical thinking abilities and ESD behaviours among higher education students in developing contexts remains limited. This therefore explored the nexus between critical thinking behaviours and Education for Sustainable Development behaviours among students in Technical Universities in Ghana. The study employed a cross-sectional survey design involving 549 students selected through simple random sampling from three Technical Universities in Ghana. Data were collected using the Gardiner Critical Thinking Scale and a newly developed Education for Sustainable Development Scale (ESDS-20). Descriptive statistics were used to examine the levels of CT and ESD behaviours among students, while covariance-based structural equation modelling (CB-SEM) was applied to determine the influence of CT dimensions on ESD behaviours. The findings revealed that students demonstrated significantly high levels of critical thinking abilities and Education for Sustainable Development behaviours. Structural equation modelling further indicated that several components of critical thinking significantly predicted ESD behaviours. The study concludes that critical thinking competencies play a vital role in shaping students’ sustainability behaviours and therefore constitute an essential foundation for Education for Sustainable Development in higher education. The results underscore the need for universities to integrate critical thinking pedagogies, interdisciplinary sustainability curricula, and experiential learning opportunities that allow for students to apply reflective reasoning to real-world sustainability challenges. Critical thinking Education for Sustainable Development sustainability behaviours higher education systems thinking Ghana Figures Figure 1 Introduction Undoubtedly, educating future generations about sustainability goals has become a major challenge in the global education society. Making decisions on this issue is problematic base on the intertwined nature of its scientific, ethical and moral dimensions (Felix, 2022 ). Education for Sustainable Development is an important for global peace, economic growth and development (Abera, 2023 ; Savelyeva & Park, 2024 ). According to UNESCO ( 2021 ), \"Education for Sustainable Development (ESD) empowers learners of all ages with the knowledge, skills, values and attitudes to address the interconnected global challenges we are facing, including climate change, environmental degradation, loss of biodiversity, poverty and inequality. Learning must prepare students and learners of all ages to find solutions for the challenges of today and the future. Education should be transformative and allow us to make informed decisions and take individual and collective action to change our societies and care for the planet.\" Education for Sustainable Development (ESD) can be achieved through critical thinking skills. ESD, as a global challenge demands critical thinking abilities in resolving these challenges. In the view of Fisher (as cited in Astutik et al., 2025 ), to effectively deal with these complicated global issues in the 21st century, a high-quality human resource in the realm of critical thinking is required. Internationally, ESD is anchored on eight thematic areas: systems thinking, anticipatory, normative, strategic, collaboration, self-awareness, critical thinking, and systems thinking competency (Rieckmann, 2018 ). Critical thinking (CT) is predominantly important as it supports the development of behavioural and socio-emotional domains (Nechifor & Cojocariu, 2025 ; Roslan et al., 2022 ), and it propels individuals to engage in sustainable actions (Rieckmann, 2025 ). Students who develop critical thinking ability within the context of sustainable development are better positioned to contribute their quota towards community and global development trajectories (Khasanah et al., 2025 ). Khasanah et al. ( 2025 ) indicate that nurturing critical thinking among people is crucial for understanding and addressing the complicated social and environmental challenges of the world. Conceptually, Facione and Facione ( 2013 ) notes that critical thinking is the process of being reasonable and reflective when determining what to believe in or do. Critical thinking is an important skill for students because it helps them to practice self-regulation, analysing information, making inferences, and evaluating information. As a recognised vital aptitude in higher education, critical thinking helps students in making informed decisions about situations, reason analytically on situations, and solve problems they encounter. Regardless of its presence, students often exhibit critical thinking behaviours variedly in terms of high, moderate and low. For example, a study conducted by Din ( 2020 ) showed that students exhibited higher levels critical thinking but do not translate into their usability or application in real life situations. This implies that, one may possess a trait but its usefulness may not be realised due to insufficient opportunities and support systems. Likewise, assessment of learning outcomes through the lenses of critical thinking showed that students exhibit critical thinking during university education (Van Damme et al., 2023 ). This implies that critical thinking ability is pedagogically-oriented, and aligns with higher education studies. In this regard, there is a need for intentional pedagogical approaches on critical thinking, so that students will improve on this trait. Beyond informed pedagogical approaches, there are other contextual factors that influences the level of critical thinking among higher students. For example, Thamri et al. (2024) in a study alleged that cognitive factors (e.g., attention and metacognition), psychological characteristics (e.g., fear of ambiguity), sociocultural influences, and educational practices (e.g., collaborative learning and active pedagogy) collectively shape higher students’ critical thinking abilities. These factors come together to polish students’ ability to engage in reflective reasoning and complex problem analysis (Jaramillo Gómez et al., 2025 ). ESD plays a transformative role in confronting demanding global challenges (e.g., poverty, inequality, climate change, and social injustice). To accomplish this mandate successfully, the cultivation of critical thinking skills is necessary (Griffiths, 2021 ; Mohanty et al., 2024 ). Extant literature claims that critical thinking reinforces interdisciplinary collaboration and arouses innovation in the context of ESD (Ajiga et al., 2025 ; Custodio-Ferrando & Cabero-Fayos, 2025 ; Hung & Pan, 2025 ). Furthermore, it is emphasised that people prepared with strong critical thinking abilities are better placed across different professional and occupational areas (Dumitru & Halpern, 2023 ; Rönnlund et al., 2019 ). In the ever-developing global educational community, Ghanaian Higher Education students offer an imperative lens for the examination of how the development of critical thinking abilities through teaching and learning could improve ESD (Afrane & Boaheng, 2025 ; Anapey, 2024 ). Undoubtedly, ESD has progressively become a major focus of 21st century higher education institutions as they seek to equip students with the knowledge, attitudes, and behaviours necessary to address complex environmental, social, and economic challenges. Variedly, students may exhibit ESD behaviours depending on their context. Extant empirical literature shows that some may appear to be low or moderate or high in ESD. For example, Leal et al. (2025) and Leal et al. ( 2024 ) found that students showed adequate sustainability knowledge and positive attitudes toward sustainable development, but these possessions were not applicable in real world situations. This development demands a strengthened sustainability training and learning experiences from higher education institutions to encourage behavioural change than possessions. Likewise, Braßler and Dettmers (2021) found that students exhibited improved sustainability education initiatives, but their behavioural outcomes on these initiatives varied based on engagement levels and practical sustainability projects. The finding implies that behavioural change demands experiential learning and active participation from the part of students. In some contexts, research has reported relatively high levels of sustainability awareness and behaviours among university students, particularly where sustainability education is well integrated into institutional policies and curricula (Gupta et al., 2024 ). For instance, a study by Ang ( 2021 ) found that students demonstrated high awareness of sustainability concepts. Suggesting that students can achieve high levels of sustainability engagement when such initiatives are made part of their programmes of study. Collectively, the levels of ESD behaviours are diverse among students and largely depend on the focus and the structure of a particular educational system. Integrating critical thinking (CT) with sustainability knowledge can cultivate a deeper sense of accountability for contemporary global issues (Islamah et al., 2025 ; Karakatsani, D., & Pliogou, 2026 ; Mardikaningsih et al., 2021 ; Shutaleva, 2023 ). Ideally, ESD is to be given to students even before they enter higher education in a continuum and not to be prolonged (Araneo, 2024 ). Teaching only ESD knowledge to students may appear inadequate but making it a part of educational curriculum and be delivered through pedagogical transformation towards learner-centred and action-oriented approaches will place students in sustainable reasoning for the future (Shava et al., 2024). Teaching or instructional pedagogies that bring about reflective and critical inquiry are principally related to ESD (Hussain et al., 2024 ). Amid these methods, interactive learning environments and integrative assignments provide meaningful prospects for higher-order thinking among students, which in turn, to allow them to synthesise and organise their ideas across several dimensions (Vu, 2025 ). The Study Context Notably, in the last decade, discussions on ESD have been ongoing, and yet no headway has been made (Straková & Cimermanová, 2018 ). Studies have found that critical thinking abilities facilitate sustainable behaviours among students (Navarro et al., 2023 ). In Ghana, since 2019, there has been a change in educational curriculum with emergence of the Standard-Based Curriculum (Danquah & Poku, 2024 ; Kuutol, 2023 ; Mahama, 2022 ; Takyi et al., 2025 ). This marks a vital prospect to examine the intersection of theory and practice in teaching and learning. This initiative, not only impacts knowledge acquisition among students but also encourages instructional/teaching/training methods that bring about critical thinking, collaboration, and problem-solving, which are key components of ESD. In this regard, Ghana embodies a unique and significant social and cultural context for discovering this association, as the country sets in motion transformative processes in its educational landscape. An educational system that incorporates issues related to Education for Sustainable Development (ESD) offers an important framework for examining how critical thinking skills influences ESD behaviours among students (Christodoulou & Papanikolaou, 2023 ; Felix et al., 2025 ; Avelar et al., 2025 ). Students in Ghana, situated within a society that is rapidly acclimatising to international educational tendencies, offer valued insights into the potential of critical thinking to improve sustainability competencies among its learners. In some higher education institutions in Ghana, critical thinking is taught to students as course, but somehow, nothing is taught on ESD for students (Afrane & Boaheng, 2025 ; Araneo, 2024 ). This development brings about a practical gap in literature. Likewise, studies critical thinking abilities in learners and how these abilities influence ESD appear limited in the Ghanaian context. Although there are existing studies regarding critical thinking and ESD but their focus is limited to citizenship education, perceptions on sustainability, and (Boafo et al., 2025 ; Nyamekye & Mutawakil, 2025 ; Takyi & Owusu, 2025 ). According to Felix et al. ( 2025 ), CT is extensively documented as a crucial ability in ESD. Nevertheless, studies show that even teachers, who are known to be the facilitators of learning among students appear unprepared to nurture CT in their learners, particularly within the context of ESD (Parry & Metzger, 2023 ; Supple et al., 2025 ; Uddin et al., 2020 ). Notwithstanding how CT can propel ESD in learners, little to nothing is known about this interaction and no study have explored how CT predicts ESD among higher education students in Ghana. Based on these developments, the current study sought to apply students’ critical thinking abilities as key drivers to sustainable behaviours through education for sustainable development. The research questions that guide the study are: What are levels of critical thinking (CT) abilities among higher education students in Ghana? What ESD behaviours are exhibited by higher education students in Ghana? What is the influence of critical thinking abilities on ESD behaviours of higher education students in Ghana? METHODS AND MATERIALS Research Design The employed a cross-section design to survey to examine how critical thinking influences education for sustainable development among higher education students from three selected Technical Universities (Accra, Cape Coast, Takoradi) in Ghana. These students are pursuing several social and technical programmes in the selected Technical Universities. This design aligns appropriately with this study as we aimed to established a generalised association between critical thinking abilities of students and their education for sustainable behaviours (Hunziker & Blankenagel, 2024 ). This design also allowed for the exploration of CT competencies, ESD, and the examination of variability in CT and ESD among diverse students’ populations. Participants Selection and Procedures A total of 549 Technical University students participated in the study (N = 7239). The sample was proportionally distributed across three universities: Accra Technical University (185, N = 2433), Cape Coast Technical University (74, N = 982), and Takoradi Technical University (290, N = 3824). Simple random sampling was used to select individual students, utilizing a table of random numbers to minimize sampling error (Singhroy et al., 2025 ). Near-gender equality was achieved, with 277 males (50.5%), 271 females (49.4%), and 1 respondent (0.2%) identifying outside binary categories. Respondents aged 15–39 years, with 47.5% between 20–24 years, indicating a youthful sample with potential civic responsibility towards CT and ESD. The sample was religiously diverse: Christians (72.7%), Muslims (17.9%), and Traditionalists (9.5%). More so, respondents represented various levels: undergraduate and postgraduate (L100 = 39.0%, L200 = 32.8%, L300 = 17.1%, L400 = 10.0%, L500 = 0.9%, and L600 = 0.2%). Structured self-administered questionnaires were used to gather data from respondents across multiple academic levels. Participation was voluntary, and respondents could withdraw at any time. Confidentiality and anonymity were assured throughout the study. Instruments Critical Thinking Scale Critical thinking behaviours of the respondents were assessed using the Gardiner (2015) Critical Thinking Scale. The scale was a multidimensional with sensitivity, synthesising, originality, resistance to premature closure, and creative character as the components. The scale was measured on a five-point Likert from strongly disagree = 1 to strongly agree = 5. To ascertain the usability of this scale in the Ghanaian context, a confirmatory factor analysis (CFA) was performed and the model was assessed using Maximum Likelihood (ML) estimation in AMOS (or equivalent SEM software). In this process, it was established that multivariate normality was found to be acceptable limits (skewness < 2; kurtosis < 7). The five-factor model established a good fit, although the chi-square statistic was significant, χ² (265) = 612.47, p < .001. However, all other Incremental fit indices such as Comparative Fit Index (.951) and the Tucker–Lewis Index (.944) produced acceptable thresholds. Again, the Root Mean Square Error of Approximation (.049; 90% CI [.044, .054], showing an acceptable fit to the data while the Standardized Root Mean Square Residual (.042) was within an acceptable threshold. All together, the results show that the five-factor structure sufficiently embodies the study data. In terms of factor loadings, all the items loaded significantly on their respective constructs with minimum factor loading pegged at .40 (Goretzko et al., 2021 ). For example, sensitivity recorded factor loadings between .67 and .84, synthesising recorded factor loadings between .61 and .79, originality recorded factor loadings between .58 and .76, resistance to premature closure recorded factor loadings between .65 and .86, and creative character recorded factor loadings between .63 and .82. In addition, the internal consistencies and composite reliabilities are shown in Table 1 . Table 1 Internal Consistencies, Composite Reliabilities, and Average Variance Extracted for CT Scale Dimension α CR AVE Sensitivity .86 .88 .59 Synthesising .89 .91 .66 Originality .84 .86 .56 Resistance to Premature Closure .81 .83 .52 Creative Character .90 .92 .69 In Table 1 , it is observed that all CR values were within acceptable thresholds while AVE values equally with acceptable threshold, showing that convergent validity was satisfied (Chin & Yao, 2024 ). In terms of discriminant validity, it examined using the Fornell–Larcker (1981) criterion. As the square roots of AVE for all the constructs were within the threshold, it showed distinctive dimensions in the critical thinking scale. Education for Sustainable Development Scale (ESDS-20) In ascertaining ESD behaviours among the respondents, a new tool with 20-items was developed. The tool was organised from scholarly literature to capture students’ behaviours toward sustainability within educational contexts. The scale development followed the SDG Target 4.7, which relates to ESD. As a new too, it was subjected to exploratory factor analysis (EFA) protocols. The