The Impact of a River Cleanup Program on Youth’s Pro-Environmental Behavior through Educational Tourism

The Impact of a River Cleanup Program on Youth’s Pro-Environmental Behavior through Educational Tourism | 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 The Impact of a River Cleanup Program on Youth’s Pro-Environmental Behavior through Educational Tourism Eldo Delamontano, Cipta Endyana, Yunus Winoto, Evi Novianti This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7695179/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study examines how experiential educational tourism can foster pro-environmental behavior among youth, using a strategic management model validated through a river cleanup program. While educational tourism is recognized for linking learning with tangible outcomes, there is a lack of empirical validation for integrated frameworks that explain pathways to behavior change, particularly among youth populations. Using a quantitative approach, this study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze data from 206 participants in Indonesia’s SatuBumi River Cleanup initiative. The conceptual framework, grounded in the Experiential Learning Theory (ELT), Theory of Planned Behavior (TPB), and Value-Belief-Norm (VBN) model, posits that awareness, knowledge, motivation, and participation collectively shape pro-environmental behavior. The results show that the model explains a substantial amount of the variance in pro-environmental behavior (R² = 0.517), indicating strong predictive power. Findings from the hypothesis tests reveal that awareness, motivation, and participation significantly influence pro-environmental behavior. Conversely, knowledge showed no significant direct effect on behavior. This research offers a robust, empirically-tested model that refines behavioral theories by underscoring the limited role of knowledge alone in driving behavior change. The findings provide practical implications for policymakers and educators to design more effective and replicable environmental interventions. Educational Tourism Experiential Learning Pro-Environmental Behavior River Cleanup Program Strategic Management Figures Figure 1 Figure 2 1. Introduction Educational tourism has emerged as a strategic intervention that extends beyond traditional learning by embedding transformative experiences into structured travel and outdoor activities. Rather than focusing solely on knowledge transfer, educational tourism engages participants in direct encounters with environmental challenges, thereby linking abstract awareness to tangible behavioral outcomes. Defined as a form of travel that integrates educational content with experiential activities (Sharma, 2015 ), educational tourism offers a context in which participants not only learn about environmental issues but also engage in reflective and participatory practices that encourage them to act on that knowledge (Bettencourt et al., 2021 ; Debrah et al., 2021 ). In this way, educational tourism provides a promising avenue for cultivating the pro-environmental behaviors necessary to address today’s sustainability challenges. Rivers, as vulnerable and vital freshwater ecosystems, exemplify the potential of educational tourism as an outdoor classroom (Rushton, 2021 ). They are ecologically significant, culturally symbolic, and visibly affected by human activity, making them highly effective sites for experiential learning. Yet rivers in many emerging economies are under severe ecological stress, suffering from industrial discharge, domestic waste, and ineffective waste management systems (Basuki et al., 2024 ). Indonesia’s Citarum River has become a global symbol of this crisis, often described as one of the world’s most polluted rivers due to decades of domestic and industrial waste accumulation (Endyana et al., 2023 ; Hadian et al., 2021 ). Despite extensive government and NGO-led rehabilitation programs such as Citarum Harum (Satgas Citarum Harum, 2018 ), recovery has been slow and outcomes often unsustainable. This situation underscores a critical insight: technical interventions, such as waste removal and infrastructure improvements, are insufficient unless complemented by efforts to cultivate pro-environmental responsibility, especially among youth who represent the next generation of environmental stewards (Andri & Aziz, 2021 ; Delamontano et al., 2025 ; Lucrezi & Digun-Aweto, 2020 ; Syafei & Ulya, 2023 ). Youth engagement in environmental education has often been limited to classroom-based programs that emphasize information dissemination over transformative learning. While such approaches succeed in raising awareness, they often fail to generate the emotional connection and behavioral commitment required for long-term sustainability. Promoting pro-environmental behavior requires more than knowledge transfer—it must also involve affective engagement, reflective practices, and opportunities for participatory action (Rushton, 2021 ). Educational tourism, when strategically designed as an experiential intervention, offers a pathway to fill this gap. By combining hands-on environmental restoration activities with guided reflection and collaborative learning, educational tourism can help shape enduring attitudes (Swapan, 2016 ), values (Ardoin et al., 2020 ), and behaviors (Phou et al., 2025 ). A growing body of scholarship has examined education and sustainability, but important gaps remain. Prior studies emphasize the value of environmental volunteering projects in raising awareness and fostering civic participation (Puiu & Udriștioiu, 2023 ). Research on e-learning models within the framework of Education for Sustainable Development (ESD) demonstrates how technology and pedagogy can strengthen sustainability competencies such as reflection, systems thinking, and collaborative problem solving (Zhang et al., 2020 ). In organizational contexts, the mediating role of environmental awareness in shaping employees’ green behavior, showing that structured interventions can effectively translate awareness into action (Darvishmotevali & Altinay, 2022 ). Collectively, these contributions indicate that experiential and institutional interventions can influence sustainability outcomes across multiple contexts. However, several limitations characterize the current literature. First, few studies examine how field-based educational tourism programs—particularly those targeting youth—can be systematically designed and managed to drive measurable pro-environmental behavior change. Second, while constructs such as awareness, knowledge, motivation, and participation are frequently invoked, there has been little empirical validation of how these mechanisms interact within an integrated framework. Third, much of the existing work remains descriptive or conceptual, leaving a lack of robust empirical testing. Only limited research has employed advanced structural modeling approaches such as Partial Least Squares Structural Equation Modeling (PLS-SEM), which can evaluate both the reliability and predictive power of behavior-change frameworks in education and tourism contexts. Addressing these gaps is crucial for establishing a replicable model of educational tourism that can be applied in diverse environmental and cultural settings. This study builds on established theoretical foundations to provide such a model. Kolb’s Experiential Learning Theory (1984) emphasizes that transformative learning occurs through a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation (Hung et al., 2023 ; Morris, 2020 ). River cleanup programs embody this cycle by enabling students to directly experience environmental degradation, reflect through storytelling and guided discussion, conceptualize the importance of sustainable behavior, and act through participatory restoration. In parallel, the Theory of Planned Behavior (Ajzen, 1991 ) highlights how attitudes, subjective norms, and perceived behavioral control shape individual actions (Ajzen, 1991 ; Bosnjak et al., 2020 ). Within educational tourism, awareness and reflection strengthen pro-environmental attitudes, while group participation reinforces normative pressure and perceived efficacy. The Value-Belief-Norm framework by Stern (2000) further suggests that values and beliefs about environmental responsibility generate moral obligations, which in turn predict sustainable behavior (Canlas et al., 2022 ; Karimi, 2019 ). Together, these frameworks provide a theoretical basis for understanding how awareness, knowledge, motivation, and participation operate as drivers of pro-environmental behavior in experiential educational settings. Against this backdrop, the present study develops and empirically tests a strategic management model of experiential educational tourism through the case of the SatuBumi River Cleanup initiative in Indonesia. This program integrates environmental storytelling, river restoration activities, and student reflection to foster both cognitive and affective learning. A quantitative approach was employed, using PLS-SEM to analyze data collected from high school students who participated in a one-day cleanup activity at the Citarum River. The survey instrument measured five key constructs: awareness, knowledge, motivation, participation, and pro-environmental behavior. By testing the relationships among these constructs, the study provides a rigorous framework for evaluating how strategic educational tourism interventions can influence sustainable behavior among youth. The study seeks to answer the following research question: How can experiential educational tourism, specifically river cleanup programs for high school students, be strategically designed and managed to foster pro-environmental behavior change? By addressing this question, the research contributes both theoretically and practically. Theoretically, it integrates experiential learning theory with behavioral frameworks to explain the pathways from environmental awareness to sustainable behavior. Practically, it offers a management model that can guide policymakers, educators, and tourism practitioners in designing interventions that go beyond technical fixes and cultivate a culture of environmental responsibility. 2. Literature Review and Hypotheses Development 2.1. Educational Tourism and Experiential Learning Educational tourism, as part of the broader niche tourism framework, refers to travel that integrates structured learning experiences with direct engagement in a destination’s cultural or environmental context (Novelli, 2004 ; Ritchie et al., 2004 ). Unlike passive sightseeing, educational tourism emphasizes knowledge acquisition, skill development, and emotional reflection (Andari, 2023 ; Sharma, 2015 ). In sustainability contexts, it has shown potential to foster environmental consciousness by linking experiential learning with real-world environmental issues (Meng et al., 2023 ; Prakapıenė & Olberkytė, 2013 ). This positions educational tourism as not only a pedagogical tool but also a vehicle for cultivating long-term pro-environmental behavior. Kolb’s Experiential Learning Theory (ELT) provides the theoretical foundation for this transformation. ELT posits that knowledge is constructed through concrete experiences, reflective observation, abstract conceptualization, and active experimentation(Hung et al., 2023 ; Morris, 2020 ; Sukardi et al., 2023 ). This cycle is particularly relevant in environmental education, where direct engagement with ecosystems such as rivers enables learners to develop stronger cognitive and affective connections (Chan, 2022 ; De Meyer et al., 2021 ). By allowing students to experience ecological degradation firsthand, reflect on its causes, conceptualize solutions, and act through restoration, educational tourism operationalizes ELT in a way that bridges awareness and behavioral transformation. Thus, initiatives like river cleanups illustrate how educational tourism can extend beyond classroom learning to shape sustainable values and practices among youth. 2.2. Youth and Pro-Environmental Behavior Young people represent a strategic target for environmental behavior change initiatives due to their developmental plasticity, receptiveness to new norms, and potential for long-term influence (Lucrezi & Digun-Aweto, 2020 ). Adolescents and young adults are in formative stages of identity development, where values, attitudes, and habits can be shaped through educational interventions. Programs that combine emotional engagement with participatory action have proven more effective than information-only approaches in catalyzing sustainable behavior among youth populations (Bettencourt et al., 2021 ; Darvishmotevali & Altinay, 2022 ). In Indonesia, the Adiwiyata Program demonstrates how structured school-based environmental education can reinforce behavioral targets by embedding sustainability practices into institutional activities (Hariyanto, 2019 ; Widodo & Perawironegoro, 2020 ). However, such programs often remain classroom-centric, emphasizing cognitive awareness while neglecting experiential and affective dimensions. Without opportunities for active participation and reflection, their capacity to generate lasting pro-environmental behavior is limited. Theoretical models further underscore the importance of youth-focused interventions. The Theory of Planned Behavior (TPB) suggests that environmental attitudes, perceived social norms, and perceived behavioral control collectively shape behavioral intentions and actions (Ajzen, 1991 ). Educational tourism activities such as river cleanups can strengthen positive attitudes through hands-on learning, enhance normative pressure via group participation, and build perceived control by equipping students with practical skills. Likewise, the Value-Belief-Norm (VBN) framework argues that pro-environmental actions arise when individuals’ values activate beliefs about environmental threats, which in turn generate personal norms to act (Canlas et al., 2022 ; Karimi, 2019 ). Awareness-building activities in youth populations are particularly effective in activating these moral obligations. Storytelling has emerged as an additional mechanism for enhancing behavioral outcomes among young learners. Narrative-driven approaches foster emotional identification, critical reflection, and a sense of personal responsibility (De Meyer et al., 2021 ; Richards et al., 2018 ). When embedded in experiential educational tourism, storytelling can bridge scientific content with human values, helping students relate global challenges such as pollution or climate change to their lived experiences (Bloomfield & Manktelow, 2021 ; Rahmawati et al., 2024). Peer storytelling, in particular, leverages trust and shared identity among students, amplifying motivation and strengthening behavioral intentions (Rahmawati et al., 2021 ). By engaging with compelling narratives, students can be motivated to develop more reflective awareness and foster pro-environmental behaviors, claiming a personal stake in shaping a sustainable future (Henderson & Green, 2020 ). In summary, youth are uniquely positioned as agents of environmental change. Interventions that integrate experiential engagement, participatory action, and reflective storytelling are more likely to instill durable pro-environmental values and behaviors than conventional education alone. By applying TPB, VBN, and experiential learning principles, this study situates youth-centered educational tourism as a powerful strategy to cultivate sustainable behavior. 