Be holistic is to be sustainable for students’ empowerment-Implication of transformative learning model

Be holistic is to be sustainable for students’ empowerment-Implication of transformative learning model | 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 Be holistic is to be sustainable for students’ empowerment-Implication of transformative learning model Attaullah Shah, Kim Geok Tan, Ali Zeb This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7225064/v1 This work is licensed under a CC BY 4.0 License Status: Under Revision Version 1 posted 20 You are reading this latest preprint version Abstract Universities act as engines for the growth of nations and provide opportunities to the youth for improving their knowledge, undertake research to broaden their horizons and acquire the skills and attitudes required for the job market. The emphasis on Education for Sustainable Development in higher education institutions has increased in recent years due to increasing environmental impacts owing to climate change, extensive use of fossils unsustainable development, and global warming, among other factors. However, little research has been undertaken in universities of developing countries to develop a holistic approach to sustainable campuses. In this research the perceptions of the staff of universities about sustainable development practices (SDPs) and their influence on the students’ empowerment has been evaluated. Various attributes of SDPs such as economic, environmental and social dimensions were also assessed. A questionnaire survey was conducted among stakeholders from three government universities in the Malakand region. For analysis of the results, Smart Partial Least Square-Structural Equation Model (PLS-SEM) was used. The results show that initiatives related to economic, environmental, and social dimensions have a positive and direct influence on perceptions of the SDPs. Students' empowerment through transformative education and opportunities for their engagement in sustainability are important for the SDPs in universities. Education for sustainable development sustainable development practices universities Pakistan Figures Figure 1 Figure 2 1 Introduction The concept of Sustainable Development (SD) became more pronounced after the Brandt Commission Report in 1987, when it was clearly defined as “The development for the present generations, without compromising the needs of generations to come” (Brundtland et al., 1987 ). The unscrupulous use of natural resources and different kinds of pollutions by the human beings created severe challenges for the sustainable use of these resources. At the turn of the new millennium, the human population reached 5 billion and in the next two decades of the century, it crossed the mammoth figure of 8 billion people on the surface of globe. The exponential increase in the human population and competition for acquiring natural resources, forced the communities to more efficiently use their natural resources. Hence from built environment to human resource development, manufacturing and services sectors, the concept of Green Operations became more prominent. In business sector, more innovative initiatives were introduced such as sustainable offices, green businesses, green production, green marketing, green human resource management, green supply chain management, and other concepts related to environmental friendliness (Mishra et al., 2017). The second major challenge was the global warming and increase in the global temperature due to increase of Green House Gases (GHG), owning to the anthropogenic activities and use of fossil fuels. The global temperature increased by an average of 1Co by the turn of new millennium. This trend is increasing and 21st century is expected to be warmer. This has led to Climate Change as the pattern of weather at global and regional levels is changing rapidly. The extreme weathers, floods, slides, glaciers’ melting and surging are some of the major events caused due to climate impacts. The GHG emissions are also causing infectious diseases, water scarcity, malnutrition, and health problems in developing countries (Alexey et al., 2020 ). The SDGs (2015–2030) have been clustered under three sub domains of social, economic and environmental as shown in (refer to Fig. 1 . Education for Sustainable Development (ESD) is aimed at integrating the teaching, learning, assessments and practices at the campuses with the sustainability at all levels. ESD empowers the youth of societies through their knowledge, skills, values and attitudes to promote sustainable societies (Laurie et al., 2016 ). Besides ESD, more emphasis is laid over behavioural and attitudinal changes through more reflexive and transformative ESD in recent years, which can empower students in their decision-making both inside and outside campuses. Universities play pivotal roles in shaping sustainable futures of the society by developing the youth and gearing them for transformation, through effective engagement (Horan et al., 2019). After successive Green Movements, achieving sustainability at University campuses has become more focused worldwide (Alshuwaikhat & Abubakar, 2008 ). Green Campus Initiatives (GCI) include both soft and hard interventions, such as reviewing curricula for