developers ensured that the key areas in the SDG framework featured appropriately and at same time, expert reviews were sought to improve on the content. The tool was administered using a five-point Likert response format ranging from strongly disagree to strongly agree, facilitating comparability across constructs. Tables 2 , 3 , 4 , 5 show the EFA results. Table 2 Kaiser–Meyer–Olkin Measure of Sampling Adequacy and Bartlett’s Test of Sphericity Test Value Kaiser–Meyer–Olkin (KMO) Measure .929 Bartlett’s Test of Sphericity χ² 4958.784 Df 190 Sig. .001 In Table 2 , sampling adequacy value of .929 was established using the Kaiser–Meyer–Olkin (KMO). Again, the data shows a significant result for the Bartlett’s test of sphericity [ χ² (190) = 4958.78, p < .001], indicating that the correlation matrix was not an identity matrix. All together, the data meets the assumptions for performing an Exploratory Factor Analysis (EFA) using the Maximum Likelihood extraction method. Table 3 Communalities for Education for Sustainable Development Items Item Initial Extraction 1. I understand how my learning is connected to solving environmental problems. .478 .448 2. I can explain how local educational issues are linked to global challenges. .472 .438 3. I see how economic, social, and environmental systems influence each other. .525 .552 4. I recognize the role of education in addressing climate change. .425 .434 5. I can identify how school projects contribute to the well-being of the community. .452 .488 6. I think about how the knowledge I gain today will help future generations. .500 .496 7. I believe education should prepare us for challenges that may arise in the future. .524 .487 8. I reflect on how my studies can contribute to a better society in the long run. .479 .417 9. I consider the impact of my career choice on sustainable development. .506 .431 10. I imagine innovative solutions for future global problems through learning. .444 .484 11. I believe education should promote fairness, equity, and respect for all. .542 .557 12. I feel responsible for using my education to improve the world. .464 .492 13. I value cultural diversity as part of sustainable progress. .443 .442 14. I believe ethical considerations should guide how we apply our knowledge. .384 .356 15. I think schools should encourage students to care for people and the planet. .425 .415 16. I participate in projects that address environmental or social issues. .428 .446 17. I apply what I learn in school to solve real-life problems in my community. .486 .532 18. I am motivated to take part in activities that promote sustainable living. .546 .589 19. I encourage others to make decisions that support sustainable development. .523 .545 20. I believe young people have the power to drive sustainable change through education. .406 .418 In Table 3 , a pool of 20-items was developed to measure Education for Sustainable Development among university students. Among the items, the extracted communalities had coefficients between .356 and .589 and this shows that a good proportion of variance in each item was explained by the factors retained. To ascertain the contribution of the factors to the variance explained and the rotated factors, Table 3 presents the results. Table 4 Total Variance Explained by Maximum Likelihood Factor Extraction Factor Initial Eigenvalue % Variance Cumulative % 1 8.060 40.301 40.301 2 1.754 8.768 49.069 3 1.218 6.092 55.161 4 1.038 5.192 60.352 Factor Rotation SS Loadings % Variance Cumulative % 1 3.693 18.464 18.464 2 3.324 16.619 35.084 3 2.453 12.264 47.348 In Table 4 , the data initially showed that four factors had eigenvalues greater than 1, but, after examining the eigenvalue magnitudes, and slope of the scree plot, it was justifiable to retain a three-factor solution. Using the Varimax rotation procedure, the three-factor solution accounted for a total of 47.35% of the variance, and this supports the multidimensionality of the scale. Table 5 Rotated Factor Matrix for Education for Sustainable Development Items Item Factor 1 Factor 2 Factor 3 3. I see how economic, social, and environmental systems influence each other. .676 .163 .261 5. I can identify how school projects contribute to the well-being of the community. .638 .241 .152 6. I think about how the knowledge I gain today will help future generations. .626 .296 .129 2. I can explain how local educational issues are linked to global challenges. .619 — .217 4. I recognize the role of education in addressing climate change. .613 .196 .142 1. I understand how my learning is connected to solving environmental problems. .603 .183 .226 7. I believe education should prepare us for challenges that may arise in the future. .558 .332 .257 8. I reflect on how my studies can contribute to a better society in the long run. .475 .232 .372 18. I am motivated to take part in activities that promote sustainable living. .291 .687 .180 19. I encourage others to make decisions that support sustainable development. .236 .672 .195 17. I apply what I learn in school to solve real-life problems in my community. .264 .667 .132 16. I participate in projects that address environmental or social issues. .143 .603 .247 20. I believe young people have the power to drive sustainable change through education. .238 .573 .181 15. I think schools should encourage students to care for people and the planet. .100 .519 .369 14. I believe ethical considerations should guide how we apply our knowledge. .188 .428 .371 10. I imagine innovative solutions for future global problems through learning. .321 .114 .607 12. I feel responsible for using my education to improve the world. .233 .311 .584 11. I believe education should promote fairness, equity, and respect for all. .346 .332 .573 13. I value cultural diversity as part of sustainable progress. .145 .357 .542 9. I consider the impact of my career choice on sustainable development. .387 .215 .485 Note : Loadings ≥ .40 are considered relevant; Extraction method : Maximum Likelihood; Rotation method : Varimax with Kaiser normalization In Table 5 , three-factor structure was identified for ESD. The factor one labelled Systems Thinking and Future Orientation mirrors learners’ understanding of the interdependence of social, economic, and environmental systems and their ability to connect education to long-term societal and environmental outcomes. The items underscore accepted relationships, climate change awareness, and intergenerational responsibility. The factor two labelled Sustainable Action and Community Engagement reflect active participation in sustainability-related behaviours and the application of learning to real-world contexts. The items reflect motivation for sustainable living, involvement in community and environmental projects, and encouraging others to engage in sustainable practices. The factor three labelled Ethical Values and Social Responsibility embrace ethical reasoning, social justice, inclusivity, and moral responsibility. The items mirror commitment to fairness, respect for diversity, ethical application of knowledge, and envisioning innovative solutions for global challenges. All together, the scale was named as Education for Sustainable Development Scale (ESDS-20). Data Analysis The data was analysed using both descriptive (means and standard deviation) and inferential statistics (CB-SEM). Before the analyses, the data screened for missing values and normality checks were performed. Specifically, data on research question one was analysed using means and standard deviations. The data on the question two were analysed using means and standard deviations while the question three data were used to model the data through CB-SEM. Ethical Considerations This study followed recognized ethical standards governing research involving human participants, specifically, the protocols indicated in the Helsinki Declaration (World Medical Association, 2025 ). Also, the research got ethical clearance from the School of Graduate Studies, in the University of Education, Winneba. RESULTS Research Question One What are the levels of critical thinking (CT) abilities among higher education students in Ghana? Table 6 One-Sample t-Test for Critical Thinking Ability among Students Variable N M SD Test Value t df p Mean Difference 95% CI LL 95% CI UL Critical Thinking Ability 549 95.49 13.35 75 35.96 548 .001 20.49 19.37 21.61 In Table 6 , one-sample t-test was performed to find out how different the criterion score was from the observed mean score. The results indicated that the observed mean score of critical thinking behaviours (M = 95.49, SD = 13.35) was higher than the criterion mean score (M = 75), leading to a Statistically significant results [ t (548) = 35.96, p < .001]. This imply that students exhibit higher levels of critical thinking behaviours. From the educational standpoint, these behaviours show that students may be developing essential 21st century skills that will could be used to mitigate challenges in their quest to realising sustainable development. Research Question Two What are the levels of ESD behaviours exhibited by higher education students in Ghana? Table 7 One-Sample t-Test for Education for Sustainable Development Behaviours among Students Variable N M SD Test Value t df p Mean Difference 95% CI LL 95% CI UL ESD Behaviours 549 81.44 11.99 60 41.89 548 .001 21.44 20.44 22.45 In Table 7 , one-sample t-test was performed to establish the levels of ESD behaviours among students. The test showed a statistically significant results [ t (548) = 41.89, p < .001], where the observed mean score on ESD behaviours (M = 81.44, SD = 11.99) was higher than the criterion means score (M = 60). This revelation implies that students may be showing some sustainable behavioural concepts and practices, which could compel them to contribute meaningfully and practically to addressing complex environmental, social, and economic challenges within 21st century societies. Research Question Three What is the influence of critical thinking abilities on ESD behaviours of higher education students in Ghana? Table 8 Assessment of Normality Variable Min Max Skew C.R. Kurtosis C.R. Sensitivity 4.000 51.000 3.837 36.699 55.590 265.877 Synthesising 6.000 25.000 − .659 -6.299 .121 .578 Originality 3.000 15.000 − .595 -5.696 − .175 − .835 Resistance to Premature Closure 7.000 25.000 − .825 -7.894 .504 2.411 Creative Character 5.000 25.000 -1.205 -11.526 1.758 8.406 Ethical Value and Social Responsibility 5.000 25.000 -1.065 -10.192 1.474 7.050 Sustainable Action and Community Engagement 9.000 35.000 -1.120 -10.717 1.385 6.623 Systems Thinking and Future Orientation 12.000 40.000 -1.170 -11.194 1.667 7.975 Multivariate 153.420 142.094 Preceding the SEM analyses, normality assumptions were tested from univariate and multivariate dimensions using skewness and kurtosis statistics and their respective critical ratios (CRs) in Table 8 . In terms of univariate normality assumptions, some variables deviated from the norm of skewness and kurtosis while others appreciated. In terms of multivariate normality assumptions, the Mardia’s coefficient was used where the threshold was not met. However, the use of Maximum Likelihood Estimation (MLE) allowed for the retention of the SEM analyses due to sample size adequacy (Gaskin et al., 2025 ). Subsequently, a bias-corrected bootstrap technique with 5,000 resamples was applied to control multivariate normality deviation. In Table 9 , the bootstrapped SE appeared larger than the conventional estimation and this shows appreciable parameter estimates. In this procedure, the structural paths produced remained significant while 95% bias-corrected confidence intervals met the threshold. Moreover, in Table......the Bollen–Stine bootstrap produced an acceptable model fit with no inconsistencies from non-normality. Table 9 Comparison of Maximum Likelihood and Bias-Corrected Bootstrap Estimates Structural Path β (ML) SE (ML) p (ML) SE (Boot) p (Boot) 95% Bias-Corrected CI Sensitivity → Creative Character .41 .058 .001 .072 .001 [.273, .548] Synthesising → Creative Character .29 .051 .001 .064 .001 [.170, .414] Originality → Creative Character .33 .055 .001 .069 .001 [.201, .461] Creative Character → Ethical Value & Social Responsibility .62 .047 .001 .061 .001 [.504, .738] Ethical Value & Social Responsibility → Sustainable Action .58 .049 .001 .063 .001 [.461, .703] Sustainable Action → Systems Thinking & Future Orientation .71 .043 .001 .057 .001 [.598, .813] Table 10 Bootstrapped Model Fit (Bollen–Stine) Fit Index ML Estimate χ² (df = 224) 412.36 CFI .946 TLI .938 RMSEA .052 SRMR .045 Bollen–Stine p-value .081 The model fit statistics presented in Table 10 indicate that the hypothesized model demonstrates an acceptable to good fit to the observed data. The chi-square statistic was χ² (224) = 412.36, which is statistically significant; however, this result is common in models with relatively large samples because the chi-square test is highly sensitive to sample size. Therefore, additional fit indices are considered to evaluate the adequacy of the model. The Comparative Fit Index (CFI = .946) and Tucker–Lewis Index (TLI = .938) both exceed the commonly recommended threshold of .90, indicating that the model provides a good improvement in fit compared with the null model. Although slightly below the more stringent .95 criterion, these values still suggest that the model fits the data well and captures the underlying relationships among the variables effectively. The Root Mean Square Error of Approximation (RMSEA = .052) further supports the adequacy of the model. RMSEA values below .06 are generally interpreted as indicating a close fit between the hypothesized model and the population covariance matrix. Thus, the RMSEA result suggests that the model approximates the observed data structure well. Similarly, the Standardized Root Mean Square Residual (SRMR = .045) falls well below the recommended cutoff value of .08, indicating that the discrepancy between the observed and predicted correlations is small. This result provides additional evidence that the model reproduces the data accurately. Importantly, the Bollen–Stine bootstrap p-value was .081, which exceeds the .05 threshold. In bootstrapped structural equation modelling, a non-significant Bollen–Stine p-value suggests that the model is not significantly different from the observed data and therefore fits the data adequately (Chen & Ding, 2025 ). This result is particularly meaningful because the Bollen–Stine bootstrap corrects for potential non-normality in the data distribution. Table 11 Regression Weights ESD Dimensions CT Dimensions Estimate S.E. C.R. P Systems Thinking and Future Orientation <--- Creative Character .163 .070 2.349 .019 Sustainable Action and Community Engagement <--- Creative Character .304 .060 5.064 .000 Ethical Values and Social Responsibility <--- Creative Character .100 .045 2.239 .025 Systems Thinking and Future Orientation <--- Resist Premature Closure .438 .075 5.877 .000 Sustainable Action and Community Engagement <--- Resist Premature Closure .296 .064 4.603 .000 Ethical Values and Social Responsibility <--- Resist Premature Closure .355 .048 7.388 .000 Systems Thinking and Future Orientation <--- Originality .025 .088 .282 .778 Sustainable Action and Community Engagement <--- Originality .053 .076 .697 .486 Ethical Values and Social Responsibility <--- Originality − .034 .057 − .594 .552 Systems Thinking and Future Orientation <--- Synthesising .152 .073 2.076 .038 Sustainable Action and Community Engagement <--- Synthesising .247 .063 3.905 .000 Ethical Values and Social Responsibility <--- Synthesising .195 .047 4.134 .000 Systems Thinking and Future Orientation <--- Sensitivity .271 .079 3.415 .000 Sustainable Action and Community Engagement <--- Sensitivity .075 .068 1.092 .275 Ethical Values and Social Responsibility <--- Sensitivity .064 .051 1.252 .211 Table 11 presents the structural regression paths examining the influence of CT dimensions on the ESD. The results show that some CT components predicted students’ ESD orientations with varied strengths. For example, the creative character dimension of CT predicted all dimensions of ESD. Specifically, on systems thinking and future orientation (β = .163, C.R. = 2.349, p = .019), on sustainable action and community engagement (β = .304, C.R. = 5.064, p < .001), and on ethical values and social responsibility (β = .100, C.R. = 2.239, p = .025). These imply that students who shows higher levels of creative character appear to engage more towards future-oriented and systemic perspectives of sustainability while at same time, become more inclined toward active participation and foster stronger moral commitments toward sustainability and societal wellbeing. Likewise, resistance to premature closure dimension appeared as a stronger predictor across the ESD dimensions. This dimension significantly predicted systems thinking and future orientation (β = .438, C.R. = 5.877, p < .001), sustainable action and community engagement (β = .296, C.R. = 4.603, p < .001) and ethical values and social responsibility (β = .355, C.R. = 7.388, p < .001). The revelation implies that students who take some reflections in making conclusions are considerate towards complex sustainability systems. However, originality showed no significant predictions on any of the dimensions of ESD. For example, no predictions were recorded on systems thinking and future orientation (β = .025, C.R. = .282, p = .778), sustainable action and community engagement (β = .053, C.R. = .697, p = .486), and ethical values and social responsibility (β = −.034, C.R. = −.594, p = .552). These revelations indicate that producing new ideas alone may not certainly lead to sustainability-oriented attitudes or behaviours among students. The synthesising dimension predicted all the dimensions of ESD. For example, it predicted on systems thinking and future orientation (β = .152, C.R. = 2.076, p = .038), sustainable action and community engagement (β = .247, C.R. = 3.905, p < .001), and ethical values and social responsibility (β = .195, C.R. = 4.134, p < .001). These results projects how important it is for students to engage in integrative thinking as it shapes their understanding regarding challenges in sustainability and their readiness to participate in accountable