2.3. Strategic Management of Environmental Education Programs Educational tourism initiatives can be understood not only as pedagogical tools but also as strategically designed interventions that align organizational goals (e.g., conservation, education, and community engagement) with measurable behavioral outcomes (Capellán-Pérez et al., 2019 ). From a management perspective, successful environmental education programs require more than isolated activities; they depend on careful design, stakeholder collaboration, and contextual adaptation (Ismail & Salim, 2013 ; Puspita & Izzatusholekha, 2023 ). This strategic lens emphasizes program sustainability, replicability, and scalability—qualities essential for addressing persistent challenges such as river pollution in emerging economies (Koderi et al., 2018 ; Tomasi et al., 2020 ). Despite increasing attention to environmental education, empirical studies that integrate strategic management principles with behavior change outcomes remain scarce. Many interventions focus on immediate educational impacts (e.g., awareness or short-term attitude shifts) while neglecting program structure, governance, and long-term behavioral sustainability. Few studies have attempted to model these strategic components within a cohesive analytical framework. This gap limits both the theoretical advancement of educational tourism research and its practical application for policymakers and program managers. Recent scholarship demonstrates the potential of Partial Least Squares Structural Equation Modeling (PLS-SEM) to fill this void by testing complex models that combine cognitive, affective, and behavioral constructs. PLS-SEM has been used to examine sustainability innovations and environmental leadership (Pereira et al., 2024 ), evaluate community eco-literacy in river restoration projects (Juliandar et al., 2023 ), and improve waste management performance by modeling efficiency, effectiveness, and infrastructure variables (Khan et al., 2022 ). These studies underscore the value of PLS-SEM for analyzing multifaceted environmental programs where constructs may be interdependent and sample sizes relatively small. Importantly, PLS-SEM is well-suited for exploratory contexts and limited datasets, making it appropriate for the present study’s focus on a one-day river cleanup program with 30 student participants (Hair et al., 2021 ; Sabol et al., 2023 ). At the same time, most existing research isolates constructs such as awareness, knowledge, motivation, and participation rather than integrating them into a unified model. Environmental education studies often measure single outcomes (e.g., knowledge gain or awareness levels) without examining how these interact to produce actual pro-environmental behavior (Cavalcante et al., 2021 ; Mondino & Beery, 2018 ). This fragmentation limits our understanding of how strategic interventions can be designed holistically. To address this gap, the present study proposes a strategic management model of experiential educational tourism, grounded in experiential learning and behavioral theories, and validated through PLS-SEM. By integrating cognitive (awareness, knowledge), affective (motivation), and behavioral (participation, pro-environmental behavior) constructs, the model aims to capture the full pathway from learning experiences to sustainable action. This approach situates educational tourism not only as a teaching strategy but also as a management framework for fostering systemic environmental behavior change. 2.4. Strategic Management of Environmental Education Programs Building on the preceding literature, this study proposes a strategic management model of experiential educational tourism that explains how participation in river cleanup programs can foster pro-environmental behavior among youth. The model integrates Kolb’s Experiential Learning Theory (ELT), the Theory of Planned Behavior (TPB), and the Value-Belief-Norm (VBN) framework, grounding the proposed constructs in well-established theories of learning and behavior change. Five core constructs are emphasized: awareness, knowledge, motivation, participation, and pro-environmental behavior. Awareness Awareness refers to an individual’s recognition of environmental problems and their ecological and social consequences. In ELT, awareness develops through concrete experience and reflective observation during activities such as river cleanups. In TPB, awareness contributes to attitude formation by shaping how individuals evaluate environmental actions. In VBN, awareness of consequences activates beliefs that form the foundation for moral norms (Karimi, 2019). • Hypothesis 1 (H1): Environmental awareness positively influences pro-environmental behavior. Knowledge Knowledge encompasses factual and conceptual understanding of environmental systems, including sources of pollution and sustainable practices. In ELT, knowledge corresponds to abstract conceptualization, where learners derive general principles from direct experience. Within TPB, knowledge enhances perceived behavioral control, equipping individuals with confidence to act. • Hypothesis 2 (H2): Environmental knowledge positively influences pro-environmental behavior. Motivation Motivation represents the intrinsic and extrinsic drivers that encourage individuals to act in environmentally responsible ways. ELT situates motivation in the transition to active experimentation, where learners apply insights gained through experience. In TPB, motivation reflects behavioral intention, shaped by attitudes, norms, and perceived control. In VBN, motivation embodies moral obligation, where awareness and values are internalized into a duty to act sustainably. • Hypothesis 3 (H3): Motivation to preserve nature positively influences pro-environmental behavior. Participation Participation refers to active engagement in environmental actions such as cleanup activities, collaborative reflection, and peer-to-peer storytelling. In ELT, participation represents active experimentation, reinforcing learning through practice. Within TPB, participation enhances subjective norms, as collective action strengthens social expectations for sustainable behavior. Participation provides not only practice but also reinforcement, making sustainable behavior more likely to persist. • Hypothesis 4 (H4): Participation in environmental activities positively influences pro-environmental behavior. Mediating Pathways While awareness and knowledge can directly shape pro-environmental behavior, their influence is often mediated by motivation and participation. VBN emphasizes that awareness activates beliefs, which stimulate motivation to act. Similarly, experiential interventions show that awareness is most effective when coupled with opportunities for participation, which translate intention into action. • Hypothesis 5 (H5): Motivation mediates the relationship between awareness and pro-environmental behavior. • Hypothesis 6 (H6): Participation mediates the relationship between awareness and pro-environmental behavior. Table 1 Hypotheses of the Environmental Education Tourism Model Hypothesis Theoretical Justification Literature Support H1: Awareness → Pro-environmental behavior Awareness shapes attitudes (TPB); activates moral norms (VBN) (Bettencourt et al., 2021; Mondino & Beery, 2018) H2: Knowledge → Pro-environmental behavior Enhances perceived control (TPB); supports abstract conceptualization (ELT) (Cavalcante et al., 2021; Sharma, 2015) H3: Motivation → Pro-environmental behavior Reflects moral obligation (VBN); intention to act (TPB) (Darvishmotevali & Altinay, 2022; Lucrezi & Digun-Aweto, 2020) H4: Participation → Pro-environmental behavior Reinforces norms (TPB); enables active experimentation (ELT) (Puiu & Udriștioiu, 2023; Sextus et al., 2024) H5: Motivation mediates Awareness → Behavior Awareness fosters motivation through internalized norms (VBN) (Darvishmotevali & Altinay, 2022; Karimi, 2019) H6: Participation mediates Awareness → Behavior Awareness drives action through experiential participation (ELT, TPB) (Rahmawati et al., 2024; Wyles et al., 2017) Source: compilation by author (2025) Drawing on the SatuBumi initiative, this study develops a conceptual framework in which experiential educational tourism is positioned as a strategic mechanism to foster environmental behavior. The model incorporates five key constructs—environmental awareness, ecological knowledge, motivation, participatory action, and pro-environmental behavior—each grounded in established theories of environmental education, experiential learning, and behavioral change. As shown in Fig. 1, awareness and knowledge are conceptualized as the foundational elements, while motivation and participation operate as mediating pathways that channel their effects toward pro-environmental behavior as the ultimate outcome. The framework integrates principles from Experiential Learning Theory (ELT), the Theory of Planned Behavior (TPB), and the Value-Belief-Norm (VBN) model, providing a robust theoretical basis for the study. 3. Method This study adopts a quantitative research design to examine the influence of educational tourism experiences on pro-environmental behavior among high school students. The research aims to empirically validate a strategic management model that integrates experiential learning, environmental engagement, and behavioral change within the context of the SatuBumi River Cleanup program. The study is positioned within the framework of Partial Least Squares Structural Equation Modeling (PLS-SEM), which is suitable for exploratory modeling and theory development involving latent constructs. 3.1. Research Population, Sample, and Sampling Technique The research population in this study consisted of youth participants engaged in environmental education initiatives situated along the Citarum River, one of Indonesia’s most critical yet ecologically challenged watersheds. The sample comprised a total of 206 respondents, including 30 high school students from Adiwiyata-affiliated schools and 176 university students from local higher education institutions. Adiwiyata schools are nationally recognized for embedding environmental values into formal curricula, while university students represent the broader youth cohort increasingly targeted in sustainability campaigns. Participants were involved in the SatuBumi River Cleanup Program, conducted across multiple sessions between December 2024 and April 2025. The program was designed as a structured educational tourism activity that combined guided ecological exploration, direct river restoration practices, and environmental storytelling. This immersive approach exposed participants not only to the realities of river pollution but also to community-based conservation strategies and cultural narratives tied to the river’s identity. A purposive sampling technique was employed to ensure relevance and depth. Eligible participants were those who completed the full one-day program and voluntarily responded to the post-activity survey, which was administered on-site immediately following participation. While the high school subgroup (aged 15–17) was strategically chosen due to their developmental stage and alignment with Indonesia’s Adiwiyata policy objectives, the inclusion of university students expanded the study’s scope to capture variations across youth cohorts. This combined approach provided both policy relevance for secondary education and broader generalizability to emerging adult populations engaged in environmental action. Table 2 Demography of Participants Variable Sub variable N % Sex Male 91 44.2% Female 115 55.8% Age 15–19 yo 70 34.0% 20–24 yo 136 66.0% Education Level High School 30 14.6% University 176 85.4% TOTAL 206 Source: compilation by author (2025) 3.2. Research Procedure and Data Collection Data collection was carried out in conjunction with the SatuBumi River Cleanup Program, a series of structured educational tourism activities conducted along the Citarum River from December 2024 to April 2025. Each session involved orientation, ecological fieldwork, river cleanup activities, environmental storytelling, and reflective discussion. At the conclusion of each one-day program, participants were invited to complete a self-administered survey questionnaire designed to measure the study constructs: environmental awareness, ecological knowledge, motivation, participatory action, and pro-environmental behavior. The instrument was adapted from validated environmental education and behavior change studies, with items measured on a five-point Likert scale ranging from 1 (“strongly disagree”) to 5 (“strongly agree”). The questionnaire was piloted with a small group of students (n = 10) to ensure clarity and cultural relevance before full administration. Participation in the survey was voluntary. Informed consent was obtained from all respondents, with parental consent additionally secured for participants under 18 years of age. Respondents were assured of anonymity and confidentiality, and data were used solely for academic purposes. Of the total 220 program participants, 206 provided valid and complete responses (response rate = 93.6%). Data were coded and processed using R Studi for analysis. Prior to structural model testing, responses were screened for missing values, outliers, and normality. Since PLS-SEM is robust to non-normal data distributions, all 206 cases were retained for subsequent measurement and structural model analysis. 3.3. Observed Variables and Construct Definitions All five constructs in the conceptual framework—environmental awareness, environmental knowledge, motivation to preserve nature, participatory action, and pro-environmental behavior—were operationalized as reflective latent variables. Each construct was measured using five indicators adapted from validated scales in prior studies on environmental education and pro-environmental behavior (Bettencourt et al., 2021 ; Darvishmotevali & Altinay, 2022 ; Puiu & Udriștioiu, 2023 ; Sharma, 2015 ). Responses were collected on a five-point Likert scale ranging from 1 (“strongly disagree”) to 5 (“strongly agree”). To ensure content validity, the draft questionnaire was reviewed by two experts in environmental education and sustainability research. A pilot test with a small group of students (n = 10) confirmed clarity and contextual relevance, leading to minor wording refinements. The final instrument, presented in Table 2 , lists each construct, its indicators, and corresponding literature sources. Table 3 Variable and Indicator Variable Code Indicator Awareness of Natural and Environmental Conditions AKAL1 "I am aware of the condition of the Citarum River and actively seek further information regarding it." AKAL2 "I consistently endeavor to recycle the waste I produced." AKAL3 "I perceive that the use of single-use plastics should be promptly reduced to safeguard the environment." AKAL4 "I am of the opinion that public education on the importance of maintaining river cleanliness is imperative." AKAL5 "I am concerned about the escalating severity of river pollution attributed to industrial waste and plastic refuse." Natural and Environmental Knowledge PAL1 "I perceive that a dearth of information regarding nature conservation initiatives impedes my involvement." PAL2 "I contend that early childhood environmental education is crucial for fostering a generation committed to environmental stewardship." PAL3 "I possess adequate information concerning the condition of the rivers in my residential vicinity." PAL4 "Knowledge of climate change is not considered essential for determining mitigation actions." PAL5 "The discharge of waste into rivers does not exert long-term effects on freshwater ecosystems." Motivation to preserve nature MLA1 "I perceive that maintaining the preservation of nature and the environment is my responsibility." MLA2 "I aspire to preserve nature for future generations." MLA3 "I wish to participate in nature conservation movements." MLA4 "Reducing plastic waste has no discernible impact on environmental and river conservation efforts." MLA5 "Only large organizations are capable of contributing to environmental conservation initiatives." Participatory nature conservation activities PKPL1 "I participate in waste management or recycling programs within my community." PKPL2 "I am actively involved in communities or organizations dedicated to nature conservation." PKPL3 "I find it convenient to identify nature conservation activities that align with my interests." PKPL4 "Nature conservation activities exclusively benefit specific groups." PKPL5 "Nature conservation activities are exclusively undertaken by individuals possessing ample leisure time." Sustainable Environmentally Caring Behavior PPLB1 "I utilize reusable items to mitigate waste generation." PPLB2 "The use of single-use products is perceived as more convenient." PPLB3 "The procurement of local products is considered to have no impact on environmental sustainability." PPLB4 "I endeavor to plant trees or cultivate vegetation to facilitate carbon dioxide absorption." PPLB5 "I am motivated to encourage my family and others to participate in environmental preservation." Source: compilation by author (2025) 3.4. Data Analysis Data analysis was conducted using the R programming language with the support of the RStudio interface in R-4.4.1 version. The study utilized the tidyverse, seminr, and psych packages to manage data preprocessing, construct measurement models, and conduct psychometric testing. PLS-SEM was used to assess both the measurement (outer) model and the structural (inner) model. The analysis followed two main stages: Outer Model Assessment: This included testing for convergent validity (via outer loadings and Average Variance Extracted/AVE), discriminant validity (via cross-loadings), and internal consistency reliability (via Cronbach’s alpha, composite reliability/rhoC, and rhoA). Inner Model Assessment: The structural model was evaluated using R-squared (R²) to determine the explanatory power of the framework. 4. Result This study validated a strategic management model of experiential educational tourism aimed at fostering pro-environmental behavior among youth. Data were drawn from 206 participants (30 high school and 176 university students) who joined the SatuBumi River Cleanup Program held between December 2024 and April 2025. The analysis is reported in two parts: first, the measurement model, which evaluates reliability and validity of the constructs; and second, the structural model, which tests the proposed hypotheses and the overall explanatory power of the framework. 