sustainable development, building the capacity of students and staff, creating sustainable infrastructure, reducing waste, and conserving energy and water (Mafongosi et al., 2018 ).Yuan et al. (2013), identified four dimensions of sustainable campuses i.e. campus operations, teaching, research and community engagement. For education on sustainable development, governance of the universities also becomes important through education, research, campus operations and outreach (Filho et al., 2023 ). The sustainable development practices are often focused on the integration of economic, environmental and social dimensions. The concept of circular economy mainly aimed at reducing the Life Cycle Cost (LCC) of the projects and products. This transformed the traditional production-consumption-waste to production-consumption-reuse, which requires the commitments from policy makers, investors, developers and other major stakeholders (Laurenti et al, 2018). The concept of LCC is used for economic assessment of the products and services. LCC evaluates the cost incurred in the entire life of a project. The objective of LCC is to assess the product cost comprehensively, reduce the Life Cycle Cost and improve the efficiency & performance of the product (Shi J et al, 2019). Hence, the SDP will focus on the life cycle cost of the products rather than the acquisition cost. Environmental sustainability is an integral part of the sustainable development practices (SDP) and focuses on conservation of natural resources both on the surface of land and inside the water. A crucial element of environmental sustainability is related to mitigate the overuse of natural resources and conserving the ecosystem services. The climate mitigation efforts are also aimed at ensuring food security and continuity of Ecosystem Services ((Oliver, 2015). The social sustainability is a mandatory component of the SD. It is linked to Sustainable Development by reducing the poverty, hunger and improving the health & wellbeing, water & sanitation as well as providing many opportunities to the females. Social governance has positive linkage with the achievement of sustainable development in terms of SDGs (Muhammad Sadiq et al., 2023). Stimulating and encouraging the engagement of students in the sustainability initiatives at the campuses has a transformative impact (Disterheft et al, 2015 ). For engagement of students in Education for Sustainable Development Goals, innovative teaching and learning methods, creative & opening learning environment is recommended for developing their soft skills (Molderez & Fonseca, 2018 ). For mobilization and empowerment of students and staff towards sustainable education and practices, establishment of Green Office (GO) is also recommended. This office may be led by students or students and staff both. In the students led GO, all activities and initiatives related to sustainability are led by the students and integrate with other departments to form groups (Adomßent et al., 2019 ). Sometimes, this GO is also called Sustainability Office. These GOs are very effective in mobilizing the students and staff for green campus initiatives. Based on the assessment of students’ perceptions about sustainability, Yuan and Zuo ( 2013 ) showed that students have top priority of sustainable transportation between campuses, security within the campus, provision of sustainable student accommodations, reduction of toxic materials, waste management, energy conservation, sustainable landscaping, providing students with environmental sustainability practice facilities and access to people with disability. The SDPs vary from region to region and university depending on the maturity level of the institution, funding available and commitment from leadership. The most researched dimensions of SD in universities include Built Environment (Physical infrastructure), organizational & educational, social, environment and economical dimensions (Aleixo et al., 2018 ; Larrán et al., 2016 ). In this study, we are considering the dimensions of physical infrastructure, student knowledge, environmental, economic and social dimensions (Pedro et al, 2020 ; Nejati and Nejati, 2013). The students’ perceptions about the SDPs are based on providing them with the sustainable accommodation, facilities for practicing sustainability, formation of students’ groups for sustainable practices inside and outside the campus, arranging sustainability focused job fairs/open houses and encouraging the students to join the organizations with more environmental sustainability pledges in their operations (Yuan and Zuo,2013). In addition, quality assurance, students’ satisfaction, use of innovative technologies for sustainability are also very effective in developing SDPs (Raza et al., 2023 ). There is a consensus that majority of the students in Universities feel that there is lack of students’ engagement in the sustainable campus development initiatives through creating culture of inspiration, innovation, action and trust (Cottafava et al., 2019 ). Research on integrated efforts to mainstream and empower the students in the SDP inside and outside the Pakistani Universities is very limited and more efforts are required in this direction (Habib et al., 2021 ). 