action. Lastly, sensitivity predicted systems thinking and future orientation (β = .271, C.R. = 3.415, p < .001) but not on sustainable action and community engagement (β = .075, C.R. = 1.092, p = .275) and ethical values and social responsibility (β = .064, C.R. = 1.252, p = .211). This the result indicate that although mindfulness and insightfulness are important drivers of change they may not lead to direct engagement or ethical commitments in sustainable behaviours. Discussion The current study explored the nexus of CT behaviours and ESD behaviours among selected Technical University students in Ghana. The results revealed that students demonstrated significantly high levels of critical thinking behaviours. This suggests that students possess relatively strong cognitive dispositions associated with reflective reasoning, synthesis of information, and evaluative judgment. The revelation shows that students possessed an important trait towards sustainable development. The finding supports the view offered by Rieckmann ( 2018 ) that this critical thinking ability in the students will enable them to query their own assumptions, provide critical analysis to complex systems, and scrutinise the long-term consequences of their own and other people’s actions. Again, the findings corroborate with prior studies, which showed moderate to high levels of critical thinking among students (Din, 2020 ; Van Damme et al., 2023 ). Although students possessed appreciable levels of CT, it is important to note that sustainability education is not just developing analytical abilities but about cultivating a deeper awareness of interconnected systems and ethical responsibility toward the planet and society. In addition, the study found that students demonstrated significantly high levels of ESD behaviours. This implies that they engage in sustainability-related attitudes and practices and more are likely to emerge through students’ participations in experiential learning activities. Importantly, in the Ghanaian context, the emergence of the Standards-Based Curriculum has introduced competencies such as problem solving, collaboration, and critical thinking, which are closely aligned with ESD principles (Danquah & Poku, 2024 ; Takyi et al., 2025 ). Therefore, relatively high levels of ESD behaviours observed in this study may reflect broader educational reforms aimed at fostering transformative competencies among learners at all levels. This outcome aligns with prior studies, signifying that university environments can foster awareness and engagement with sustainability issues (Griffiths, 2021 ; Leal et al., 2025). Also consistent with the current findings is that, sustainability education initiatives within universities can enhance students’ awareness, attitudes, and behavioural intentions related to sustainable development (Ang, 2021 ; Gupta et al., 2024 ). However, such behaviour may be adequate in the lives of students but they may not necessarily lead to productive outcomes (Braßler & Sprenger, 2021 ; Leal et al., 2024 ). Lastly, the structural equation modelling results showed that multiple components of CT predicted variedly on ESD orientations among students. Notably, creative character, resistance to premature closure, and synthesising abilities significantly predicted ESD behaviours, including systems thinking, sustainable action, and ethical responsibility. These findings suggest that students who demonstrate openness to ideas, reflective judgment, and integrative reasoning are more likely to engage with sustainability concepts and behaviours. This outcome supports theoretical arguments that critical thinking serves as a foundational competency for sustainability education. According to Khasanah et al. ( 2025 ), critical thinking enables individuals to understand complex socio-ecological systems and to develop innovative responses to sustainability challenges. The findings are also consistent with empirical studies demonstrating that critical thinking competencies positively influence sustainability-related attitudes and behaviours. Navarro et al. ( 2023 ) found that university students with stronger critical thinking abilities were more likely to engage in sustainability initiatives and environmental problem solving. Likewise, Islamah et al. ( 2025 ) reported that integrating critical thinking within environmental education enhances learners’ capacity to develop solutions to sustainability problems. Conclusions This study examined the relationship between critical thinking abilities and Education for Sustainable Development behaviours among higher education students in Ghana. Three key conclusions can be drawn from the findings. The study concludes that the university environments may provide opportunities for students to develop analytical and reflective reasoning skills necessary for addressing complex societal challenges. Likewise, higher education institutions serve as a potential environment to cultivate sustainability-oriented attitudes and practices among future professionals. Lastly, reflective judgment, integrative reasoning, and openness to multiple perspectives appear to play a crucial role in shaping sustainability behaviours among students. Implications for Counselling Counsellors should help students develop deliberate, reflective decision-making practices by encouraging them to pause and consider the long-term sustainability impacts and ethical implications of their career choices before committing to a path. Since integrative thinking significantly predicts sustainable behaviours, counsellors should use counselling approaches that help students connect fragmented life experiences, emotions, and challenges into coherent narratives that reveal broader personal and societal meaning. Counsellors must design accountability-focused interventions that help students translate their high sustainability awareness into concrete actions, whilst addressing barriers such as eco-anxiety, perfectionism, and inaction paralysis. Rather than assuming all critical thinkers benefit equally from counselling, counsellors should assess individual critical thinking profiles and tailor support to strengthen specific dimensions, recognising that novel ideas alone are insufficient without openness to perspectives and reflective judgment. Counselling services should partner with community engagement, environmental projects, and real-world problem-solving initiatives to provide reflection and support within meaningful experiences, rather than relying solely on traditional office-based counselling conversations. Recommendations Based on the findings of the study, several recommendations are proposed. Higher education institutions should intentionally integrate critical thinking pedagogies within sustainability education programmes. Teaching approaches such as problem-based learning, inquiry-based learning, and interdisciplinary projects can help students apply critical thinking to real-world sustainability challenges. Universities should redesign curricula to incorporate Education for Sustainable Development as a cross-cutting theme across disciplines. Embedding sustainability concepts in engineering, business, social sciences, and technical programmes can strengthen students’ ability to apply critical thinking to sustainability issues. Institutions should promote experiential learning opportunities, including community engagement projects, environmental initiatives, and sustainability innovation programmes. Such initiatives allow students to translate critical thinking into practical sustainability behaviours. Faculty development programmes should be implemented to equip educators with the skills needed to foster critical and transformative learning environments that support sustainability education. Educational policymakers in Ghana should strengthen national frameworks that promote the integration of critical thinking and ESD competencies within higher education systems. Declarations Ethics Statement This study followed the University of Education, Winneba Institutional Review Board. The research was conducted in accordance with the ethical principles of the Declaration of Helsinki (World Medical Association, 2013), the Belmont Report (White, 2020), and the guidelines and regulations of the University of Education, Winneba. Ethical Approval Ethical clearance for this study was obtained from the University of Education, Winneba Institutional Review Board (UEW-IRB) [UEW-IRB/EDU/2025]. All procedures performed in this study involving human participants were carried out in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki Declaration and its later amendments. Consent to Participate Informed consent was obtained from all individual participants included in the study. Participation was voluntary, and respondents were assured of anonymity, confidentiality, and their right to withdraw at any stage without penalty. Consent was collected during the data collection period. For participants under the age of 16, written informed consent was obtained from their parents or legal guardians, and assent was also obtained from the minors themselves to ensure that their participation was informed and voluntary. All procedures were conducted in accordance with institutional ethical guidelines and established standards for research involving human participants. Consent to Publish The authors consented to the publication of this paper. Declaration of Interest The author of this paper had no interest to declare in as much as idea conceptualization and conducting of this paper is concern. Clinical trial number Not applicable Consent to Publish declaration : Not applicable Funding The author of this paper received no funding, whether internal or external. Author Contribution J.O.E conceptualized the study, designed the methodology, supervised data collection, conducted the statistical analyses, and drafted the original manuscript. I.M. and G.N contributed to the theoretical framing of religiosity and disability studies, assisted in data interpretation, and critically reviewed the manuscript for intellectual content. R.K.N supported the development of the research instruments, validated the analytical procedures, and contributed to manuscript revision. K.T.D and V.E.E assisted with literature synthesis, data management, and manuscript editing. All authors read and approved the final manuscript. Acknowledgement The authors duly acknowledge and appreciate the use of Claud AI and ChatGPT 4.o in proofreading the work and identifying redundant statements and phrases. Data Availability Data for this study are available and can be released upon an official request made to the authors. References Abera HG. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {\"props\":{\"pageProps\":{\"initialData\":{\"identity\":\"rs-9222865\",\"acceptedTermsAndConditions\":true,\"allowDirectSubmit\":false,\"archivedVersions\":[],\"articleType\":\"Research Article\",\"associatedPublications\":[],\"authors\":[{\"id\":627059894,\"identity\":\"0e54816c-4819-4992-859d-d45c9b7ffb3e\",\"order_by\":0,\"name\":\"Jane Edjah Odurowaa\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"University of Cape Coast\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Jane\",\"middleName\":\"Edjah\",\"lastName\":\"Odurowaa\",\"suffix\":\"\"},{\"id\":627059895,\"identity\":\"f0492e39-0033-4984-883d-c69224e677e6\",\"order_by\":1,\"name\":\"Inuusah Mahama\",\"email\":\"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA0ElEQVRIiWNgGAWjYBACNjBiYJCDcxkkiNRiTLwWqDKGxAaitfCJHX724GeOXfqG4z0GDB/KDjPIRzcQsEI6zdywd1ty7oYzZwwYZ5w7zGB45wAhLQlmErzbmHM33MjdwMzbBtQyI4GQlvRvkn+31acb3H+7gfkvcVpyzKR5tx1OMLjBu4GZEahFXoKwljJp2W3HDWeeyf9wsOdcOo8BIS3ys9O3Sb7dVi3Pd/xY4oMfZdZy8oQchgIOADGPwQESdEDtbSBZyygYBaNgFAxzAAChlUIyHwhz7AAAAABJRU5ErkJggg==\",\"orcid\":\"\",\"institution\":\"University of Education\",\"correspondingAuthor\":true,\"prefix\":\"\",\"firstName\":\"Inuusah\",\"middleName\":\"\",\"lastName\":\"Mahama\",\"suffix\":\"\"},{\"id\":627059896,\"identity\":\"48149815-cb9a-4b72-9cf7-8bb932a66f58\",\"order_by\":2,\"name\":\"Veronica Esinam Eggley\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"University of Education\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Veronica\",\"middleName\":\"Esinam\",\"lastName\":\"Eggley\",\"suffix\":\"\"},{\"id\":627059897,\"identity\":\"4fff7169-5f9f-47cb-81b7-5c15d2d4a1ea\",\"order_by\":3,\"name\":\"Godfred Nsiah\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"University of Ghana\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Godfred\",\"middleName\":\"\",\"lastName\":\"Nsiah\",\"suffix\":\"\"},{\"id\":627059898,\"identity\":\"16db277c-82c3-4713-a7a5-f2f0e6f9417c\",\"order_by\":4,\"name\":\"Regine Kwaw Nsiah\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"Enchi College of Education\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Regine\",\"middleName\":\"Kwaw\",\"lastName\":\"Nsiah\",\"suffix\":\"\"},{\"id\":627059899,\"identity\":\"089cdbe6-ee27-4a8e-9976-88d24bbba6c1\",\"order_by\":5,\"name\":\"Kyeremeh Tawiah Dabone\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"University of Cape Coast\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Kyeremeh\",\"middleName\":\"Tawiah\",\"lastName\":\"Dabone\",\"suffix\":\"\"}],\"badges\":[],\"createdAt\":\"2026-03-25 12:09:44\",\"currentVersionCode\":1,\"declarations\":\"\",\"doi\":\"10.21203/rs.3.rs-9222865/v1\",\"doiUrl\":\"https://doi.org/10.21203/rs.3.rs-9222865/v1\",\"draftVersion\":[],\"editorialEvents\":[],\"editorialNote\":\"\",\"failedWorkflow\":false,\"files\":[{\"id\":107713720,\"identity\":\"465c9ea0-1201-4520-b202-eed6fa5328c7\",\"added_by\":\"auto\",\"created_at\":\"2026-04-24 09:53:43\",\"extension\":\"png\",\"order_by\":1,\"title\":\"Figure 1\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":39601,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003eLegend not included with this version\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"floatimage1.png\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-9222865/v1/6b71e97abd359a051932454b.png\"},{\"id\":107715540,\"identity\":\"958545b4-9fab-481e-b221-7ca67f174ab2\",\"added_by\":\"auto\",\"created_at\":\"2026-04-24 10:02:27\",\"extension\":\"pdf\",\"order_by\":0,\"title\":\"\",\"display\":\"\",\"copyAsset\":false,\"role\":\"manuscript-pdf\",\"size\":658349,\"visible\":true,\"origin\":\"\",\"legend\":\"\",\"description\":\"\",\"filename\":\"manuscript.pdf\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-9222865/v1/54432d8d-6655-47b2-a808-e711d1df9468.pdf\"}],\"financialInterests\":\"No competing interests reported.\",\"formattedTitle\":\"Education For Sustainable Development through Critical Thinking Behaviours among Students in Ghana\",\"fulltext\":[{\"header\":\"Introduction\",\"content\":\"\\u003cp\\u003eUndoubtedly, educating future generations about sustainability goals has become a major challenge in the global education society. Making decisions on this issue is problematic base on the intertwined nature of its scientific, ethical and moral dimensions (Felix, \\u003cspan class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e). Education for Sustainable Development is an important for global peace, economic growth and development (Abera, \\u003cspan class=\\\"CitationRef\\\"\\u003e2023\\u003c/span\\u003e; Savelyeva \\u0026amp; Park, \\u003cspan class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e). According to UNESCO (\\u003cspan class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e),\\u003c/p\\u003e\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003e \\u003cem\\u003e\\\"Education for Sustainable Development (ESD) empowers learners of all ages with the knowledge, skills, values and attitudes to address the interconnected global challenges we are facing, including climate change, environmental degradation, loss of biodiversity, poverty and inequality. Learning must prepare students and learners of all ages to find solutions for the challenges of today and the future. Education should be transformative and allow us to make informed decisions and take individual and collective action to change our societies and care for the planet.\\\"\\u003c/em\\u003e \\u003c/p\\u003e\\u003c/div\\u003e\\u003cp\\u003e\\u003c/p\\u003e \\u003cp\\u003eEducation for Sustainable Development (ESD) can be achieved through critical thinking skills. ESD, as a global challenge demands critical thinking abilities in resolving these challenges. In the view of Fisher (as cited in Astutik et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e), to effectively deal with these complicated global issues in the 21st century, a high-quality human resource in the realm of critical thinking is required. Internationally, ESD is anchored on eight thematic areas: systems thinking, anticipatory, normative, strategic, collaboration, self-awareness, critical thinking, and systems thinking competency (Rieckmann, \\u003cspan class=\\\"CitationRef\\\"\\u003e2018\\u003c/span\\u003e).\\u003c/p\\u003e \\u003cp\\u003eCritical thinking (CT) is predominantly important as it supports the development of behavioural and socio-emotional domains (Nechifor \\u0026amp; Cojocariu, \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e; Roslan et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e), and it propels individuals to engage in sustainable actions (Rieckmann, \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e). Students who develop critical thinking ability within the context of sustainable development are better positioned to contribute their quota towards community and global development trajectories (Khasanah et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e). Khasanah et al. (\\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e) indicate that nurturing critical thinking among people is crucial for understanding and addressing the complicated social and environmental challenges of the world. Conceptually, Facione and Facione (\\u003cspan class=\\\"CitationRef\\\"\\u003e2013\\u003c/span\\u003e) notes that critical thinking is the process of being reasonable and reflective when determining what to believe in or do. Critical thinking is an important skill for students because it helps them to practice self-regulation, analysing information, making inferences, and evaluating information.