4.1. Measurement Model Validation The outer model was first assessed for reliability and validity. Convergent validity was confirmed after eliminating weak indicators, with all retained items showing outer loadings above 0.70. Data reliability was assessed through Cronbach’s Alpha, composite reliability (rhoC), and rhoA values. As shown in the table above, Cronbach’s Alpha exceeded the 0.70 threshold and the composite reliability coefficients exceeded the 0.60 threshold. These indicating that each construct in this stage of the study is statistically reliable and can be considered trustworthy. Table 4 Outer Loadings After Adjustments Variabel Indicator outer loadings outer loadings^2 Cronbach's Alpha rhoC rhoA Result Threshold > 0.7 > 0.5 > 0.7 > 0.6 > 0.6 Awareness 0.843 0.899 0.843 Reliable AKAL1 0.624 0.39 Valid AKAL3 0.883 0.779 Valid AKAL4 0.878 0.772 Valid AKAL5 0.914 0.836 Valid Knowledge 0.333 0.746 0.349 Weak reability PAL1 0.843 0.711 Valid PAL2 0.695 0.483 Valid Motivation 0.844 0.906 0.852 Reliable MLA1 0.833 0.695 Valid MLA2 0.919 0.845 Valid MLA3 0.866 0.75 Valid Participative 0.79 0.877 0.82 Reliable PKPL1 0.89 0.792 Valid PKPL2 0.886 0.784 Valid PKPL3 0.736 0.542 Valid Behavior 0.772 0.867 0.78 Reliable PPLB1 0.803 0.645 Valid PPLB4 0.828 0.685 Valid PPLB5 0.853 0.727 Valid Source: compile and calculate by author using R Studio (2025) Table 5 AVE After Adjustments Awareness Knowledge Motivation Participative Behavior AVE 0.694 0.597 0.763 0.706 0.686 Source: compile and calculate by author using R Studio (2025) The assessment of the measurement model shows that most constructs met the criteria for reliability and validity, with one exception. Awareness emerged as a reliable and valid construct. Cronbach’s alpha (0.843), composite reliability (0.899), and rho_A (0.843) were all well above the recommended thresholds, while the AVE (0.694) confirmed strong convergent validity. This indicates that the indicators consistently captured students’ recognition and concern about environmental issues, particularly river pollution. Knowledge, however, displayed weaker performance. Although its composite reliability (0.746) and AVE (0.597) surpassed the minimum standards, Cronbach’s alpha (0.333) and rho_A (0.349) were far below recommended values. This suggests that students’ factual understanding of environmental concepts was less consistent across items, reflecting a more fragmented grasp compared to their emotional awareness or motivation. Motivation demonstrated excellent psychometric properties, with Cronbach’s alpha (0.844), composite reliability (0.906), and rho_A (0.852) all indicating strong internal consistency, and an AVE of 0.763 confirming convergent validity. These results suggest that students consistently reported being driven to protect and preserve nature after participating in the program. Participation also showed strong reliability, with Cronbach’s alpha (0.790), composite reliability (0.877), and rho_A (0.820) all exceeding recommended thresholds. The AVE value (0.706) supported good convergent validity, indicating that the indicators effectively captured students’ active involvement in cleanup activities and related environmental practices. Finally, Pro-Environmental Behavior achieved solid results, with Cronbach’s alpha (0.772), composite reliability (0.867), rho_A (0.780), and AVE (0.686) all meeting or exceeding thresholds. This shows that the construct was measured consistently, reflecting both intended and actual sustainable actions in daily life. Overall, the analysis confirms that four constructs—awareness, motivation, participation, and pro-environmental behavior—were measured reliably and validly. Knowledge, while conceptually relevant, requires refinement due to its weak reliability; therefore, any structural relationships involving this construct should be interpreted with caution. Tabel 6. Cross-loading Indicator Awareness Knowledge Motivation Participatory Behavior AKAL1 0.624 0.409 0.464 0.416 0.52 AKAL3 0.883 0.508 0.579 0.098 0.462 AKAL4 0.878 0.525 0.583 0.139 0.486 AKAL5 0.914 0.578 0.602 0.11 0.487 PAL2 0.698 0.843 0.481 0.129 0.401 PAL3 0.184 0.695 0.162 0.458 0.3 MLA1 0.508 0.361 0.833 0.21 0.541 MLA2 0.689 0.425 0.919 0.26 0.542 MLA3 0.563 0.37 0.866 0.427 0.597 PKPL1 0.225 0.277 0.329 0.89 0.451 PKPL2 0.193 0.278 0.266 0.886 0.321 PKPL3 0.159 0.326 0.26 0.736 0.332 PPLB1 0.464 0.424 0.49 0.32 0.803 PPLB4 0.418 0.343 0.448 0.463 0.828 PPLB5 0.578 0.376 0.633 0.335 0.853 Source: compile and calculate by author using R Studio (2025) To further assess discriminant validity, cross-loading analysis was conducted. The results demonstrate that each indicator loaded highest on its intended construct compared to all other constructs, satisfying the Fornell–Larcker criterion for reflective models. For example, indicators of awareness (AKAL3, AKAL4, AKAL5) all displayed high loadings (> 0.87) on the awareness construct, while their correlations with motivation, participation, and behavior were consistently lower. Similarly, knowledge items (PAL2 = 0.843; PAL3 = 0.695) and motivation items (MLA1 = 0.833; MLA2 = 0.919; MLA3 = 0.866) showed strong alignment with their respective constructs. Indicators of participatory action (PKPL1 = 0.890; PKPL2 = 0.886) and behavior (PPLB5 = 0.853; PPLB4 = 0.828; PPLB1 = 0.803) also performed consistently, reinforcing construct distinctiveness. These findings confirm that the measurement items were empirically distinct and did not suffer from substantial cross-loading issues, thereby establishing robust discriminant validity across the model. Overall, the analysis confirms that four constructs—awareness, motivation, participation, and pro-environmental behavior—were measured reliably and validly. Knowledge, while conceptually relevant, requires refinement due to its weak reliability; therefore, any structural relationships involving this construct should be interpreted with caution. Tabel 7. R Square Test Variable R Square Criteria Behavior 0.517 Strong Motivation 0.456 Moderate Participative 0.054 Weak Source: compile and calculate by author using R Studio (2025) The explanatory power of the model was assessed using the coefficient of determination (R²). The results indicate varying levels of predictive strength across the constructs. Pro-environmental behavior achieved an R² value of 0.517, meaning that awareness, knowledge, motivation, and participation together explained 51.7% of the variance. According to (Hair et al., 2011 , 2021 ), this falls within the moderate range, suggesting that the proposed framework is reasonably effective in predicting behavioral outcomes among students. Motivation recorded an R² value of 0.456, indicating that awareness and knowledge accounted for 45.6% of the variance. This also represents a moderate level of explanatory power, consistent with theoretical expectations from the VBN and TPB frameworks that highlight awareness and knowledge as important antecedents of motivational states. By contrast, participation showed an R² value of 0.054, meaning that awareness and knowledge explained only 5.4% of the variance. This value is considered weak, underscoring that students’ willingness to engage in environmental activities is likely influenced by additional factors—such as peer norms, institutional encouragement, or contextual opportunities—not fully captured in the present model. Overall, the structural model demonstrates moderate explanatory power for the key constructs of behavior and motivation, while participation remains underexplained. This pattern suggests that experiential educational tourism is more effective at shaping awareness-driven motivation and behavioral intention, but further refinement is required to understand the drivers of active participation in environmental actions. 4.2. Structural Model and Hypothesis Testing The structural model was assessed through bootstrapping with 5,000 subsamples, and hypothesis testing was conducted at a 5% significance level (t-critical = 1.96). The findings, which demonstrate that five of the six proposed hypotheses were supported, are detailed below and highlight key pathways to pro-environmental behavior. H1. Awareness → Pro-environmental Behavior Awareness of environmental issues emerged as a significant driver of behavior with a path coefficient (β) of 0.263 and a p-value < 0.01. This finding supports the hypothesis that a heightened understanding of environmental problems directly translates into stronger pro-environmental practices, a key tenet of the Theory of Planned Behavior (TPB). H2. Knowledge → Pro-environmental Behavior The effect of knowledge on behavior was not significant, with a path coefficient (β) of 0.057 and a p-value > 0.05. This result suggests that factual knowledge alone is insufficient to drive sustainable action, echoing the critique that information without affective or experiential engagement holds limited power for behavioral change. H3. Motivation → Pro-environmental Behavior Motivation significantly influenced behavior, with a robust path coefficient (β) of 0.353 and a p-value < 0.001. This finding strongly supports the Value-Belief-Norm (VBN) framework, which positions motivation as a critical psychological mechanism that translates personal values and awareness into tangible action. H4. Participation → Pro-environmental Behavior Participation also exerted a significant positive effect on behavior, with a path coefficient (β) of 0.244 and a p-value < 0.001. This outcome underscores the vital role of experiential engagement in reinforcing behavioral norms and intentions, a principle consistent with both Experiential Learning Theory (ELT) and TPB. H5. Awareness → Motivation (Mediation Pathway) Awareness was a strong and significant predictor of motivation, with a path coefficient (β) of 0.676 and a p-value < 0.001. This finding validates the VBN notion that awareness of consequences triggers moral obligations, serving as a foundational construct that stimulates the internal drive for conservation behavior. H6. Awareness → Participation (Mediation Pathway) Awareness significantly predicted participation, with a path coefficient (β) of 0.233 and a p-value < 0.001. This indicates that recognizing environmental problems encourages students to engage in collective restoration efforts, thus validating the role of experiential learning in converting cognitive recognition into action. An analysis of the path coefficients reveals that among the direct and mediated predictors, Motivation (β = 0.353) and Awareness (β = 0.263) exhibit the most potent effects on behavior. Conversely, Participation (β = 0.244), while significant, demonstrates a comparatively smaller direct impact. These results suggest that while all factors are influential, strategies emphasizing motivation and emotional awareness may be most effective in fostering sustainable behavior, while factual knowledge plays a limited role unless complemented by affective and experiential components. Tabel 8. Test of Hypothesis Hypothesis Estimate (β) t-value p-value Decision H1: Awareness → Behavior 263 3,038 0.05 Not Supported H3: Motivation → Behavior 353 4,422 < 0.001 Supported H4: Participation → Behavior 244 4,508 < 0.001 Supported H5: Awareness → Motivation 676 10,120 < 0.001 Supported H6: Awareness → Participation 233 4,194 < 0.001 Supported Source: compile and calculate by author using R Studio (2025) 5. Discussion This study set out to examine how experiential educational tourism, operationalized through the SatuBumi River Cleanup Program, can foster pro-environmental behavior among youth. By integrating Experiential Learning Theory (ELT), the Theory of Planned Behavior (TPB), and the Value-Belief-Norm (VBN) framework, the findings provide both empirical validation and theoretical refinement. The results highlight the pivotal role of awareness, motivation, and participation in shaping sustainable behavior, while also revealing the limited influence of knowledge when detached from experiential and affective engagement. 5.1 Integration with Theories This study provides empirical evidence on how experiential educational tourism can foster pro-environmental behavior among youth, aligning with and extending three key theoretical frameworks: Experiential Learning Theory (ELT), the Theory of Planned Behavior (TPB), and the Value-Belief-Norm (VBN) model. The results show that awareness significantly influences motivation, participation, and behavior, which is consistent with ELT’s emphasis on concrete experiences and reflective observation as precursors to cognitive and affective change. River cleanup activities allowed students to directly confront environmental degradation, thereby transforming awareness into both emotional motivation and observable behavior. Within TPB, awareness and knowledge are expected to shape attitudes and perceived behavioral control. While awareness demonstrated strong effects, knowledge showed weak reliability and no significant direct effect on behavior (H2 unsupported). This divergence suggests that factual understanding alone may not be sufficient to drive sustainable action unless paired with motivational or participatory pathways. This nuance refines TPB by highlighting the greater weight of affective-cognitive engagement (awareness and motivation) over purely informational approaches. From the VBN perspective, the finding that motivation and participation mediate the link between awareness and behavior (H5 and H6 supported) reinforces the role of internalized norms and social practices in translating concern into action. Awareness activates moral obligations (motivation), while participation channels these obligations into tangible practices. Together, these pathways affirm VBN’s proposition that values and beliefs must be activated through experience and collective engagement to yield sustained behavioral change. 5.2 Managerial Implications For program managers, NGOs, and schools, the results underscore that experiential interventions are most effective when they go beyond knowledge transfer. The strong role of motivation suggests that river cleanup initiatives should be designed to emotionally engage students—through storytelling, reflection sessions, and symbolic actions that create personal meaning. Participation outcomes, though statistically weaker in variance explained, remain critical as mediators; thus, managers should provide structured opportunities for hands-on involvement and peer collaboration, ensuring that awareness is not left as a passive cognitive state. The weak reliability of the knowledge construct also carries managerial lessons. Rather than overloading participants with technical information, program managers should focus on integrating knowledge into lived experiences—linking facts with direct observation of river conditions and personal reflection. This design would not only strengthen cognitive learning but also improve the coherence of knowledge as a construct in future evaluations. 5.3 Policy Implications At the policy level, this study highlights the strategic role of educational tourism as a complement to formal environmental curricula and technical river management programs. Initiatives like the SatuBumi River Cleanup can be scaled to support national education policies such as Adiwiyata , offering immersive modules that bridge classroom knowledge with real-world practice. Given the modest explanatory power for participation, policymakers should also consider institutional enablers—such as community-based partnerships, logistics support, and incentives—that can make participatory action more accessible and sustainable. Moreover, the findings suggest that national environmental education policies should recognize motivation as a key policy target alongside knowledge. Investments in experiential and narrative-based programs can foster the affective and normative dimensions of environmental responsibility, particularly among youth who are forming long-term habits and values. By embedding experiential tourism models within broader sustainability education frameworks, governments and NGOs can create more resilient pathways toward ecological citizenship. 5.4 Limitations and Future Research Agenda This study, while offering valuable insights, is not without limitations. The sample of 206 students, though statistically adequate, was regionally concentrated and may not represent broader youth populations. Behavioral outcomes were measured immediately after program participation, preventing conclusions about long-term sustainability. Additionally, the knowledge construct showed weaker reliability, and potential moderating factors such as gender, socioeconomic status, or prior environmental experience were not considered. Future research should adopt longitudinal designs, broaden samples to diverse contexts, refine measurement instruments, and employ mixed methods to capture emotional and identity-based learning processes. Comparative studies across different types of educational tourism (e.g., water- versus forest-based programs) would further clarify how context shapes behavioral outcomes. Declarations Acknowledgment The author gratefully acknowledges the Graduate School at Universitas Padjadjaran, particularly the Master’s Program in Sustainable Tourism, for its academic support and critical guidance throughout the research process. Special thanks are also extended to the SatuBumi community for their invaluable collaboration during the implementation of the river cleanup educational tourism program, whose engagement and insights were integral to the success of this study. Data availability The data that support the findings of this study are available from the corresponding author, upon reasonable request. Funding This study was conducted without any financial support or external funding. Ethics declarations Ethics approval and consent to participate Although formal ethical approval was not obtained, this research was conducted in strict adherence to the ethical principles of the Declaration of Helsinki and the American Psychological Association (APA) guidelines for ethical research. Prior to their involvement, all participants were fully informed about the study's purpose, methodology, and how their data would be used for academic purposes. Informed consent was obtained from all participants, and their participation was entirely voluntary. To ensure confidentiality and protect personal privacy, all collected data were anonymized, and no personal identifying information, such as names, contact numbers, or email addresses, was stored. All methods were carried out in accordance with relevant ethical guidelines and regulations. Consent to publish All participants involved in this study provided informed consent to participate prior to participation. 