\\u003c/p\\u003e \\u003cp\\u003eAs a recognised vital aptitude in higher education, critical thinking helps students in making informed decisions about situations, reason analytically on situations, and solve problems they encounter. Regardless of its presence, students often exhibit critical thinking behaviours variedly in terms of high, moderate and low. For example, a study conducted by Din (\\u003cspan class=\\\"CitationRef\\\"\\u003e2020\\u003c/span\\u003e) showed that students exhibited higher levels critical thinking but do not translate into their usability or application in real life situations. This implies that, one may possess a trait but its usefulness may not be realised due to insufficient opportunities and support systems. Likewise, assessment of learning outcomes through the lenses of critical thinking showed that students exhibit critical thinking during university education (Van Damme et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2023\\u003c/span\\u003e). This implies that critical thinking ability is pedagogically-oriented, and aligns with higher education studies. In this regard, there is a need for intentional pedagogical approaches on critical thinking, so that students will improve on this trait. Beyond informed pedagogical approaches, there are other contextual factors that influences the level of critical thinking among higher students. For example, Thamri et al. (2024) in a study alleged that cognitive factors (e.g., attention and metacognition), psychological characteristics (e.g., fear of ambiguity), sociocultural influences, and educational practices (e.g., collaborative learning and active pedagogy) collectively shape higher students’ critical thinking abilities. These factors come together to polish students’ ability to engage in reflective reasoning and complex problem analysis (Jaramillo Gómez et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e).\\u003c/p\\u003e \\u003cp\\u003eESD plays a transformative role in confronting demanding global challenges (e.g., poverty, inequality, climate change, and social injustice). To accomplish this mandate successfully, the cultivation of critical thinking skills is necessary (Griffiths, \\u003cspan class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e; Mohanty et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e). Extant literature claims that critical thinking reinforces interdisciplinary collaboration and arouses innovation in the context of ESD (Ajiga et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e; Custodio-Ferrando \\u0026amp; Cabero-Fayos, \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e; Hung \\u0026amp; Pan, \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e). Furthermore, it is emphasised that people prepared with strong critical thinking abilities are better placed across different professional and occupational areas (Dumitru \\u0026amp; Halpern, \\u003cspan class=\\\"CitationRef\\\"\\u003e2023\\u003c/span\\u003e; Rönnlund et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2019\\u003c/span\\u003e). In the ever-developing global educational community, Ghanaian Higher Education students offer an imperative lens for the examination of how the development of critical thinking abilities through teaching and learning could improve ESD (Afrane \\u0026amp; Boaheng, \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e; Anapey, \\u003cspan class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e).\\u003c/p\\u003e \\u003cp\\u003eUndoubtedly, ESD has progressively become a major focus of 21st century higher education institutions as they seek to equip students with the knowledge, attitudes, and behaviours necessary to address complex environmental, social, and economic challenges. Variedly, students may exhibit ESD behaviours depending on their context. Extant empirical literature shows that some may appear to be low or moderate or high in ESD. For example, Leal et al. (2025) and Leal et al. (\\u003cspan class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e) found that students showed adequate sustainability knowledge and positive attitudes toward sustainable development, but these possessions were not applicable in real world situations. This development demands a strengthened sustainability training and learning experiences from higher education institutions to encourage behavioural change than possessions. Likewise, Braßler and Dettmers (2021) found that students exhibited improved sustainability education initiatives, but their behavioural outcomes on these initiatives varied based on engagement levels and practical sustainability projects. The finding implies that behavioural change demands experiential learning and active participation from the part of students. In some contexts, research has reported relatively high levels of sustainability awareness and behaviours among university students, particularly where sustainability education is well integrated into institutional policies and curricula (Gupta et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e). For instance, a study by Ang (\\u003cspan class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e) found that students demonstrated high awareness of sustainability concepts. Suggesting that students can achieve high levels of sustainability engagement when such initiatives are made part of their programmes of study. Collectively, the levels of ESD behaviours are diverse among students and largely depend on the focus and the structure of a particular educational system.\\u003c/p\\u003e \\u003cp\\u003eIntegrating critical thinking (CT) with sustainability knowledge can cultivate a deeper sense of accountability for contemporary global issues (Islamah et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e; Karakatsani, D., \\u0026amp; Pliogou, \\u003cspan class=\\\"CitationRef\\\"\\u003e2026\\u003c/span\\u003e; Mardikaningsih et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e; Shutaleva, \\u003cspan class=\\\"CitationRef\\\"\\u003e2023\\u003c/span\\u003e). Ideally, ESD is to be given to students even before they enter higher education in a continuum and not to be prolonged (Araneo, \\u003cspan class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e). Teaching only ESD knowledge to students may appear inadequate but making it a part of educational curriculum and be delivered through pedagogical transformation towards learner-centred and action-oriented approaches will place students in sustainable reasoning for the future (Shava et al., 2024). Teaching or instructional pedagogies that bring about reflective and critical inquiry are principally related to ESD (Hussain et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e). Amid these methods, interactive learning environments and integrative assignments provide meaningful prospects for higher-order thinking among students, which in turn, to allow them to synthesise and organise their ideas across several dimensions (Vu, \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e).\\u003c/p\\u003e\\n\\u003ch3\\u003eThe Study Context\\u003c/h3\\u003e\\n\\u003cp\\u003eNotably, in the last decade, discussions on ESD have been ongoing, and yet no headway has been made (Straková \\u0026amp; Cimermanová, \\u003cspan class=\\\"CitationRef\\\"\\u003e2018\\u003c/span\\u003e). Studies have found that critical thinking abilities facilitate sustainable behaviours among students (Navarro et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2023\\u003c/span\\u003e). In Ghana, since 2019, there has been a change in educational curriculum with emergence of the Standard-Based Curriculum (Danquah \\u0026amp; Poku, \\u003cspan class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e; Kuutol, \\u003cspan class=\\\"CitationRef\\\"\\u003e2023\\u003c/span\\u003e; Mahama, \\u003cspan class=\\\"CitationRef\\\"\\u003e2022\\u003c/span\\u003e; Takyi et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e). This marks a vital prospect to examine the intersection of theory and practice in teaching and learning. This initiative, not only impacts knowledge acquisition among students but also encourages instructional/teaching/training methods that bring about critical thinking, collaboration, and problem-solving, which are key components of ESD. In this regard, Ghana embodies a unique and significant social and cultural context for discovering this association, as the country sets in motion transformative processes in its educational landscape.\\u003c/p\\u003e \\u003cp\\u003eAn educational system that incorporates issues related to Education for Sustainable Development (ESD) offers an important framework for examining how critical thinking skills influences ESD behaviours among students (Christodoulou \\u0026amp; Papanikolaou, \\u003cspan class=\\\"CitationRef\\\"\\u003e2023\\u003c/span\\u003e; Felix et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e; Avelar et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e). Students in Ghana, situated within a society that is rapidly acclimatising to international educational tendencies, offer valued insights into the potential of critical thinking to improve sustainability competencies among its learners.\\u003c/p\\u003e \\u003cp\\u003eIn some higher education institutions in Ghana, critical thinking is taught to students as course, but somehow, nothing is taught on ESD for students (Afrane \\u0026amp; Boaheng, \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e; Araneo, \\u003cspan class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e). This development brings about a practical gap in literature. Likewise, studies critical thinking abilities in learners and how these abilities influence ESD appear limited in the Ghanaian context. Although there are existing studies regarding critical thinking and ESD but their focus is limited to citizenship education, perceptions on sustainability, and (Boafo et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e; Nyamekye \\u0026amp; Mutawakil, \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e; Takyi \\u0026amp; Owusu, \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e). According to Felix et al. (\\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e), CT is extensively documented as a crucial ability in ESD. Nevertheless, studies show that even teachers, who are known to be the facilitators of learning among students appear unprepared to nurture CT in their learners, particularly within the context of ESD (Parry \\u0026amp; Metzger, \\u003cspan class=\\\"CitationRef\\\"\\u003e2023\\u003c/span\\u003e; Supple et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e; Uddin et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2020\\u003c/span\\u003e). Notwithstanding how CT can propel ESD in learners, little to nothing is known about this interaction and no study have explored how CT predicts ESD among higher education students in Ghana. Based on these developments, the current study sought to apply students’ critical thinking abilities as key drivers to sustainable behaviours through education for sustainable development. The research questions that guide the study are:\\u003c/p\\u003e \\u003cp\\u003e \\u003c/p\\u003e\\u003col\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eWhat are levels of critical thinking (CT) abilities among higher education students in Ghana?\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eWhat ESD behaviours are exhibited by higher education students in Ghana?\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eWhat is the influence of critical thinking abilities on ESD behaviours of higher education students in Ghana?\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003c/ol\\u003e \\u003cp\\u003e\\u003c/p\\u003e\"},{\"header\":\"METHODS AND MATERIALS\",\"content\":\"\\u003ch2\\u003eResearch Design\\u003c/h2\\u003e\\u003cp\\u003eThe employed a cross-section design to survey to examine how critical thinking influences education for sustainable development among higher education students from three selected Technical Universities (Accra, Cape Coast, Takoradi) in Ghana. These students are pursuing several social and technical programmes in the selected Technical Universities. This design aligns appropriately with this study as we aimed to established a generalised association between critical thinking abilities of students and their education for sustainable behaviours (Hunziker \\u0026amp; Blankenagel, \\u003cspan class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e). This design also allowed for the exploration of CT competencies, ESD, and the examination of variability in CT and ESD among diverse students’ populations.\\u003c/p\\u003e\\u003ch3\\u003eParticipants Selection and Procedures\\u003c/h3\\u003e\\u003cp\\u003eA total of 549 Technical University students participated in the study (N = 7239). The sample was proportionally distributed across three universities: Accra Technical University (185, N = 2433), Cape Coast Technical University (74, N = 982), and Takoradi Technical University (290, N = 3824). Simple random sampling was used to select individual students, utilizing a table of random numbers to minimize sampling error (Singhroy et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e). Near-gender equality was achieved, with 277 males (50.5%), 271 females (49.4%), and 1 respondent (0.2%) identifying outside binary categories. Respondents aged 15–39 years, with 47.5% between 20–24 years, indicating a youthful sample with potential civic responsibility towards CT and ESD. The sample was religiously diverse: Christians (72.7%), Muslims (17.9%), and Traditionalists (9.5%). More so, respondents represented various levels: undergraduate and postgraduate (L100 = 39.0%, L200 = 32.8%, L300 = 17.1%, L400 = 10.0%, L500 = 0.9%, and L600 = 0.2%). Structured self-administered questionnaires were used to gather data from respondents across multiple academic levels. Participation was voluntary, and respondents could withdraw at any time. Confidentiality and anonymity were assured throughout the study.\\u003c/p\\u003e\\u003ch3\\u003eInstruments\\u003c/h3\\u003e\\u003ch2\\u003eCritical Thinking Scale\\u003c/h2\\u003e\\u003cp\\u003eCritical thinking behaviours of the respondents were assessed using the Gardiner (2015) Critical Thinking Scale. The scale was a multidimensional with sensitivity, synthesising, originality, resistance to premature closure, and creative character as the components. The scale was measured on a five-point Likert from strongly disagree = 1 to strongly agree = 5. To ascertain the usability of this scale in the Ghanaian context, a confirmatory factor analysis (CFA) was performed and the model was assessed using Maximum Likelihood (ML) estimation in AMOS (or equivalent SEM software). In this process, it was established that multivariate normality was found to be acceptable limits (skewness \\u0026lt; 2; kurtosis \\u0026lt; 7). The five-factor model established a good fit, although the chi-square statistic was significant, χ² (265) = 612.47, p \\u0026lt; .001. However, all other Incremental fit indices such as Comparative Fit Index (.951) and the Tucker–Lewis Index (.944) produced acceptable thresholds. Again, the Root Mean Square Error of Approximation (.049; 90% CI [.044, .054], showing an acceptable fit to the data while the Standardized Root Mean Square Residual (.042) was within an acceptable threshold. All together, the results show that the five-factor structure sufficiently embodies the study data. In terms of factor loadings, all the items loaded significantly on their respective constructs with minimum factor loading pegged at .40 (Goretzko et al., \\u003cspan class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e). For example, sensitivity recorded factor loadings between .67 and .84, synthesising recorded factor loadings between .61 and .79, originality recorded factor loadings between .58 and .76, resistance to premature closure recorded factor loadings between .65 and .86, and creative character recorded factor loadings between .63 and .82. In addition, the internal consistencies and composite reliabilities are shown in Table\\u0026nbsp;\\u003cspan class=\\\"InternalRef\\\"\\u003e1\\u003c/span\\u003e.\\u003c/p\\u003e\\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003ctable id=\\\"Tab1\\\" border=\\\"1\\\"\\u003e \\u003ccaption\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 1\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eInternal Consistencies, Composite Reliabilities, and Average Variance Extracted for CT Scale\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"4\\\"\\u003e \\u003c/colgroup\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\"\\u003e \\u003cp\\u003eDimension\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\"\\u003e \\u003cp\\u003eα\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\"\\u003e \\u003cp\\u003eCR\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\"\\u003e \\u003cp\\u003eAVE\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003eSensitivity\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.86\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.88\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.59\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003eSynthesising\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.89\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.91\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.66\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003eOriginality\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.84\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.86\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.56\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003eResistance to Premature Closure\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.81\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.83\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.52\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003eCreative Character\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.90\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.92\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.69\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/table\\u003e\\u003c/div\\u003e\\u003cp\\u003eIn Table\\u0026nbsp;\\u003cspan class=\\\"InternalRef\\\"\\u003e1\\u003c/span\\u003e, it is observed that all CR values were within acceptable thresholds while AVE values equally with acceptable threshold, showing that convergent validity was satisfied (Chin \\u0026amp; Yao, \\u003cspan class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e). In terms of discriminant validity, it examined using the Fornell–Larcker (1981) criterion. As the square roots of AVE for all the constructs were within the threshold, it showed distinctive dimensions in the critical thinking scale.\\u003c/p\\u003e\\u003ch3\\u003eEducation for Sustainable Development Scale (ESDS-20)\\u003c/h3\\u003e\\u003cp\\u003eIn ascertaining ESD behaviours among the respondents, a new tool with 20-items was developed. The tool was organised from scholarly literature to capture students’ behaviours toward sustainability within educational contexts. The scale development followed the \\u003cb\\u003eSDG\\u003c/b\\u003e Target 4.7, which relates to ESD. As a new too, it was subjected to exploratory factor analysis (EFA) protocols. The developers ensured that the key areas in the SDG framework featured appropriately and at same time, expert reviews were sought to improve on the content. The tool was administered using a five-point Likert response format ranging from strongly disagree to strongly agree, facilitating comparability across constructs. Tables\\u0026nbsp;\\u003cspan class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e, \\u003cspan class=\\\"InternalRef\\\"\\u003e3\\u003c/span\\u003e, \\u003cspan class=\\\"InternalRef\\\"\\u003e4\\u003c/span\\u003e, \\u003cspan class=\\\"InternalRef\\\"\\u003e5\\u003c/span\\u003e show the EFA results.\\u003c/p\\u003e\\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003ctable id=\\\"Tab2\\\" border=\\\"1\\\"\\u003e \\u003ccaption\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 2\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eKaiser–Meyer–Olkin Measure of Sampling Adequacy and Bartlett’s Test of Sphericity\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"2\\\"\\u003e \\u003c/colgroup\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\"\\u003e \\u003cp\\u003eTest\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\"\\u003e \\u003cp\\u003eValue\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003eKaiser–Meyer–Olkin (KMO) Measure\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.929\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003eBartlett’s Test of Sphericity χ²\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e4958.784\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003eDf\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e190\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003eSig.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/table\\u003e\\u003c/div\\u003e\\u003cp\\u003eIn Table\\u0026nbsp;\\u003cspan class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e, sampling adequacy value of .929 was established using the Kaiser–Meyer–Olkin (KMO). Again, the data shows a significant result for the Bartlett’s test of sphericity [\\u003cem\\u003eχ²\\u003c/em\\u003e (190) = 4958.78, p \\u0026lt; .001], indicating that the correlation matrix was not an identity matrix. All together, the data meets the assumptions for performing an Exploratory Factor Analysis (EFA) using the Maximum Likelihood extraction method.\\u003c/p\\u003e\\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003ctable id=\\\"Tab3\\\" border=\\\"1\\\"\\u003e \\u003ccaption\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 3\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eCommunalities for Education for Sustainable Development Items\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"3\\\"\\u003e \\u003c/colgroup\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\"\\u003e \\u003cp\\u003eItem\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\"\\u003e \\u003cp\\u003eInitial\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\"\\u003e \\u003cp\\u003eExtraction\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e1. I understand how my learning is connected to solving environmental problems.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.478\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.448\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e2. I can explain how local educational issues are linked to global challenges.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.472\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.438\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e3. I see how economic, social, and environmental systems influence each other.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.525\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.552\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e4. I recognize the role of education in addressing climate change.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.425\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.434\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e5. I can identify how school projects contribute to the well-being of the community.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.452\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.488\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e6. I think about how the knowledge I gain today will help future generations.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.500\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.496\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e7. I believe education should prepare us for challenges that may arise in the future.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.524\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.487\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e8. I reflect on how my studies can contribute to a better society in the long run.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.479\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.417\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e9. I consider the impact of my career choice on sustainable development.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.506\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.431\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e10. I imagine innovative solutions for future global problems through learning.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.444\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.484\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e11. I believe education should promote fairness, equity, and respect for all.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.542\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.557\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e12. I feel responsible for using my education to improve the world.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.464\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.492\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e13. I value cultural diversity as part of sustainable progress.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.443\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.442\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e14. I believe ethical considerations should guide how we apply our knowledge.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.384\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.356\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e15. I think schools should encourage students to care for people and the planet.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.425\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.415\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e16. I participate in projects that address environmental or social issues.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.428\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.446\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e17. I apply what I learn in school to solve real-life problems in my community.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.486\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.532\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e18. I am motivated to take part in activities that promote sustainable living.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.546\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.589\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e19. I encourage others to make decisions that support sustainable development.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.523\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.545\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e20. I believe young people have the power to drive sustainable change through education.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.406\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.418\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/table\\u003e\\u003c/div\\u003e\\u003cp\\u003eIn Table\\u0026nbsp;\\u003cspan class=\\\"InternalRef\\\"\\u003e3\\u003c/span\\u003e, a pool of 20-items was developed to measure Education for Sustainable Development among university students. Among the items, the extracted communalities had coefficients between .356 and .589 and this shows that a good proportion of variance in each item was explained by the factors retained. To ascertain the contribution of the factors to the variance explained and the rotated factors, Table\\u0026nbsp;\\u003cspan class=\\\"InternalRef\\\"\\u003e3\\u003c/span\\u003e presents the results.\\u003c/p\\u003e\\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003ctable id=\\\"Tab4\\\" border=\\\"1\\\"\\u003e \\u003ccaption\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 4\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eTotal Variance Explained by Maximum Likelihood Factor Extraction\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"7\\\"\\u003e \\u003c/colgroup\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\"\\u003e \\u003cp\\u003eFactor\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\"\\u003e \\u003cp\\u003eInitial Eigenvalue\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e% Variance\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003eCumulative %\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"1\\\"\\u003e\\u0026nbsp;\\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e8.060\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e40.301\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e40.301\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"1\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e1.754\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e8.768\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e49.069\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"1\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e3\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e1.218\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e6.092\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e55.161\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"1\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e4\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e1.038\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e5.192\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e60.352\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"1\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eFactor\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eRotation SS Loadings\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e% Variance\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eCumulative %\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e3.693\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e18.464\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e18.464\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e3.324\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e16.619\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e35.084\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e3\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e2.453\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e12.264\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\"\\u003e \\u003cp\\u003e47.348\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/table\\u003e\\u003c/div\\u003e\\u003cp\\u003eIn Table\\u0026nbsp;\\u003cspan class=\\\"InternalRef\\\"\\u003e4\\u003c/span\\u003e, the data initially showed that four factors had eigenvalues greater than 1, but, after examining the eigenvalue magnitudes, and slope of the scree plot, it was justifiable to retain a three-factor solution. Using the Varimax rotation procedure, the three-factor solution accounted for a total of 47.35% of the variance, and this supports the multidimensionality of the scale.\\u003c/p\\u003e\\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\"\\u003e\\u003c/div\\u003e\\u003ctable id=\\\"Tab5\\\" border=\\\"1\\\"\\u003e \\u003ccaption\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 5\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eRotated Factor Matrix for Education for Sustainable Development Items\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"4\\\"\\u003e \\u003c/colgroup\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\"\\u003e \\u003cp\\u003eItem\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\"\\u003e \\u003cp\\u003eFactor 1\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\"\\u003e \\u003cp\\u003eFactor 2\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\"\\u003e \\u003cp\\u003eFactor 3\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e3.\\u003c/b\\u003e I see how economic, social, and environmental systems influence each other.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.676\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.163\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.261\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e5.\\u003c/b\\u003e I can identify how school projects contribute to the well-being of the community.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.638\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.241\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.152\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e6.\\u003c/b\\u003e I think about how the knowledge I gain today will help future generations.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.626\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.296\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.129\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e2.\\u003c/b\\u003e I can explain how local educational issues are linked to global challenges.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.619\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e—\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.217\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e4.\\u003c/b\\u003e I recognize the role of education in addressing climate change.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.613\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.196\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.142\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e1.\\u003c/b\\u003e I understand how my learning is connected to solving environmental problems.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.603\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.183\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.226\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e7.\\u003c/b\\u003e I believe education should prepare us for challenges that may arise in the future.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.558\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.332\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.257\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e8.\\u003c/b\\u003e I reflect on how my studies can contribute to a better society in the long run.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.475\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.232\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.372\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e18.\\u003c/b\\u003e I am motivated to take part in activities that promote sustainable living.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.291\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.687\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.180\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e19.\\u003c/b\\u003e I encourage others to make decisions that support sustainable development.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.236\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.672\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.195\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e17.\\u003c/b\\u003e I apply what I learn in school to solve real-life problems in my community.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.264\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.667\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.132\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e16.\\u003c/b\\u003e I participate in projects that address environmental or social issues.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.143\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.603\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.247\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e20.\\u003c/b\\u003e I believe young people have the power to drive sustainable change through education.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.238\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.573\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.181\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e15.\\u003c/b\\u003e I think schools should encourage students to care for people and the planet.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.100\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.519\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.369\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e14.\\u003c/b\\u003e I believe ethical considerations should guide how we apply our knowledge.