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15:28:09","extension":"xml","order_by":21,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":181639,"visible":true,"origin":"","legend":"","description":"","filename":"a6643ea4b9414b5fadff621216b966ee1structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-7695179/v1/47fc990e580ad1c92679b1d8.xml"},{"id":92275324,"identity":"f75fbb6f-e33d-4105-a355-51088f90228e","added_by":"auto","created_at":"2025-09-26 15:28:16","extension":"html","order_by":22,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":193518,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-7695179/v1/946ff402e120947e5c60a3d0.html"},{"id":92275280,"identity":"09dea6dd-8ab4-46e0-ab4d-302368083e1d","added_by":"auto","created_at":"2025-09-26 15:28:09","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":80758,"visible":true,"origin":"","legend":"\u003cp\u003eConceptual Framework of SatuBumi Educational Tourism River Cleanup Program\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eSource: compilation by author using R Studio (2025)\u003c/em\u003e\u003c/p\u003e","description":"","filename":"Figure1ConceptualFrameworkofSatuBumiEducationalTourismRiverCleanupProgram.png","url":"https://assets-eu.researchsquare.com/files/rs-7695179/v1/4985fe978945c4cb5bfe328f.png"},{"id":92275291,"identity":"b26773bd-1b5a-4b1b-8e09-75b64e53a8f6","added_by":"auto","created_at":"2025-09-26 15:28:10","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":17228,"visible":true,"origin":"","legend":"\u003cp\u003eResearch Stages\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eSource: developed by author (2025)\u003c/em\u003e\u003c/p\u003e","description":"","filename":"Figure2ResearchStages.png","url":"https://assets-eu.researchsquare.com/files/rs-7695179/v1/7c3632df043ba85cb3d14f0f.png"},{"id":93566480,"identity":"2282ac4b-8f31-461e-bbea-1279d7dbd15e","added_by":"auto","created_at":"2025-10-15 08:33:08","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1425862,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7695179/v1/35503487-2709-42c2-a8ed-f8ecc3b00fa2.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Impact of a River Cleanup Program on Youth’s Pro-Environmental Behavior through Educational Tourism","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eEducational tourism has emerged as a strategic intervention that extends beyond traditional learning by embedding transformative experiences into structured travel and outdoor activities. Rather than focusing solely on knowledge transfer, educational tourism engages participants in direct encounters with environmental challenges, thereby linking abstract awareness to tangible behavioral outcomes. Defined as a form of travel that integrates educational content with experiential activities (Sharma, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), educational tourism offers a context in which participants not only learn about environmental issues but also engage in reflective and participatory practices that encourage them to act on that knowledge (Bettencourt et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Debrah et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). In this way, educational tourism provides a promising avenue for cultivating the pro-environmental behaviors necessary to address today\u0026rsquo;s sustainability challenges.\u003c/p\u003e\u003cp\u003eRivers, as vulnerable and vital freshwater ecosystems, exemplify the potential of educational tourism as an outdoor classroom (Rushton, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). They are ecologically significant, culturally symbolic, and visibly affected by human activity, making them highly effective sites for experiential learning. Yet rivers in many emerging economies are under severe ecological stress, suffering from industrial discharge, domestic waste, and ineffective waste management systems (Basuki et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Indonesia\u0026rsquo;s Citarum River has become a global symbol of this crisis, often described as one of the world\u0026rsquo;s most polluted rivers due to decades of domestic and industrial waste accumulation (Endyana et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Hadian et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Despite extensive government and NGO-led rehabilitation programs such as \u003cem\u003eCitarum Harum\u003c/em\u003e (Satgas Citarum Harum, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), recovery has been slow and outcomes often unsustainable. This situation underscores a critical insight: technical interventions, such as waste removal and infrastructure improvements, are insufficient unless complemented by efforts to cultivate pro-environmental responsibility, especially among youth who represent the next generation of environmental stewards (Andri \u0026amp; Aziz, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Delamontano et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Lucrezi \u0026amp; Digun-Aweto, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Syafei \u0026amp; Ulya, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eYouth engagement in environmental education has often been limited to classroom-based programs that emphasize information dissemination over transformative learning. While such approaches succeed in raising awareness, they often fail to generate the emotional connection and behavioral commitment required for long-term sustainability. Promoting pro-environmental behavior requires more than knowledge transfer\u0026mdash;it must also involve affective engagement, reflective practices, and opportunities for participatory action (Rushton, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Educational tourism, when strategically designed as an experiential intervention, offers a pathway to fill this gap. By combining hands-on environmental restoration activities with guided reflection and collaborative learning, educational tourism can help shape enduring attitudes (Swapan, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), values (Ardoin et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), and behaviors (Phou et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eA growing body of scholarship has examined education and sustainability, but important gaps remain. Prior studies emphasize the value of environmental volunteering projects in raising awareness and fostering civic participation (Puiu \u0026amp; Udriștioiu, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Research on e-learning models within the framework of Education for Sustainable Development (ESD) demonstrates how technology and pedagogy can strengthen sustainability competencies such as reflection, systems thinking, and collaborative problem solving (Zhang et al., \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). In organizational contexts, the mediating role of environmental awareness in shaping employees\u0026rsquo; green behavior, showing that structured interventions can effectively translate awareness into action (Darvishmotevali \u0026amp; Altinay, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Collectively, these contributions indicate that experiential and institutional interventions can influence sustainability outcomes across multiple contexts.\u003c/p\u003e\u003cp\u003eHowever, several limitations characterize the current literature. First, few studies examine how field-based educational tourism programs\u0026mdash;particularly those targeting youth\u0026mdash;can be systematically designed and managed to drive measurable pro-environmental behavior change. Second, while constructs such as awareness, knowledge, motivation, and participation are frequently invoked, there has been little empirical validation of how these mechanisms interact within an integrated framework. Third, much of the existing work remains descriptive or conceptual, leaving a lack of robust empirical testing. Only limited research has employed advanced structural modeling approaches such as Partial Least Squares Structural Equation Modeling (PLS-SEM), which can evaluate both the reliability and predictive power of behavior-change frameworks in education and tourism contexts. Addressing these gaps is crucial for establishing a replicable model of educational tourism that can be applied in diverse environmental and cultural settings.\u003c/p\u003e\u003cp\u003eThis study builds on established theoretical foundations to provide such a model. Kolb\u0026rsquo;s Experiential Learning Theory (1984) emphasizes that transformative learning occurs through a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation (Hung et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Morris, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). River cleanup programs embody this cycle by enabling students to directly experience environmental degradation, reflect through storytelling and guided discussion, conceptualize the importance of sustainable behavior, and act through participatory restoration. In parallel, the Theory of Planned Behavior (Ajzen, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1991\u003c/span\u003e) highlights how attitudes, subjective norms, and perceived behavioral control shape individual actions (Ajzen, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1991\u003c/span\u003e; Bosnjak et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Within educational tourism, awareness and reflection strengthen pro-environmental attitudes, while group participation reinforces normative pressure and perceived efficacy. The Value-Belief-Norm framework by Stern (2000) further suggests that values and beliefs about environmental responsibility generate moral obligations, which in turn predict sustainable behavior (Canlas et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Karimi, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Together, these frameworks provide a theoretical basis for understanding how awareness, knowledge, motivation, and participation operate as drivers of pro-environmental behavior in experiential educational settings.\u003c/p\u003e\u003cp\u003eAgainst this backdrop, the present study develops and empirically tests a strategic management model of experiential educational tourism through the case of the \u003cem\u003eSatuBumi River Cleanup\u003c/em\u003e initiative in Indonesia. This program integrates environmental storytelling, river restoration activities, and student reflection to foster both cognitive and affective learning. A quantitative approach was employed, using PLS-SEM to analyze data collected from high school students who participated in a one-day cleanup activity at the Citarum River. The survey instrument measured five key constructs: awareness, knowledge, motivation, participation, and pro-environmental behavior. By testing the relationships among these constructs, the study provides a rigorous framework for evaluating how strategic educational tourism interventions can influence sustainable behavior among youth.\u003c/p\u003e\u003cp\u003eThe study seeks to answer the following research question: How can experiential educational tourism, specifically river cleanup programs for high school students, be strategically designed and managed to foster pro-environmental behavior change? By addressing this question, the research contributes both theoretically and practically. Theoretically, it integrates experiential learning theory with behavioral frameworks to explain the pathways from environmental awareness to sustainable behavior. Practically, it offers a management model that can guide policymakers, educators, and tourism practitioners in designing interventions that go beyond technical fixes and cultivate a culture of environmental responsibility.\u003c/p\u003e"},{"header":"2. Literature Review and Hypotheses Development","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e2.1. Educational Tourism and Experiential Learning\u003c/h2\u003e\u003cp\u003eEducational tourism, as part of the broader niche tourism framework, refers to travel that integrates structured learning experiences with direct engagement in a destination\u0026rsquo;s cultural or environmental context (Novelli, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2004\u003c/span\u003e; Ritchie et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). Unlike passive sightseeing, educational tourism emphasizes knowledge acquisition, skill development, and emotional reflection (Andari, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Sharma, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). In sustainability contexts, it has shown potential to foster environmental consciousness by linking experiential learning with real-world environmental issues (Meng et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Prakapıenė \u0026amp; Olberkytė, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). This positions educational tourism as not only a pedagogical tool but also a vehicle for cultivating long-term pro-environmental behavior.\u003c/p\u003e\u003cp\u003eKolb\u0026rsquo;s Experiential Learning Theory (ELT) provides the theoretical foundation for this transformation. ELT posits that knowledge is constructed through concrete experiences, reflective observation, abstract conceptualization, and active experimentation(Hung et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Morris, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Sukardi et al., \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This cycle is particularly relevant in environmental education, where direct engagement with ecosystems such as rivers enables learners to develop stronger cognitive and affective connections (Chan, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; De Meyer et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). By allowing students to experience ecological degradation firsthand, reflect on its causes, conceptualize solutions, and act through restoration, educational tourism operationalizes ELT in a way that bridges awareness and behavioral transformation. Thus, initiatives like river cleanups illustrate how educational tourism can extend beyond classroom learning to shape sustainable values and practices among youth.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e2.2. Youth and Pro-Environmental Behavior\u003c/h2\u003e\u003cp\u003eYoung people represent a strategic target for environmental behavior change initiatives due to their developmental plasticity, receptiveness to new norms, and potential for long-term influence (Lucrezi \u0026amp; Digun-Aweto, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Adolescents and young adults are in formative stages of identity development, where values, attitudes, and habits can be shaped through educational interventions. Programs that combine emotional engagement with participatory action have proven more effective than information-only approaches in catalyzing sustainable behavior among youth populations (Bettencourt et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Darvishmotevali \u0026amp; Altinay, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn Indonesia, the Adiwiyata Program demonstrates how structured school-based environmental education can reinforce behavioral targets by embedding sustainability practices into institutional activities (Hariyanto, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Widodo \u0026amp; Perawironegoro, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). However, such programs often remain classroom-centric, emphasizing cognitive awareness while neglecting experiential and affective dimensions. Without opportunities for active participation and reflection, their capacity to generate lasting pro-environmental behavior is limited.