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.188\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.428\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.371\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e10.\\u003c/b\\u003e I imagine innovative solutions for future global problems through learning.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.321\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.114\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.607\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e12.\\u003c/b\\u003e I feel responsible for using my education to improve the world.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.233\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.311\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.584\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e11.\\u003c/b\\u003e I believe education should promote fairness, equity, and respect for all.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.346\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.332\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.573\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e13.\\u003c/b\\u003e I value cultural diversity as part of sustainable progress.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.145\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.357\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.542\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e9.\\u003c/b\\u003e I consider the impact of my career choice on sustainable development.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.387\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e.215\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e.485\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003ctfoot\\u003e \\u003ctr\\u003e\\u003ctd colspan=\\\"4\\\"\\u003e\\u003cb\\u003eNote\\u003c/b\\u003e: Loadings ≥ .40 are considered relevant; \\u003cb\\u003eExtraction method\\u003c/b\\u003e: Maximum Likelihood; \\u003cb\\u003eRotation method\\u003c/b\\u003e: Varimax with Kaiser normalization\\u003c/td\\u003e\\u003c/tr\\u003e \\u003c/tfoot\\u003e \\u003c/table\\u003e\\u003c/div\\u003e\\u003cp\\u003eIn Table\\u0026nbsp;\\u003cspan class=\\\"InternalRef\\\"\\u003e5\\u003c/span\\u003e, three-factor structure was identified for ESD. The factor one labelled Systems Thinking and Future Orientation mirrors learners’ understanding of the interdependence of social, economic, and environmental systems and their ability to connect education to long-term societal and environmental outcomes. The items underscore accepted relationships, climate change awareness, and intergenerational responsibility. The factor two labelled Sustainable Action and Community Engagement reflect active participation in sustainability-related behaviours and the application of learning to real-world contexts. The items reflect motivation for sustainable living, involvement in community and environmental projects, and encouraging others to engage in sustainable practices. The factor three labelled Ethical Values and Social Responsibility embrace ethical reasoning, social justice, inclusivity, and moral responsibility. The items mirror commitment to fairness, respect for diversity, ethical application of knowledge, and envisioning innovative solutions for global challenges. All together, the scale was named as Education for Sustainable Development Scale (ESDS-20).\\u003c/p\\u003e\\u003ch2\\u003eData Analysis\\u003c/h2\\u003e\\u003cp\\u003eThe data was analysed using both descriptive (means and standard deviation) and inferential statistics (CB-SEM). Before the analyses, the data screened for missing values and normality checks were performed. Specifically, data on research question one was analysed using means and standard deviations. The data on the question two were analysed using means and standard deviations while the question three data were used to model the data through CB-SEM.\\u003c/p\\u003e\\u003ch2\\u003eEthical Considerations\\u003c/h2\\u003e\\u003cp\\u003eThis study followed recognized ethical standards governing research involving human participants, specifically, the protocols indicated in the Helsinki Declaration (World Medical Association, \\u003cspan class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e). Also, the research got ethical clearance from the School of Graduate Studies, in the University of Education, Winneba.\\u003c/p\\u003e\"},{\"header\":\"RESULTS\",\"content\":\"\\u003cp\\u003e \\u003cstrong\\u003eResearch Question One\\u003c/strong\\u003e \\u003cp\\u003e \\u003cem\\u003eWhat are the levels of critical thinking (CT) abilities among higher education students in Ghana?\\u003c/em\\u003e \\u003c/p\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab6\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 6\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eOne-Sample t-Test for Critical Thinking Ability among Students\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"11\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c7\\\" colnum=\\\"7\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c8\\\" colnum=\\\"8\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c9\\\" colnum=\\\"9\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c10\\\" colnum=\\\"10\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c11\\\" colnum=\\\"11\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eVariable\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eN\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eM\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eSD\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eTest Value\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003et\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003edf\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003ep\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003eMean Difference\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e95% CI LL\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e95% CI UL\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eCritical Thinking Ability\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e549\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e95.49\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e13.35\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e75\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e35.96\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e548\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e20.49\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e19.37\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e21.61\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eIn Table\\u0026nbsp;\\u003cspan refid=\\\"Tab6\\\" class=\\\"InternalRef\\\"\\u003e6\\u003c/span\\u003e, one-sample t-test was performed to find out how different the criterion score was from the observed mean score. The results indicated that the observed mean score of critical thinking behaviours (M\\u0026thinsp;=\\u0026thinsp;95.49, SD\\u0026thinsp;=\\u0026thinsp;13.35) was higher than the criterion mean score (M\\u0026thinsp;=\\u0026thinsp;75), leading to a\\u003c/p\\u003e \\u003cp\\u003eStatistically significant results [\\u003cem\\u003et\\u003c/em\\u003e (548)\\u0026thinsp;=\\u0026thinsp;35.96, p \\u0026lt; .001]. This imply that students exhibit higher levels of critical thinking behaviours. From the educational standpoint, these behaviours show that students may be developing essential 21st century skills that will could be used to mitigate challenges in their quest to realising sustainable development.\\u003c/p\\u003e \\u003cp\\u003e \\u003cstrong\\u003eResearch Question Two\\u003c/strong\\u003e \\u003cp\\u003e \\u003cem\\u003eWhat are the levels of ESD behaviours exhibited by higher education students in Ghana?\\u003c/em\\u003e \\u003c/p\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab7\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 7\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eOne-Sample t-Test for Education for Sustainable Development Behaviours among Students\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"11\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c7\\\" colnum=\\\"7\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c8\\\" colnum=\\\"8\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c9\\\" colnum=\\\"9\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c10\\\" colnum=\\\"10\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c11\\\" colnum=\\\"11\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eVariable\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eN\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eM\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eSD\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eTest Value\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003et\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003edf\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003eMean Difference\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e95% CI LL\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e95% CI UL\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eESD Behaviours\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e549\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e81.44\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e11.99\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e60\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e41.89\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e548\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e21.44\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e20.44\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e22.45\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eIn Table\\u0026nbsp;\\u003cspan refid=\\\"Tab7\\\" class=\\\"InternalRef\\\"\\u003e7\\u003c/span\\u003e, one-sample t-test was performed to establish the levels of ESD behaviours among students. The test showed a statistically significant results [\\u003cem\\u003et\\u003c/em\\u003e (548)\\u0026thinsp;=\\u0026thinsp;41.89, p \\u0026lt; .001], where the observed mean score on ESD behaviours (M\\u0026thinsp;=\\u0026thinsp;81.44, SD\\u0026thinsp;=\\u0026thinsp;11.99) was higher than the criterion means score (M\\u0026thinsp;=\\u0026thinsp;60). This revelation implies that students may be showing some sustainable behavioural concepts and practices, which could compel them to contribute meaningfully and practically to addressing complex environmental, social, and economic challenges within 21st century societies.\\u003c/p\\u003e \\u003cp\\u003e \\u003cstrong\\u003eResearch Question Three\\u003c/strong\\u003e \\u003cp\\u003e \\u003cem\\u003eWhat is the influence of critical thinking abilities on ESD behaviours of higher education students in Ghana?\\u003c/em\\u003e \\u003c/p\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab8\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 8\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eAssessment of Normality\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"7\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c7\\\" colnum=\\\"7\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eVariable\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eMin\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eMax\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eSkew\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eC.R.\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003eKurtosis\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003eC.R.\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSensitivity\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e4.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e51.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e3.837\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e36.699\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e55.590\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e265.877\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSynthesising\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e6.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e25.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e\\u0026minus;\\u0026thinsp;.659\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e-6.299\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.121\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.578\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eOriginality\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e3.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e15.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e\\u0026minus;\\u0026thinsp;.595\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e-5.696\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e\\u0026minus;\\u0026thinsp;.175\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e\\u0026minus;\\u0026thinsp;.835\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eResistance to Premature Closure\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e7.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e25.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e\\u0026minus;\\u0026thinsp;.825\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e-7.894\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.504\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e2.411\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eCreative Character\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e5.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e25.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e-1.205\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e-11.526\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e1.758\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e8.406\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eEthical Value and Social Responsibility\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e5.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e25.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e-1.065\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e-10.192\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e1.474\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e7.050\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSustainable Action and Community Engagement\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e9.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e35.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e-1.120\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e-10.717\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e1.385\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e6.623\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSystems Thinking and Future Orientation\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e12.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e40.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e-1.170\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e-11.194\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e1.667\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e7.975\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eMultivariate\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e153.420\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e142.094\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003ePreceding the SEM analyses, normality assumptions were tested from univariate and multivariate dimensions using skewness and kurtosis statistics and their respective critical ratios (CRs) in Table\\u0026nbsp;\\u003cspan refid=\\\"Tab8\\\" class=\\\"InternalRef\\\"\\u003e8\\u003c/span\\u003e. In terms of univariate normality assumptions, some variables deviated from the norm of skewness and kurtosis while others appreciated. In terms of multivariate normality assumptions, the Mardia\\u0026rsquo;s coefficient was used where the threshold was not met. However, the use of Maximum Likelihood Estimation (MLE) allowed for the retention of the SEM analyses due to sample size adequacy (Gaskin et al., \\u003cspan citationid=\\\"CR25\\\" class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e). Subsequently, a bias-corrected bootstrap technique with 5,000 resamples was applied to control multivariate normality deviation. In Table\\u0026nbsp;\\u003cspan refid=\\\"Tab9\\\" class=\\\"InternalRef\\\"\\u003e9\\u003c/span\\u003e, the bootstrapped SE appeared larger than the conventional estimation and this shows appreciable parameter estimates. In this procedure, the structural paths produced remained significant while 95% bias-corrected confidence intervals met the threshold. Moreover, in Table......the Bollen\\u0026ndash;Stine bootstrap produced an acceptable model fit with no inconsistencies from non-normality.