\u003c/p\u003e\u003cp\u003eTheoretical models further underscore the importance of youth-focused interventions. The Theory of Planned Behavior (TPB) suggests that environmental attitudes, perceived social norms, and perceived behavioral control collectively shape behavioral intentions and actions (Ajzen, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1991\u003c/span\u003e). Educational tourism activities such as river cleanups can strengthen positive attitudes through hands-on learning, enhance normative pressure via group participation, and build perceived control by equipping students with practical skills. Likewise, the Value-Belief-Norm (VBN) framework argues that pro-environmental actions arise when individuals\u0026rsquo; values activate beliefs about environmental threats, which in turn generate personal norms to act (Canlas et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Karimi, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Awareness-building activities in youth populations are particularly effective in activating these moral obligations.\u003c/p\u003e\u003cp\u003eStorytelling has emerged as an additional mechanism for enhancing behavioral outcomes among young learners. Narrative-driven approaches foster emotional identification, critical reflection, and a sense of personal responsibility (De Meyer et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Richards et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). When embedded in experiential educational tourism, storytelling can bridge scientific content with human values, helping students relate global challenges such as pollution or climate change to their lived experiences (Bloomfield \u0026amp; Manktelow, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Rahmawati et al., 2024). Peer storytelling, in particular, leverages trust and shared identity among students, amplifying motivation and strengthening behavioral intentions (Rahmawati et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). By engaging with compelling narratives, students can be motivated to develop more reflective awareness and foster pro-environmental behaviors, claiming a personal stake in shaping a sustainable future (Henderson \u0026amp; Green, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn summary, youth are uniquely positioned as agents of environmental change. Interventions that integrate experiential engagement, participatory action, and reflective storytelling are more likely to instill durable pro-environmental values and behaviors than conventional education alone. By applying TPB, VBN, and experiential learning principles, this study situates youth-centered educational tourism as a powerful strategy to cultivate sustainable behavior.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e2.3. Strategic Management of Environmental Education Programs\u003c/h2\u003e\u003cp\u003eEducational tourism initiatives can be understood not only as pedagogical tools but also as strategically designed interventions that align organizational goals (e.g., conservation, education, and community engagement) with measurable behavioral outcomes (Capell\u0026aacute;n-P\u0026eacute;rez et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). From a management perspective, successful environmental education programs require more than isolated activities; they depend on careful design, stakeholder collaboration, and contextual adaptation (Ismail \u0026amp; Salim, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Puspita \u0026amp; Izzatusholekha, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This strategic lens emphasizes program sustainability, replicability, and scalability\u0026mdash;qualities essential for addressing persistent challenges such as river pollution in emerging economies (Koderi et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Tomasi et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eDespite increasing attention to environmental education, empirical studies that integrate strategic management principles with behavior change outcomes remain scarce. Many interventions focus on immediate educational impacts (e.g., awareness or short-term attitude shifts) while neglecting program structure, governance, and long-term behavioral sustainability. Few studies have attempted to model these strategic components within a cohesive analytical framework. This gap limits both the theoretical advancement of educational tourism research and its practical application for policymakers and program managers.\u003c/p\u003e\u003cp\u003eRecent scholarship demonstrates the potential of Partial Least Squares Structural Equation Modeling (PLS-SEM) to fill this void by testing complex models that combine cognitive, affective, and behavioral constructs. PLS-SEM has been used to examine sustainability innovations and environmental leadership (Pereira et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), evaluate community eco-literacy in river restoration projects (Juliandar et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), and improve waste management performance by modeling efficiency, effectiveness, and infrastructure variables (Khan et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). These studies underscore the value of PLS-SEM for analyzing multifaceted environmental programs where constructs may be interdependent and sample sizes relatively small. Importantly, PLS-SEM is well-suited for exploratory contexts and limited datasets, making it appropriate for the present study\u0026rsquo;s focus on a one-day river cleanup program with 30 student participants (Hair et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Sabol et al., \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAt the same time, most existing research isolates constructs such as awareness, knowledge, motivation, and participation rather than integrating them into a unified model. Environmental education studies often measure single outcomes (e.g., knowledge gain or awareness levels) without examining how these interact to produce actual pro-environmental behavior (Cavalcante et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mondino \u0026amp; Beery, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). This fragmentation limits our understanding of how strategic interventions can be designed holistically.\u003c/p\u003e\u003cp\u003eTo address this gap, the present study proposes a strategic management model of experiential educational tourism, grounded in experiential learning and behavioral theories, and validated through PLS-SEM. By integrating cognitive (awareness, knowledge), affective (motivation), and behavioral (participation, pro-environmental behavior) constructs, the model aims to capture the full pathway from learning experiences to sustainable action. This approach situates educational tourism not only as a teaching strategy but also as a management framework for fostering systemic environmental behavior change.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003e2.4. Strategic Management of Environmental Education Programs\u003c/h2\u003e\u003cp\u003eBuilding on the preceding literature, this study proposes a strategic management model of experiential educational tourism that explains how participation in river cleanup programs can foster pro-environmental behavior among youth. The model integrates Kolb\u0026rsquo;s Experiential Learning Theory (ELT), the Theory of Planned Behavior (TPB), and the Value-Belief-Norm (VBN) framework, grounding the proposed constructs in well-established theories of learning and behavior change. Five core constructs are emphasized: awareness, knowledge, motivation, participation, and pro-environmental behavior.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eAwareness\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAwareness refers to an individual’s recognition of environmental problems and their ecological and social consequences. In ELT, awareness develops through concrete experience and reflective observation during activities such as river cleanups. In TPB, awareness contributes to attitude formation by shaping how individuals evaluate environmental actions. In VBN, awareness of consequences activates beliefs that form the foundation for moral norms (Karimi, 2019).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e• Hypothesis 1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e(H1): Environmental awareness positively influences pro-environmental behavior.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eKnowledge\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eKnowledge encompasses factual and conceptual understanding of environmental systems, including sources of pollution and sustainable practices. In ELT, knowledge corresponds to abstract conceptualization, where learners derive general principles from direct experience. Within TPB, knowledge enhances perceived behavioral control, equipping individuals with confidence to act.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e• Hypothesis 2\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e(H2): Environmental knowledge positively influences pro-environmental behavior.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMotivation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMotivation represents the intrinsic and extrinsic drivers that encourage individuals to act in environmentally responsible ways. ELT situates motivation in the transition to active experimentation, where learners apply insights gained through experience. In TPB, motivation reflects behavioral intention, shaped by attitudes, norms, and perceived control. In VBN, motivation embodies moral obligation, where awareness and values are internalized into a duty to act sustainably.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e• Hypothesis 3\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e(H3): Motivation to preserve nature positively influences pro-environmental behavior.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParticipation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipation refers to active engagement in environmental actions such as cleanup activities, collaborative reflection, and peer-to-peer storytelling. In ELT, participation represents active experimentation, reinforcing learning through practice. Within TPB, participation enhances subjective norms, as collective action strengthens social expectations for sustainable behavior. Participation provides not only practice but also reinforcement, making sustainable behavior more likely to persist.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e• Hypothesis 4\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e(H4): Participation in environmental activities positively influences pro-environmental behavior.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMediating Pathways\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWhile awareness and knowledge can directly shape pro-environmental behavior, their influence is often mediated by motivation and participation. VBN emphasizes that awareness activates beliefs, which stimulate motivation to act. Similarly, experiential interventions show that awareness is most effective when coupled with opportunities for participation, which translate intention into action.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e• Hypothesis 5\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;(H5): Motivation mediates the relationship between awareness and pro-environmental behavior.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e• Hypothesis 6\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e(H6): Participation mediates the relationship between awareness and pro-environmental behavior.\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 1\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eHypotheses of the Environmental Education Tourism Model\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eHypothesis\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eTheoretical Justification\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eLiterature Support\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eH1: Awareness → Pro-environmental behavior\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAwareness shapes attitudes (TPB); activates moral norms (VBN)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e(Bettencourt et al., 2021; Mondino \u0026amp; Beery, 2018)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eH2: Knowledge → Pro-environmental behavior\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEnhances perceived control (TPB); supports abstract conceptualization (ELT)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e(Cavalcante et al., 2021; Sharma, 2015)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eH3: Motivation → Pro-environmental behavior\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eReflects moral obligation (VBN); intention to act (TPB)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e(Darvishmotevali \u0026amp; Altinay, 2022; Lucrezi \u0026amp; Digun-Aweto, 2020)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eH4: Participation → Pro-environmental behavior\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eReinforces norms (TPB); enables active experimentation (ELT)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e(Puiu \u0026amp; Udriștioiu, 2023; Sextus et al., 2024)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eH5: Motivation mediates Awareness → Behavior\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAwareness fosters motivation through internalized norms (VBN)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e(Darvishmotevali \u0026amp; Altinay, 2022; Karimi, 2019)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eH6: Participation mediates Awareness → Behavior\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAwareness drives action through experiential participation (ELT, TPB)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e(Rahmawati et al., 2024; Wyles et al., 2017)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\"\u003e\u003cem\u003eSource: compilation by author (2025)\u003c/em\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eDrawing on the SatuBumi initiative, this study develops a conceptual framework in which experiential educational tourism is positioned as a strategic mechanism to foster environmental behavior. The model incorporates five key constructs—environmental awareness, ecological knowledge, motivation, participatory action, and pro-environmental behavior—each grounded in established theories of environmental education, experiential learning, and behavioral change. As shown in Fig. 1, awareness and knowledge are conceptualized as the foundational elements, while motivation and participation operate as mediating pathways that channel their effects toward pro-environmental behavior as the ultimate outcome. The framework integrates principles from Experiential Learning Theory (ELT), the Theory of Planned Behavior (TPB), and the Value-Belief-Norm (VBN) model, providing a robust theoretical basis for the study.\u003c/p\u003e"},{"header":"3. Method","content":"\u003cp\u003eThis study adopts a quantitative research design to examine the influence of educational tourism experiences on pro-environmental behavior among high school students. The research aims to empirically validate a strategic management model that integrates experiential learning, environmental engagement, and behavioral change within the context of the \u003cem\u003eSatuBumi River Cleanup\u003c/em\u003e program. The study is positioned within the framework of Partial Least Squares Structural Equation Modeling (PLS-SEM), which is suitable for exploratory modeling and theory development involving latent constructs.\u003c/p\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003e3.1. Research Population, Sample, and Sampling Technique\u003c/h2\u003e\u003cp\u003eThe research population in this study consisted of youth participants engaged in environmental education initiatives situated along the Citarum River, one of Indonesia’s most critical yet ecologically challenged watersheds. The sample comprised a total of 206 respondents, including 30 high school students from Adiwiyata-affiliated schools and 176 university students from local higher education institutions. Adiwiyata schools are nationally recognized for embedding environmental values into formal curricula, while university students represent the broader youth cohort increasingly targeted in sustainability campaigns.\u003c/p\u003e\u003cp\u003eParticipants were involved in the SatuBumi River Cleanup Program, conducted across multiple sessions between December 2024 and April 2025. The program was designed as a structured educational tourism activity that combined guided ecological exploration, direct river restoration practices, and environmental storytelling. This immersive approach exposed participants not only to the realities of river pollution but also to community-based conservation strategies and cultural narratives tied to the river’s identity.\u003c/p\u003e\u003cp\u003eA purposive sampling technique was employed to ensure relevance and depth. Eligible participants were those who completed the full one-day program and voluntarily responded to the post-activity survey, which was administered on-site immediately following participation. While the high school subgroup (aged 15–17) was strategically chosen due to their developmental stage and alignment with Indonesia’s Adiwiyata policy objectives, the inclusion of university students expanded the study’s scope to capture variations across youth cohorts. This combined approach provided both policy relevance for secondary education and broader generalizability to emerging adult populations engaged in environmental action.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cdiv class=\"gridtable\"\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=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDemography of Participants\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003c/colgroup\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\u003eSub variable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003e%\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSex\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e91\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e44.2%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e115\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e55.8%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAge\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e15–19 yo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e70\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e34.0%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e20–24 yo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e136\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e66.0%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEducation Level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHigh School\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e14.6%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUniversity\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e176\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e85.4%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTOTAL\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e206\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"4\"\u003e\u003cem\u003eSource: compilation by author (2025)\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e3.2. Research Procedure and Data Collection\u003c/h2\u003e\u003cp\u003eData collection was carried out in conjunction with the SatuBumi River Cleanup Program, a series of structured educational tourism activities conducted along the Citarum River from December 2024 to April 2025. Each session involved orientation, ecological fieldwork, river cleanup activities, environmental storytelling, and reflective discussion.\u003c/p\u003e\u003cp\u003eAt the conclusion of each one-day program, participants were invited to complete a self-administered survey questionnaire designed to measure the study constructs: environmental awareness, ecological knowledge, motivation, participatory action, and pro-environmental behavior. The instrument was adapted from validated environmental education and behavior change studies, with items measured on a five-point Likert scale ranging from 1 (“strongly disagree”) to 5 (“strongly agree”). The questionnaire was piloted with a small group of students (n = 10) to ensure clarity and cultural relevance before full administration.\u003c/p\u003e\u003cp\u003eParticipation in the survey was voluntary. Informed consent was obtained from all respondents, with parental consent additionally secured for participants under 18 years of age. Respondents were assured of anonymity and confidentiality, and data were used solely for academic purposes. Of the total 220 program participants, 206 provided valid and complete responses (response rate = 93.6%).\u003c/p\u003e\u003cp\u003eData were coded and processed using R Studi for analysis. Prior to structural model testing, responses were screened for missing values, outliers, and normality. Since PLS-SEM is robust to non-normal data distributions, all 206 cases were retained for subsequent measurement and structural model analysis.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003e3.3. Observed Variables and Construct Definitions\u003c/h2\u003e\u003cp\u003eAll five constructs in the conceptual framework—environmental awareness, environmental knowledge, motivation to preserve nature, participatory action, and pro-environmental behavior—were operationalized as reflective latent variables. Each construct was measured using five indicators adapted from validated scales in prior studies on environmental education and pro-environmental behavior (Bettencourt et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Darvishmotevali \u0026amp; Altinay, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Puiu \u0026amp; Udriștioiu, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Sharma, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Responses were collected on a five-point Likert scale ranging from 1 (“strongly disagree”) to 5 (“strongly agree”).\u003c/p\u003e\u003cp\u003eTo ensure content validity, the draft questionnaire was reviewed by two experts in environmental education and sustainability research. A pilot test with a small group of students (n = 10) confirmed clarity and contextual relevance, leading to minor wording refinements. The final instrument, presented in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, lists each construct, its indicators, and corresponding literature sources.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cdiv class=\"gridtable\"\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\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eVariable and Indicator\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003c/colgroup\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\u003eCode\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIndicator\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eAwareness of Natural and Environmental Conditions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAKAL1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I am aware of the condition of the Citarum River and actively seek further information regarding it.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAKAL2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I consistently endeavor to recycle the waste I produced.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAKAL3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I perceive that the use of single-use plastics should be promptly reduced to safeguard the environment.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAKAL4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I am of the opinion that public education on the importance of maintaining river cleanliness is imperative.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAKAL5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I am concerned about the escalating severity of river pollution attributed to industrial waste and plastic refuse.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eNatural and Environmental Knowledge\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePAL1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I perceive that a dearth of information regarding nature conservation initiatives impedes my involvement.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePAL2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I contend that early childhood environmental education is crucial for fostering a generation committed to environmental stewardship.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePAL3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I possess adequate information concerning the condition of the rivers in my residential vicinity.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePAL4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"Knowledge of climate change is not considered essential for determining mitigation actions.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePAL5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"The discharge of waste into rivers does not exert long-term effects on freshwater ecosystems.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eMotivation to preserve nature\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMLA1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I perceive that maintaining the preservation of nature and the environment is my responsibility.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMLA2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I aspire to preserve nature for future generations.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMLA3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I wish to participate in nature conservation movements.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMLA4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"Reducing plastic waste has no discernible impact on environmental and river conservation efforts.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMLA5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"Only large organizations are capable of contributing to environmental conservation initiatives.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eParticipatory nature conservation activities\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePKPL1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I participate in waste management or recycling programs within my community.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePKPL2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I am actively involved in communities or organizations dedicated to nature conservation.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePKPL3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I find it convenient to identify nature conservation activities that align with my interests.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePKPL4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"Nature conservation activities exclusively benefit specific groups.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePKPL5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"Nature conservation activities are exclusively undertaken by individuals possessing ample leisure time.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eSustainable Environmentally Caring Behavior\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePPLB1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I utilize reusable items to mitigate waste generation.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePPLB2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"The use of single-use products is perceived as more convenient.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePPLB3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"The procurement of local products is considered to have no impact on environmental sustainability.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePPLB4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I endeavor to plant trees or cultivate vegetation to facilitate carbon dioxide absorption.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePPLB5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\"I am motivated to encourage my family and others to participate in environmental preservation.\"\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"3\"\u003e\u003cem\u003eSource: compilation by author (2025)\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003e3.4. Data Analysis\u003c/h2\u003e\u003cp\u003eData analysis was conducted using the R programming language with the support of the RStudio interface in R-4.4.1 version. The study utilized the tidyverse, seminr, and psych packages to manage data preprocessing, construct measurement models, and conduct psychometric testing. PLS-SEM was used to assess both the measurement (outer) model and the structural (inner) model.\u003c/p\u003e\u003cp\u003eThe analysis followed two main stages:\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eOuter Model Assessment: This included testing for convergent validity (via outer loadings and Average Variance Extracted/AVE), discriminant validity (via cross-loadings), and internal consistency reliability (via Cronbach’s alpha, composite reliability/rhoC, and rhoA).\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eInner Model Assessment: The structural model was evaluated using R-squared (R²) to determine the explanatory power of the framework.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/div\u003e"},{"header":"4. Result","content":"\u003cp\u003eThis study validated a strategic management model of experiential educational tourism aimed at fostering pro-environmental behavior among youth. Data were drawn from 206 participants (30 high school and 176 university students) who joined the SatuBumi River Cleanup Program held between December 2024 and April 2025. The analysis is reported in two parts: first, the measurement model, which evaluates reliability and validity of the constructs; and second, the structural model, which tests the proposed hypotheses and the overall explanatory power of the framework.\u003c/p\u003e\u003ch2\u003e4.1. Measurement Model Validation\u003c/h2\u003e\u003cp\u003eThe outer model was first assessed for reliability and validity. Convergent validity was confirmed after eliminating weak indicators, with all retained items showing outer loadings above 0.70. Data reliability was assessed through Cronbach’s Alpha, composite reliability (rhoC), and rhoA values. As shown in the table above, Cronbach’s Alpha exceeded the 0.70 threshold and the composite reliability coefficients exceeded the 0.60 threshold. These indicating that each construct in this stage of the study is statistically reliable and can be considered trustworthy.\u003c/p\u003e\u003cdiv class=\"gridtable\"\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=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eOuter Loadings After Adjustments\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"8\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariabel\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIndicator\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eouter loadings\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eouter loadings^2\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eCronbach's Alpha\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003erhoC\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003erhoA\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eResult\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eThreshold\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026gt; 0.7\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026gt; 0.5\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u0026gt; 0.7\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u0026gt; 0.6\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u0026gt; 0.6\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAwareness\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=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.843\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.899\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.843\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eReliable\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAKAL1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.624\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.39\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eValid\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAKAL3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.883\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.779\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eValid\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAKAL4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.878\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.772\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eValid\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAKAL5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.914\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.836\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eValid\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eKnowledge\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=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.333\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.746\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.349\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eWeak