\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab9\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 9\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eComparison of Maximum Likelihood and Bias-Corrected Bootstrap Estimates\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"7\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c7\\\" colnum=\\\"7\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eStructural Path\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eβ (ML)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSE (ML)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e (ML)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eSE (Boot)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e (Boot)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e95% Bias-Corrected CI\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSensitivity \\u0026rarr; Creative Character\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e.41\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.058\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.072\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e[.273, .548]\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSynthesising \\u0026rarr; Creative Character\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e.29\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.051\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.064\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e[.170, .414]\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eOriginality \\u0026rarr; Creative Character\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e.33\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.055\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.069\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e[.201, .461]\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eCreative Character \\u0026rarr; Ethical Value \\u0026amp; Social Responsibility\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e.62\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.047\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.061\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e[.504, .738]\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eEthical Value \\u0026amp; Social Responsibility \\u0026rarr; Sustainable Action\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e.58\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.049\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.063\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e[.461, .703]\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSustainable Action \\u0026rarr; Systems Thinking \\u0026amp; Future Orientation\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e.71\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.043\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.057\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e[.598, .813]\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab10\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 10\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eBootstrapped Model Fit (Bollen\\u0026ndash;Stine)\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"2\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eFit Index\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eML Estimate\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eχ\\u0026sup2; (df\\u0026thinsp;=\\u0026thinsp;224)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e412.36\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eCFI\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e.946\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eTLI\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e.938\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eRMSEA\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e.052\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSRMR\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e.045\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eBollen\\u0026ndash;Stine p-value\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e.081\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eThe model fit statistics presented in Table\\u0026nbsp;\\u003cspan refid=\\\"Tab10\\\" class=\\\"InternalRef\\\"\\u003e10\\u003c/span\\u003e indicate that the hypothesized model demonstrates an acceptable to good fit to the observed data. The chi-square statistic was χ\\u0026sup2; (224)\\u0026thinsp;=\\u0026thinsp;412.36, which is statistically significant; however, this result is common in models with relatively large samples because the chi-square test is highly sensitive to sample size. Therefore, additional fit indices are considered to evaluate the adequacy of the model. The Comparative Fit Index (CFI = .946) and Tucker\\u0026ndash;Lewis Index (TLI = .938) both exceed the commonly recommended threshold of .90, indicating that the model provides a good improvement in fit compared with the null model. Although slightly below the more stringent .95 criterion, these values still suggest that the model fits the data well and captures the underlying relationships among the variables effectively. The Root Mean Square Error of Approximation (RMSEA = .052) further supports the adequacy of the model. RMSEA values below .06 are generally interpreted as indicating a close fit between the hypothesized model and the population covariance matrix. Thus, the RMSEA result suggests that the model approximates the observed data structure well. Similarly, the Standardized Root Mean Square Residual (SRMR = .045) falls well below the recommended cutoff value of .08, indicating that the discrepancy between the observed and predicted correlations is small. This result provides additional evidence that the model reproduces the data accurately. Importantly, the Bollen\\u0026ndash;Stine bootstrap p-value was .081, which exceeds the .05 threshold. In bootstrapped structural equation modelling, a non-significant Bollen\\u0026ndash;Stine p-value suggests that the model is not significantly different from the observed data and therefore fits the data adequately (Chen \\u0026amp; Ding, \\u003cspan citationid=\\\"CR11\\\" class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e). This result is particularly meaningful because the Bollen\\u0026ndash;Stine bootstrap corrects for potential non-normality in the data distribution.\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab11\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 11\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eRegression Weights\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"7\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c7\\\" colnum=\\\"7\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eESD Dimensions\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eCT Dimensions\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eEstimate\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eS.E.\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003eC.R.\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003eP\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSystems Thinking and Future Orientation\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u0026lt;---\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eCreative Character\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.163\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.070\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e2.349\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.019\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSustainable Action and Community Engagement\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u0026lt;---\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eCreative Character\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.304\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.060\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e5.064\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eEthical Values and Social Responsibility\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u0026lt;---\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eCreative Character\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.100\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.045\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e2.239\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.025\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSystems Thinking and Future Orientation\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u0026lt;---\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eResist Premature Closure\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.438\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.075\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e5.877\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSustainable Action and Community Engagement\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u0026lt;---\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eResist Premature Closure\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.296\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.064\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e4.603\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eEthical Values and Social Responsibility\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u0026lt;---\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eResist Premature Closure\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.355\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.048\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e7.388\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSystems Thinking and Future Orientation\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u0026lt;---\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eOriginality\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.025\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.088\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.282\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.778\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSustainable Action and Community Engagement\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u0026lt;---\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eOriginality\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.053\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.076\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.697\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.486\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eEthical Values and Social Responsibility\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u0026lt;---\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eOriginality\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e\\u0026minus;\\u0026thinsp;.034\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.057\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e\\u0026minus;\\u0026thinsp;.594\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.552\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSystems Thinking and Future Orientation\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u0026lt;---\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSynthesising\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.152\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.073\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e2.076\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.038\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSustainable Action and Community Engagement\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u0026lt;---\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSynthesising\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.247\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.063\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e3.905\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eEthical Values and Social Responsibility\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u0026lt;---\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSynthesising\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.195\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.047\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e4.134\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSystems Thinking and Future Orientation\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u0026lt;---\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSensitivity\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.271\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.079\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e3.415\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSustainable Action and Community Engagement\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u0026lt;---\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSensitivity\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.075\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.068\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e1.092\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.275\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eEthical Values and Social Responsibility\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u0026lt;---\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSensitivity\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.064\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.051\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e1.252\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.211\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eTable\\u0026nbsp;\\u003cspan refid=\\\"Tab11\\\" class=\\\"InternalRef\\\"\\u003e11\\u003c/span\\u003e presents the structural regression paths examining the influence of CT dimensions on the ESD. The results show that some CT components predicted students\\u0026rsquo; ESD orientations with varied strengths. For example, the creative character dimension of CT predicted all dimensions of ESD. Specifically, on systems thinking and future orientation (β\\u0026thinsp;=\\u0026thinsp;.163, C.R. = 2.349, p = .019), on sustainable action and community engagement (β\\u0026thinsp;=\\u0026thinsp;.304, C.R. = 5.064, p \\u0026lt; .001), and on ethical values and social responsibility (β\\u0026thinsp;=\\u0026thinsp;.100, C.R. = 2.239, p = .025). These imply that students who shows higher levels of creative character appear to engage more towards future-oriented and systemic perspectives of sustainability while at same time, become more inclined toward active participation and foster stronger moral commitments toward sustainability and societal wellbeing.\\u003c/p\\u003e \\u003cp\\u003eLikewise, resistance to premature closure dimension appeared as a stronger predictor across the ESD dimensions. This dimension significantly predicted systems thinking and future orientation (β\\u0026thinsp;=\\u0026thinsp;.438, C.R. = 5.877, p \\u0026lt; .001), sustainable action and community engagement (β\\u0026thinsp;=\\u0026thinsp;.296, C.R. = 4.603, p \\u0026lt; .001) and ethical values and social responsibility (β\\u0026thinsp;=\\u0026thinsp;.355, C.R. = 7.388, p \\u0026lt; .001). The revelation implies that students who take some reflections in making conclusions are considerate towards complex sustainability systems.\\u003c/p\\u003e \\u003cp\\u003eHowever, originality showed no significant predictions on any of the dimensions of ESD. For example, no predictions were recorded on systems thinking and future orientation (β\\u0026thinsp;=\\u0026thinsp;.025, C.R. = .282, p = .778), sustainable action and community engagement (β\\u0026thinsp;=\\u0026thinsp;.053, C.R. = .697, p = .486), and ethical values and social responsibility (β = \\u0026minus;.034, C.R. = \\u0026minus;.594, p = .552). These revelations indicate that producing new ideas alone may not certainly lead to sustainability-oriented attitudes or behaviours among students.\\u003c/p\\u003e \\u003cp\\u003eThe synthesising dimension predicted all the dimensions of ESD. For example, it predicted on systems thinking and future orientation (β\\u0026thinsp;=\\u0026thinsp;.152, C.R. = 2.076, p = .038), sustainable action and community engagement (β\\u0026thinsp;=\\u0026thinsp;.247, C.R. = 3.905, p \\u0026lt; .001), and ethical values and social responsibility (β\\u0026thinsp;=\\u0026thinsp;.195, C.R. = 4.134, p \\u0026lt; .001). These results projects how important it is for students to engage in integrative thinking as it shapes their understanding regarding challenges in sustainability and their readiness to participate in accountable action.\\u003c/p\\u003e \\u003cp\\u003eLastly, sensitivity predicted systems thinking and future orientation (β\\u0026thinsp;=\\u0026thinsp;.271, C.R. = 3.415, p \\u0026lt; .001) but not on sustainable action and community engagement (β\\u0026thinsp;=\\u0026thinsp;.075, C.R. = 1.092, p = .275) and ethical values and social responsibility (β\\u0026thinsp;=\\u0026thinsp;.064, C.R. = 1.252, p = .211). This the result indicate that although mindfulness and insightfulness are important drivers of change they may not lead to direct engagement or ethical commitments in sustainable behaviours.\\u003c/p\\u003e \\u003cp\\u003e \\u003c/p\\u003e\"},{\"header\":\"Discussion\",\"content\":\"\\u003cp\\u003eThe current study explored the nexus of CT behaviours and ESD behaviours among selected Technical University students in Ghana. The results revealed that students demonstrated significantly high levels of critical thinking behaviours. This suggests that students possess relatively strong cognitive dispositions associated with reflective reasoning, synthesis of information, and evaluative judgment. The revelation shows that students possessed an important trait towards sustainable development. The finding supports the view offered by Rieckmann (\\u003cspan citationid=\\\"CR43\\\" class=\\\"CitationRef\\\"\\u003e2018\\u003c/span\\u003e) that this critical thinking ability in the students will enable them to query their own assumptions, provide critical analysis to complex systems, and scrutinise the long-term consequences of their own and other people\\u0026rsquo;s actions. Again, the findings corroborate with prior studies, which showed moderate to high levels of critical thinking among students (Din, \\u003cspan citationid=\\\"CR16\\\" class=\\\"CitationRef\\\"\\u003e2020\\u003c/span\\u003e; Van Damme et al., \\u003cspan citationid=\\\"CR58\\\" class=\\\"CitationRef\\\"\\u003e2023\\u003c/span\\u003e). Although students possessed appreciable levels of CT, it is important to note that sustainability education is not just developing analytical abilities but about cultivating a deeper awareness of interconnected systems and ethical responsibility toward the planet and society.\\u003c/p\\u003e \\u003cp\\u003eIn addition, the study found that students demonstrated significantly high levels of ESD behaviours. This implies that they engage in sustainability-related attitudes and practices and more are likely to emerge through students\\u0026rsquo; participations in experiential learning activities. Importantly, in the Ghanaian context, the emergence of the Standards-Based Curriculum has introduced competencies such as problem solving, collaboration, and critical thinking, which are closely aligned with ESD principles (Danquah \\u0026amp; Poku, \\u003cspan citationid=\\\"CR15\\\" class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e; Takyi et al., \\u003cspan citationid=\\\"CR54\\\" class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e). Therefore, relatively high levels of ESD behaviours observed in this study may reflect broader educational reforms aimed at fostering transformative competencies among learners at all levels. This outcome aligns with prior studies, signifying that university environments can foster awareness and engagement with sustainability issues (Griffiths, \\u003cspan citationid=\\\"CR23\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e; Leal et al., 2025). Also consistent with the current findings is that, sustainability education initiatives within universities can enhance students\\u0026rsquo; awareness, attitudes, and behavioural intentions related to sustainable development (Ang, \\u003cspan citationid=\\\"CR5\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e; Gupta et al., \\u003cspan citationid=\\\"CR24\\\" class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e). However, such behaviour may be adequate in the lives of students but they may not necessarily lead to productive outcomes (Bra\\u0026szlig;ler \\u0026amp; Sprenger, \\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e; Leal et al., \\u003cspan citationid=\\\"CR35\\\" class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e).