reability\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePAL1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.843\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.711\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eValid\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePAL2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.695\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.483\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eValid\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMotivation\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=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.844\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.906\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.852\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eReliable\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMLA1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.833\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.695\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eValid\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMLA2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.919\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.845\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eValid\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMLA3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.866\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eValid\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eParticipative\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=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.79\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.877\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.82\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eReliable\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePKPL1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.89\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.792\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eValid\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePKPL2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.886\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.784\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eValid\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePKPL3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.736\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.542\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eValid\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBehavior\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=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.772\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.867\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.78\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eReliable\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePPLB1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.803\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.645\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eValid\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePPLB4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.828\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.685\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eValid\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePPLB5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.853\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.727\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eValid\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003cem\u003eSource: compile and calculate by author using R Studio (2025)\u003c/em\u003e\u003c/p\u003e\u003cdiv class=\"gridtable\"\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\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eAVE After Adjustments\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAwareness\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eKnowledge\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMotivation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eParticipative\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eBehavior\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAVE\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.694\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.597\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.763\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.706\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.686\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003cem\u003eSource: compile and calculate by author using R Studio (2025)\u003c/em\u003e\u003c/p\u003e\u003cp\u003eThe assessment of the measurement model shows that most constructs met the criteria for reliability and validity, with one exception.\u003c/p\u003e\u003cp\u003eAwareness emerged as a reliable and valid construct. Cronbach’s alpha (0.843), composite reliability (0.899), and rho_A (0.843) were all well above the recommended thresholds, while the AVE (0.694) confirmed strong convergent validity. This indicates that the indicators consistently captured students’ recognition and concern about environmental issues, particularly river pollution.\u003c/p\u003e\u003cp\u003eKnowledge, however, displayed weaker performance. Although its composite reliability (0.746) and AVE (0.597) surpassed the minimum standards, Cronbach’s alpha (0.333) and rho_A (0.349) were far below recommended values. This suggests that students’ factual understanding of environmental concepts was less consistent across items, reflecting a more fragmented grasp compared to their emotional awareness or motivation.\u003c/p\u003e\u003cp\u003eMotivation demonstrated excellent psychometric properties, with Cronbach’s alpha (0.844), composite reliability (0.906), and rho_A (0.852) all indicating strong internal consistency, and an AVE of 0.763 confirming convergent validity. These results suggest that students consistently reported being driven to protect and preserve nature after participating in the program.\u003c/p\u003e\u003cp\u003eParticipation also showed strong reliability, with Cronbach’s alpha (0.790), composite reliability (0.877), and rho_A (0.820) all exceeding recommended thresholds. The AVE value (0.706) supported good convergent validity, indicating that the indicators effectively captured students’ active involvement in cleanup activities and related environmental practices.\u003c/p\u003e\u003cp\u003eFinally, Pro-Environmental Behavior achieved solid results, with Cronbach’s alpha (0.772), composite reliability (0.867), rho_A (0.780), and AVE (0.686) all meeting or exceeding thresholds. This shows that the construct was measured consistently, reflecting both intended and actual sustainable actions in daily life.\u003c/p\u003e\u003cp\u003eOverall, the analysis confirms that four constructs—awareness, motivation, participation, and pro-environmental behavior—were measured reliably and validly. Knowledge, while conceptually relevant, requires refinement due to its weak reliability; therefore, any structural relationships involving this construct should be interpreted with caution.\u003c/p\u003e\u003cp\u003eTabel 6. Cross-loading\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e\u003ccolgroup cols=\"6\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIndicator\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAwareness\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eKnowledge\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMotivation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eParticipatory\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eBehavior\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAKAL1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.624\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.409\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.464\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.416\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.52\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAKAL3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.883\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.508\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.579\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.098\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.462\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAKAL4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.878\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.525\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.583\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.139\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.486\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAKAL5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.914\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.578\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.602\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.487\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePAL2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.698\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.843\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.481\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.129\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.401\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePAL3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.184\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.695\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.162\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.458\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMLA1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.508\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.361\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.833\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.541\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMLA2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.689\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.425\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.919\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.542\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMLA3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.563\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.866\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.427\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.597\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePKPL1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.225\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.277\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.329\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.89\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.451\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePKPL2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.193\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.278\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.266\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.886\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.321\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePKPL3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.159\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.326\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.736\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.332\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePPLB1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.464\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.49\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.803\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePPLB4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.418\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.343\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.448\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.463\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.828\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePPLB5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.578\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.376\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.633\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.335\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.853\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003cem\u003eSource: compile and calculate by author using R Studio (2025)\u003c/em\u003e\u003c/p\u003e\u003cp\u003eTo further assess discriminant validity, cross-loading analysis was conducted. The results demonstrate that each indicator loaded highest on its intended construct compared to all other constructs, satisfying the Fornell–Larcker criterion for reflective models. For example, indicators of awareness (AKAL3, AKAL4, AKAL5) all displayed high loadings (\u0026gt; 0.87) on the awareness construct, while their correlations with motivation, participation, and behavior were consistently lower. Similarly, knowledge items (PAL2 = 0.843; PAL3 = 0.695) and motivation items (MLA1 = 0.833; MLA2 = 0.919; MLA3 = 0.866) showed strong alignment with their respective constructs. Indicators of participatory action (PKPL1 = 0.890; PKPL2 = 0.886) and behavior (PPLB5 = 0.853; PPLB4 = 0.828; PPLB1 = 0.803) also performed consistently, reinforcing construct distinctiveness. These findings confirm that the measurement items were empirically distinct and did not suffer from substantial cross-loading issues, thereby establishing robust discriminant validity across the model.\u003c/p\u003e\u003cp\u003eOverall, the analysis confirms that four constructs—awareness, motivation, participation, and pro-environmental behavior—were measured reliably and validly. Knowledge, while conceptually relevant, requires refinement due to its weak reliability; therefore, any structural relationships involving this construct should be interpreted with caution.\u003c/p\u003e\u003cp\u003eTabel 7. R Square Test\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003ctable float=\"No\" id=\"Tabb\" border=\"1\"\u003e\u003ccolgroup cols=\"3\"\u003e\u003c/colgroup\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\u003eR Square\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCriteria\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBehavior\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.517\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStrong\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMotivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.456\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eModerate\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eParticipative\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.054\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eWeak\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003cem\u003eSource: compile and calculate by author using R Studio (2025)\u003c/em\u003e\u003c/p\u003e\u003cp\u003eThe explanatory power of the model was assessed using the coefficient of determination (R²). The results indicate varying levels of predictive strength across the constructs.\u003c/p\u003e\u003cp\u003ePro-environmental behavior achieved an R² value of 0.517, meaning that awareness, knowledge, motivation, and participation together explained 51.7% of the variance. According to (Hair et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2011\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), this falls within the moderate range, suggesting that the proposed framework is reasonably effective in predicting behavioral outcomes among students.\u003c/p\u003e\u003cp\u003eMotivation recorded an R² value of 0.456, indicating that awareness and knowledge accounted for 45.6% of the variance. This also represents a moderate level of explanatory power, consistent with theoretical expectations from the VBN and TPB frameworks that highlight awareness and knowledge as important antecedents of motivational states.\u003c/p\u003e\u003cp\u003eBy contrast, participation showed an R² value of 0.054, meaning that awareness and knowledge explained only 5.4% of the variance. This value is considered weak, underscoring that students’ willingness to engage in environmental activities is likely influenced by additional factors—such as peer norms, institutional encouragement, or contextual opportunities—not fully captured in the present model.\u003c/p\u003e\u003cp\u003eOverall, the structural model demonstrates moderate explanatory power for the key constructs of behavior and motivation, while participation remains underexplained. This pattern suggests that experiential educational tourism is more effective at shaping awareness-driven motivation and behavioral intention, but further refinement is required to understand the drivers of active participation in environmental actions.\u003c/p\u003e\u003ch2\u003e4.2. Structural Model and Hypothesis Testing\u003c/h2\u003e\u003cp\u003eThe structural model was assessed through bootstrapping with 5,000 subsamples, and hypothesis testing was conducted at a 5% significance level (t-critical = 1.96). The findings, which demonstrate that five of the six proposed hypotheses were supported, are detailed below and highlight key pathways to pro-environmental behavior.\u003c/p\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eH1. Awareness → Pro-environmental Behavior\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003cp\u003eAwareness of environmental issues emerged as a significant driver of behavior with a path coefficient (β) of 0.263 and a p-value \u0026lt; 0.01. This finding supports the hypothesis that a heightened understanding of environmental problems directly translates into stronger pro-environmental practices, a key tenet of the Theory of Planned Behavior (TPB).\u003c/p\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eH2. Knowledge → Pro-environmental Behavior\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003cp\u003eThe effect of knowledge on behavior was not significant, with a path coefficient (β) of 0.057 and a p-value \u0026gt; 0.05. This result suggests that factual knowledge alone is insufficient to drive sustainable action, echoing the critique that information without affective or experiential engagement holds limited power for behavioral change.\u003c/p\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eH3. Motivation → Pro-environmental Behavior\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003cp\u003eMotivation significantly influenced behavior, with a robust path coefficient (β) of 0.353 and a p-value \u0026lt; 0.001. This finding strongly supports the Value-Belief-Norm (VBN) framework, which positions motivation as a critical psychological mechanism that translates personal values and awareness into tangible action.\u003c/p\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eH4. Participation → Pro-environmental Behavior\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003cp\u003eParticipation also exerted a significant positive effect on behavior, with a path coefficient (β) of 0.244 and a p-value \u0026lt; 0.001. This outcome underscores the vital role of experiential engagement in reinforcing behavioral norms and intentions, a principle consistent with both Experiential Learning Theory (ELT) and TPB.\u003c/p\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eH5. Awareness → Motivation (Mediation Pathway)\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003cp\u003eAwareness was a strong and significant predictor of motivation, with a path coefficient (β) of 0.676 and a p-value \u0026lt; 0.001. This finding validates the VBN notion that awareness of consequences triggers moral obligations, serving as a foundational construct that stimulates the internal drive for conservation behavior.\u003c/p\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eH6. Awareness → Participation (Mediation Pathway)\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003cp\u003eAwareness significantly predicted participation, with a path coefficient (β) of 0.233 and a p-value \u0026lt; 0.001. This indicates that recognizing environmental problems encourages students to engage in collective restoration efforts, thus validating the role of experiential learning in converting cognitive recognition into action.\u003c/p\u003e\u003cp\u003eAn analysis of the path coefficients reveals that among the direct and mediated predictors, Motivation (β = 0.353) and Awareness (β = 0.263) exhibit the most potent effects on behavior. Conversely, Participation (β = 0.244), while significant, demonstrates a comparatively smaller direct impact. These results suggest that while all factors are influential, strategies emphasizing motivation and emotional awareness may be most effective in fostering sustainable behavior, while factual knowledge plays a limited role unless complemented by affective and experiential components.\u003c/p\u003e\u003cp\u003eTabel 8. Test of Hypothesis\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003ctable float=\"No\" id=\"Tabc\" border=\"1\"\u003e\u003ccolgroup cols=\"5\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHypothesis\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEstimate (β)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003et-value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ep-value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eDecision\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH1: Awareness → Behavior\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e263\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3,038\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u0026lt; 0.01\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eSupported\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH2: Knowledge → Behavior\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e57\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e693\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u0026gt; 0.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eNot Supported\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH3: Motivation → Behavior\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e353\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4,422\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u0026lt; 0.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eSupported\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH4: Participation → Behavior\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e244\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4,508\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u0026lt; 0.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eSupported\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH5: Awareness → Motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e676\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e10,120\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u0026lt; 0.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eSupported\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eH6: Awareness → Participation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e233\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4,194\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u0026lt; 0.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eSupported\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003cem\u003eSource: compile and calculate by author using R Studio (2025)\u003c/em\u003e\u003c/p\u003e"},{"header":"5. Discussion","content":"\u003cp\u003eThis study set out to examine how experiential educational tourism, operationalized through the SatuBumi River Cleanup Program, can foster pro-environmental behavior among youth. By integrating Experiential Learning Theory (ELT), the Theory of Planned Behavior (TPB), and the Value-Belief-Norm (VBN) framework, the findings provide both empirical validation and theoretical refinement. The results highlight the pivotal role of awareness, motivation, and participation in shaping sustainable behavior, while also revealing the limited influence of knowledge when detached from experiential and affective engagement.\u003c/p\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003e5.1 Integration with Theories\u003c/h2\u003e\u003cp\u003eThis study provides empirical evidence on how experiential educational tourism can foster pro-environmental behavior among youth, aligning with and extending three key theoretical frameworks: Experiential Learning Theory (ELT), the Theory of Planned Behavior (TPB), and the Value-Belief-Norm (VBN) model. The results show that awareness significantly influences motivation, participation, and behavior, which is consistent with ELT\u0026rsquo;s emphasis on concrete experiences and reflective observation as precursors to cognitive and affective change. River cleanup activities allowed students to directly confront environmental degradation, thereby transforming awareness into both emotional motivation and observable behavior.\u003c/p\u003e\u003cp\u003eWithin TPB, awareness and knowledge are expected to shape attitudes and perceived behavioral control. While awareness demonstrated strong effects, knowledge showed weak reliability and no significant direct effect on behavior (H2 unsupported). This divergence suggests that factual understanding alone may not be sufficient to drive sustainable action unless paired with motivational or participatory pathways. This nuance refines TPB by highlighting the greater weight of affective-cognitive engagement (awareness and motivation) over purely informational approaches.\u003c/p\u003e\u003cp\u003eFrom the VBN perspective, the finding that motivation and participation mediate the link between awareness and behavior (H5 and H6 supported) reinforces the role of internalized norms and social practices in translating concern into action. Awareness activates moral obligations (motivation), while participation channels these obligations into tangible practices. Together, these pathways affirm VBN\u0026rsquo;s proposition that values and beliefs must be activated through experience and collective engagement to yield sustained behavioral change.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003e5.2 Managerial Implications\u003c/h2\u003e\u003cp\u003eFor program managers, NGOs, and schools, the results underscore that experiential interventions are most effective when they go beyond knowledge transfer. The strong role of motivation suggests that river cleanup initiatives should be designed to emotionally engage students\u0026mdash;through storytelling, reflection sessions, and symbolic actions that create personal meaning. Participation outcomes, though statistically weaker in variance explained, remain critical as mediators; thus, managers should provide structured opportunities for hands-on involvement and peer collaboration, ensuring that awareness is not left as a passive cognitive state.\u003c/p\u003e\u003cp\u003eThe weak reliability of the knowledge construct also carries managerial lessons. Rather than overloading participants with technical information, program managers should focus on integrating knowledge into lived experiences\u0026mdash;linking facts with direct observation of river conditions and personal reflection. This design would not only strengthen cognitive learning but also improve the coherence of knowledge as a construct in future evaluations.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003e5.3 Policy Implications\u003c/h2\u003e\u003cp\u003eAt the policy level, this study highlights the strategic role of educational tourism as a complement to formal environmental curricula and technical river management programs. Initiatives like the SatuBumi River Cleanup can be scaled to support national education policies such as \u003cem\u003eAdiwiyata\u003c/em\u003e, offering immersive modules that bridge classroom knowledge with real-world practice. Given the modest explanatory power for participation, policymakers should also consider institutional enablers\u0026mdash;such as community-based partnerships, logistics support, and incentives\u0026mdash;that can make participatory action more accessible and sustainable.\u003c/p\u003e\u003cp\u003eMoreover, the findings suggest that national environmental education policies should recognize motivation as a key policy target alongside knowledge. Investments in experiential and narrative-based programs can foster the affective and normative dimensions of environmental responsibility, particularly among youth who are forming long-term habits and values. By embedding experiential tourism models within broader sustainability education frameworks, governments and NGOs can create more resilient pathways toward ecological citizenship.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003e5.4 Limitations and Future Research Agenda\u003c/h2\u003e\u003cp\u003eThis study, while offering valuable insights, is not without limitations. The sample of 206 students, though statistically adequate, was regionally concentrated and may not represent broader youth populations. Behavioral outcomes were measured immediately after program participation, preventing conclusions about long-term sustainability. Additionally, the knowledge construct showed weaker reliability, and potential moderating factors such as gender, socioeconomic status, or prior environmental experience were not considered. Future research should adopt longitudinal designs, broaden samples to diverse contexts, refine measurement instruments, and employ mixed methods to capture emotional and identity-based learning processes. Comparative studies across different types of educational tourism (e.g., water- versus forest-based programs) would further clarify how context shapes behavioral outcomes.\u003c/p\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgment\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author gratefully acknowledges the Graduate School at Universitas Padjadjaran, particularly the Master\u0026rsquo;s Program in Sustainable Tourism, for its academic support and critical guidance throughout the research process. Special thanks are also extended to the SatuBumi community for their invaluable collaboration during the implementation of the river cleanup educational tourism program, whose engagement and insights were integral to the success of this study.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eData availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data that support the findings of this study are available from the corresponding author, upon reasonable request.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was conducted without any financial support or external funding.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics declarations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAlthough formal ethical approval was not obtained, this research was conducted in strict adherence to the ethical principles of the Declaration of Helsinki and the American Psychological Association (APA) guidelines for ethical research. Prior to their involvement, all participants were fully informed about the study\u0026apos;s purpose, methodology, and how their data would be used for academic purposes. Informed consent was obtained from all participants, and their participation was entirely voluntary. To ensure confidentiality and protect personal privacy, all collected data were anonymized, and no personal identifying information, such as names, contact numbers, or email addresses, was stored. All methods were carried out in accordance with relevant ethical guidelines and regulations.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eConsent to publish\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll participants involved in this study provided informed consent to participate prior to participation. Participant identities were kept confidential by using anonymous codes.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eConflict of Interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAjzen, I. (1991). The theory of planned behavior. \u003cem\u003eOrganizational Behavior and Human Decision Processes\u003c/em\u003e, \u003cem\u003e50\u003c/em\u003e(2), 179\u0026ndash;211. https://doi.org/10.1016/0749-5978(91)90020-T\u003c/li\u003e\n\u003cli\u003eAndari, R. (2023). 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Comparing Beach Cleans to Other Coastal Activities. \u003cem\u003eEnvironment and Behavior\u003c/em\u003e, \u003cem\u003e49\u003c/em\u003e(5), 509\u0026ndash;535. https://doi.org/10.1177/0013916516649412\u003c/li\u003e\n\u003cli\u003eZhang, T., Shaikh, Z. A., Yumashev, A. V., \u0026amp; Chłąd, M. (2020). Applied Model of E-Learning in the Framework of Education for Sustainable Development. \u003cem\u003eSustainability\u003c/em\u003e, \u003cem\u003e12\u003c/em\u003e(16), Article 16. https://doi.org/10.3390/su12166420\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Educational Tourism, Experiential Learning, Pro-Environmental Behavior, River Cleanup Program, Strategic Management","lastPublishedDoi":"10.21203/rs.3.rs-7695179/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7695179/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study examines how experiential educational tourism can foster pro-environmental behavior among youth, using a strategic management model validated through a river cleanup program. While educational tourism is recognized for linking learning with tangible outcomes, there is a lack of empirical validation for integrated frameworks that explain pathways to behavior change, particularly among youth populations. Using a quantitative approach, this study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze data from 206 participants in Indonesia\u0026rsquo;s SatuBumi River Cleanup initiative. The conceptual framework, grounded in the Experiential Learning Theory (ELT), Theory of Planned Behavior (TPB), and Value-Belief-Norm (VBN) model, posits that awareness, knowledge, motivation, and participation collectively shape pro-environmental behavior. The results show that the model explains a substantial amount of the variance in pro-environmental behavior (R\u0026sup2; = 0.517), indicating strong predictive power. Findings from the hypothesis tests reveal that awareness, motivation, and participation significantly influence pro-environmental behavior. Conversely, knowledge showed no significant direct effect on behavior. This research offers a robust, empirically-tested model that refines behavioral theories by underscoring the limited role of knowledge alone in driving behavior change. The findings provide practical implications for policymakers and educators to design more effective and replicable environmental interventions.\u003c/p\u003e","manuscriptTitle":"The Impact of a River Cleanup Program on Youth’s Pro-Environmental Behavior through Educational Tourism","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-26 15:07:07","doi":"10.21203/rs.3.rs-7695179/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"1fc3f32b-f183-4dcd-9546-12c0932d9232","owner":[],"postedDate":"September 26th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-10-15T08:24:29+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-26 15:07:07","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7695179","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7695179","identity":"rs-7695179","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}