\\u003c/p\\u003e \\u003cp\\u003eLastly, the structural equation modelling results showed that multiple components of CT predicted variedly on ESD orientations among students.\\u003c/p\\u003e \\u003cp\\u003eNotably, creative character, resistance to premature closure, and synthesising abilities significantly predicted ESD behaviours, including systems thinking, sustainable action, and ethical responsibility. These findings suggest that students who demonstrate openness to ideas, reflective judgment, and integrative reasoning are more likely to engage with sustainability concepts and behaviours.\\u003c/p\\u003e \\u003cp\\u003eThis outcome supports theoretical arguments that critical thinking serves as a foundational competency for sustainability education. According to Khasanah et al. (\\u003cspan citationid=\\\"CR32\\\" class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e), critical thinking enables individuals to understand complex socio-ecological systems and to develop innovative responses to sustainability challenges. The findings are also consistent with empirical studies demonstrating that critical thinking competencies positively influence sustainability-related attitudes and behaviours. Navarro et al. (\\u003cspan citationid=\\\"CR39\\\" class=\\\"CitationRef\\\"\\u003e2023\\u003c/span\\u003e) found that university students with stronger critical thinking abilities were more likely to engage in sustainability initiatives and environmental problem solving. Likewise, Islamah et al. (\\u003cspan citationid=\\\"CR29\\\" class=\\\"CitationRef\\\"\\u003e2025\\u003c/span\\u003e) reported that integrating critical thinking within environmental education enhances learners\\u0026rsquo; capacity to develop solutions to sustainability problems.\\u003c/p\\u003e\"},{\"header\":\"Conclusions\",\"content\":\"\\u003cp\\u003eThis study examined the relationship between critical thinking abilities and Education for Sustainable Development behaviours among higher education students in Ghana. Three key conclusions can be drawn from the findings. The study concludes that the university environments may provide opportunities for students to develop analytical and reflective reasoning skills necessary for addressing complex societal challenges. Likewise, higher education institutions serve as a potential environment to cultivate sustainability-oriented attitudes and practices among future professionals. Lastly, reflective judgment, integrative reasoning, and openness to multiple perspectives appear to play a crucial role in shaping sustainability behaviours among students.\\u003c/p\\u003e \\u003cp\\u003e \\u003cb\\u003eImplications for Counselling\\u003c/b\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003col\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eCounsellors should help students develop deliberate, reflective decision-making practices by encouraging them to pause and consider the long-term sustainability impacts and ethical implications of their career choices before committing to a path.\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eSince integrative thinking significantly predicts sustainable behaviours, counsellors should use counselling approaches that help students connect fragmented life experiences, emotions, and challenges into coherent narratives that reveal broader personal and societal meaning.\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eCounsellors must design accountability-focused interventions that help students translate their high sustainability awareness into concrete actions, whilst addressing barriers such as eco-anxiety, perfectionism, and inaction paralysis.\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eRather than assuming all critical thinkers benefit equally from counselling, counsellors should assess individual critical thinking profiles and tailor support to strengthen specific dimensions, recognising that novel ideas alone are insufficient without openness to perspectives and reflective judgment.\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eCounselling services should partner with community engagement, environmental projects, and real-world problem-solving initiatives to provide reflection and support within meaningful experiences, rather than relying solely on traditional office-based counselling conversations.\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003c/ol\\u003e \\u003c/p\\u003e \\u003cdiv id=\\\"Sec14\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eRecommendations\\u003c/h2\\u003e \\u003cp\\u003eBased on the findings of the study, several recommendations are proposed.\\u003c/p\\u003e \\u003cp\\u003e \\u003col\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eHigher education institutions should intentionally integrate critical thinking pedagogies within sustainability education programmes. Teaching approaches such as problem-based learning, inquiry-based learning, and interdisciplinary projects can help students apply critical thinking to real-world sustainability challenges.\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eUniversities should redesign curricula to incorporate Education for Sustainable Development as a cross-cutting theme across disciplines. Embedding sustainability concepts in engineering, business, social sciences, and technical programmes can strengthen students\\u0026rsquo; ability to apply critical thinking to sustainability issues.\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eInstitutions should promote experiential learning opportunities, including community engagement projects, environmental initiatives, and sustainability innovation programmes. Such initiatives allow students to translate critical thinking into practical sustainability behaviours.\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eFaculty development programmes should be implemented to equip educators with the skills needed to foster critical and transformative learning environments that support sustainability education.\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eEducational policymakers in Ghana should strengthen national frameworks that promote the integration of critical thinking and ESD competencies within higher education systems.\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003c/ol\\u003e \\u003c/p\\u003e \\u003c/div\\u003e \"},{\"header\":\"Declarations\",\"content\":\"\\u003cdiv id=\\\"Sec15\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eEthics Statement\\u003c/h2\\u003e \\u003cp\\u003eThis study followed the University of Education, Winneba Institutional Review Board. The research was conducted in accordance with the ethical principles of the Declaration of Helsinki (World Medical Association, 2013), the Belmont Report (White, 2020), and the guidelines and regulations of the University of Education, Winneba.\\u003c/p\\u003e \\u003c/div\\u003e\\u003cp\\u003e \\u003cstrong\\u003eEthical Approval\\u003c/strong\\u003e \\u003cp\\u003e Ethical clearance for this study was obtained from the University of Education, Winneba Institutional Review Board (UEW-IRB) [UEW-IRB/EDU/2025]. All procedures performed in this study involving human participants were carried out in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki Declaration and its later amendments.\\u003c/p\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cstrong\\u003eConsent to Participate\\u003c/strong\\u003e \\u003cp\\u003e Informed consent was obtained from all individual participants included in the study. Participation was voluntary, and respondents were assured of anonymity, confidentiality, and their right to withdraw at any stage without penalty. Consent was collected during the data collection period. For participants under the age of 16, written informed consent was obtained from their parents or legal guardians, and assent was also obtained from the minors themselves to ensure that their participation was informed and voluntary. All procedures were conducted in accordance with institutional ethical guidelines and established standards for research involving human participants.\\u003c/p\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cstrong\\u003eConsent to Publish\\u003c/strong\\u003e \\u003cp\\u003e The authors consented to the publication of this paper.\\u003c/p\\u003e \\u003c/p\\u003e\\u003cp\\u003e \\u003ch2\\u003eDeclaration of Interest\\u003c/h2\\u003e \\u003cp\\u003eThe author of this paper had no interest to declare in as much as idea conceptualization and conducting of this paper is concern.\\u003c/p\\u003e \\u003c/p\\u003e\\u003cp\\u003e \\u003ch2\\u003eClinical trial number\\u003c/h2\\u003e \\u003cp\\u003eNot applicable\\u003c/p\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cstrong\\u003eConsent to Publish\\u003c/strong\\u003e \\u003cp\\u003e \\u003cb\\u003edeclaration\\u003c/b\\u003e: Not applicable\\u003c/p\\u003e \\u003c/p\\u003e\\u003ch2\\u003eFunding\\u003c/h2\\u003e \\u003cp\\u003eThe author of this paper received no funding, whether internal or external.\\u003c/p\\u003e\\u003ch2\\u003eAuthor Contribution\\u003c/h2\\u003e\\u003cp\\u003eJ.O.E conceptualized the study, designed the methodology, supervised data collection, conducted the statistical analyses, and drafted the original manuscript. I.M. and G.N contributed to the theoretical framing of religiosity and disability studies, assisted in data interpretation, and critically reviewed the manuscript for intellectual content. R.K.N supported the development of the research instruments, validated the analytical procedures, and contributed to manuscript revision. K.T.D and V.E.E assisted with literature synthesis, data management, and manuscript editing. All authors read and approved the final manuscript.\\u003c/p\\u003e\\u003ch2\\u003eAcknowledgement\\u003c/h2\\u003e \\u003cp\\u003eThe authors duly acknowledge and appreciate the use of Claud AI and ChatGPT 4.o in proofreading the work and identifying redundant statements and phrases.\\u003c/p\\u003e\\u003ch2\\u003eData Availability\\u003c/h2\\u003e\\u003cp\\u003eData for this study are available and can be released upon an official request made to the authors.\\u003c/p\\u003e\"},{\"header\":\"References\",\"content\":\"\\u003col\\u003e\\u003cli\\u003e\\u003cspan\\u003eAbera HG. The role of education in achieving the Sustainable Development Goals (SDGs): A global evidence-based research article. Int J Social Sci Educ Res Stud. 2023;3(01):67\\u0026ndash;81.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eAfrane SK, Boaheng I. (2025). Revolutionizing Educational Pedagogy in Africa for Sustainable Development. 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JAMA. 2025;333(1):71\\u0026ndash;4.\\u003c/span\\u003e\\u003c/li\\u003e\\u003c/ol\\u003e\"}],\"fulltextSource\":\"\",\"fullText\":\"\",\"funders\":[],\"hasAdminPriorityOnWorkflow\":false,\"hasManuscriptDocX\":true,\"hasOptedInToPreprint\":true,\"hasPassedJournalQc\":\"\",\"hasAnyPriority\":false,\"hideJournal\":false,\"highlight\":\"\",\"institution\":\"\",\"isAcceptedByJournal\":false,\"isAuthorSuppliedPdf\":false,\"isDeskRejected\":\"\",\"isHiddenFromSearch\":false,\"isInQc\":false,\"isInWorkflow\":false,\"isPdf\":false,\"isPdfUpToDate\":true,\"isWithdrawnOrRetracted\":false,\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"discover-sustainability\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":false,\"externalIdentity\":\"disu\",\"sideBox\":\"Learn more about [Discover Sustainability](https://www.springer.com/43621)\",\"snPcode\":\"\",\"submissionUrl\":\"\",\"title\":\"Discover Sustainability\",\"twitterHandle\":\"\",\"acdcEnabled\":true,\"dfaEnabled\":true,\"editorialSystem\":\"stoa\",\"reportingPortfolio\":\"Discover Series\",\"inReviewEnabled\":true,\"inReviewRevisionsEnabled\":true},\"keywords\":\"Critical thinking, Education for Sustainable Development, sustainability behaviours, higher education, systems thinking, Ghana\",\"lastPublishedDoi\":\"10.21203/rs.3.rs-9222865/v1\",\"lastPublishedDoiUrl\":\"https://doi.org/10.21203/rs.3.rs-9222865/v1\",\"license\":{\"name\":\"CC BY 4.0\",\"url\":\"https://creativecommons.org/licenses/by/4.0/\"},\"manuscriptAbstract\":\"\\u003cp\\u003eEducation for Sustainable Development (ESD) has emerged as a central priority for higher education institutions seeking to equip learners with the competencies required to address complex global challenges such as climate change, social inequality, and environmental degradation. Despite its importance, empirical evidence examining the relationship between critical thinking abilities and ESD behaviours among higher education students in developing contexts remains limited. This therefore explored the nexus between critical thinking behaviours and Education for Sustainable Development behaviours among students in Technical Universities in Ghana. The study employed a cross-sectional survey design involving 549 students selected through simple random sampling from three Technical Universities in Ghana. Data were collected using the Gardiner Critical Thinking Scale and a newly developed Education for Sustainable Development Scale (ESDS-20). Descriptive statistics were used to examine the levels of CT and ESD behaviours among students, while covariance-based structural equation modelling (CB-SEM) was applied to determine the influence of CT dimensions on ESD behaviours. The findings revealed that students demonstrated significantly high levels of critical thinking abilities and Education for Sustainable Development behaviours. Structural equation modelling further indicated that several components of critical thinking significantly predicted ESD behaviours. The study concludes that critical thinking competencies play a vital role in shaping students\\u0026rsquo; sustainability behaviours and therefore constitute an essential foundation for Education for Sustainable Development in higher education. The results underscore the need for universities to integrate critical thinking pedagogies, interdisciplinary sustainability curricula, and experiential learning opportunities that allow for students to apply reflective reasoning to real-world sustainability challenges.\\u003c/p\\u003e\",\"manuscriptTitle\":\"Education For Sustainable Development through Critical Thinking Behaviours among Students in Ghana\",\"msid\":\"\",\"msnumber\":\"\",\"nonDraftVersions\":[{\"code\":1,\"date\":\"2026-04-24 09:26:34\",\"doi\":\"10.21203/rs.3.rs-9222865/v1\",\"editorialEvents\":[{\"type\":\"communityComments\",\"content\":0},{\"type\":\"decision\",\"content\":\"Revision requested\",\"date\":\"2026-05-04T11:33:47+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2026-05-01T08:21:39+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2026-04-30T06:46:48+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"111626081079828651674749546853872604458\",\"date\":\"2026-04-21T12:47:59+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"38265140606707195996513410220438494531\",\"date\":\"2026-04-20T11:34:25+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewersInvited\",\"content\":\"\",\"date\":\"2026-04-16T12:24:16+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorAssigned\",\"content\":\"\",\"date\":\"2026-04-16T12:21:23+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorInvited\",\"content\":\"\",\"date\":\"2026-04-15T11:55:28+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"checksComplete\",\"content\":\"\",\"date\":\"2026-04-14T13:32:55+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"submitted\",\"content\":\"Discover Sustainability\",\"date\":\"2026-04-14T12:20:56+00:00\",\"index\":\"\",\"fulltext\":\"\"}],\"status\":\"published\",\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"discover-sustainability\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":false,\"externalIdentity\":\"disu\",\"sideBox\":\"Learn more about [Discover Sustainability](https://www.springer.com/43621)\",\"snPcode\":\"\",\"submissionUrl\":\"\",\"title\":\"Discover Sustainability\",\"twitterHandle\":\"\",\"acdcEnabled\":true,\"dfaEnabled\":true,\"editorialSystem\":\"stoa\",\"reportingPortfolio\":\"Discover Series\",\"inReviewEnabled\":true,\"inReviewRevisionsEnabled\":true}}],\"origin\":\"\",\"ownerIdentity\":\"3978c2ad-2f46-4fd2-9507-098df86f4c7d\",\"owner\":[],\"postedDate\":\"April 24th, 2026\",\"published\":true,\"recentEditorialEvents\":[{\"type\":\"decision\",\"content\":\"Revision requested\",\"date\":\"2026-05-04T11:33:47+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2026-05-01T08:21:39+00:00\",\"index\":26,\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2026-04-30T06:46:48+00:00\",\"index\":25,\"fulltext\":\"\"}],\"rejectedJournal\":[],\"revision\":\"\",\"amendment\":\"\",\"status\":\"under-review\",\"subjectAreas\":[],\"tags\":[],\"updatedAt\":\"2026-05-13T09:08:53+00:00\",\"versionOfRecord\":[],\"versionCreatedAt\":\"2026-04-24 09:26:34\",\"video\":\"\",\"vorDoi\":\"\",\"vorDoiUrl\":\"\",\"workflowStages\":[]},\"version\":\"v1\",\"identity\":\"rs-9222865\",\"journalConfig\":\"researchsquare\"},\"__N_SSP\":true},\"page\":\"/article/[identity]/[[...version]]\",\"query\":{\"redirect\":\"/article/rs-9222865\",\"identity\":\"rs-9222865\",\"version\":[\"v1\"]},\"buildId\":\"XKTyCvWXoU3ODBz1xrDgd\",\"isFallback\":false,\"isExperimentalCompile\":false,\"dynamicIds\":[84888],\"gssp\":true,\"scriptLoader\":[]}","source_license":"CC-BY-4.0","license_restricted":false}