2 Theory and hypothesis development Transformative learning theory of Mezirow, ( 2018 ) suggests that sustainable learning can lead to transformative changes in an individual's worldview, promoting critical thinking and empowerment. By evaluation the influence of sustainability initiatives on students’ empowerment, the study infers that transformative learning is a main source of mechanism. Worldwide universities are promoting SDPs help students mainly engage with sustainability challenges and develop their skills that empower them to enact change (Agbedahin, 2019 ). This theory is useably encourage sustainable development, as it inspires individuals to critically study their own beliefs, actions, assumptions and fostering a mind-set that supports sustainable practices (Intolubbe-Chmil et al., 2012 ). Here’s how TLT promotes sustainable development across different dimensions; such as economic dimensions, environmental education dimensions and social dimensions. Transformative learning encourages people and organizations to critically analyse effective resource management, consumption patterns, and economic growth models. Through the transformative learning organization recognize the importance of sustainable business practices that minimize environmental harm and encourage fair labour practices (Martínez-Rodríguez et al., 2018. It is essential to cultivate an attentiveness of the ethical implications of economic decisions, which can lead to more sustainable investments and responsible consumer behavior (White et al., 2019 ). In terms of environmental education transformative learning plays a crucial role in environmental oriented education by helping learners shift from merely understanding environmental matters to actively engaging in sustainable behaviours. Through transformative learning, organization know the importance of sustainable business practices that minimize environmental harm and encourage fair labour practices (Leal Filho et al., 2018 ). It is necessary to develop critical thinking and skills that challenge environmentally damaging norms and inspire advocacy for policies supporting environmental conservation and restoration (Schild, 2016 ). TLT supports social dimensions of sustainability by fostering inclusive attitudes and behaviours that promote social equity and justice. It encourages individuals to engage and dismantle biases and fosters empathy towards diverse communities, leading to greater social cohesion and support for social justice (Shields, & Hesbol, 2020 ). It is important to participate in community-building efforts and support policies that reduce inequality and to promote to resources availability. Transformative learning is also promote ssustainable development perceptions that is essential for student empowerment and fostering awareness, critical thinking, and active engagement with global issues. 2.1 Sustainable development practices promote sustainable development perception Students’ participation and empowerment lead to SDPs in universities. Empowerment through transformative learning involves reflections, dialogues and individual experiences. Hence new lenses of perceptions about sustainability are developed in the learners through transformative learning ((Mezirow and Taylor, 2009 ). Students’ participation is considered as an important component for their empowerment in Higher Education for Sustainable Development (HESD). This also leads to their satisfaction and trust in higher education institutes (Perello et al, 2018). SPD can be defined as the use of processes, methods, policies and procedures to reduce the negative environmental, social and economic impacts of University operations through their main functions of teaching, research, transfer, dissemination, cooperation and administration to help internal and external stakeholders for transition to sustainable life styles and approaches (Findler et al., 2018 ). Other dimensions of SDPs have also been reported such as organizational and politico-cultural dimensions (Aleixo et al.,2018, Pedro et al.,2020). In this study we have included economic, environmental and social dimensions in the SDP. The economic dimensions involve economic sustainability of universities both in short and long terms. The availability of sufficient resources to finance the sustainable initiatives and practices is also an important aspect for economic sustainability (Moosmayer & Siems, 2012 ). Economic sustainability of Universities has important role in research on sustainability and promoting SDPs in Universities and outside. Availability of substantial funding and resources in universities always encourage the student’s empowerment and encourage them for SDP. The economic sustainability of the universities will ensure investment in the sustainable initiatives at the campuses, such as energy and water conservation, waste management, green transports etc. (Bhattacharyya, 2020 ). Budgetary allocations for sustainable initiatives in Universities have positive impact on the universities’ environment as students and staff are engaged in the SDP. Budgetary constraints for sustainable initiatives restrict such practices (Sima et al., 2019 ). Research on sustainability in Universities has been widely published in important journals like International Journal of Sustainability in Higher Education (IJSHE), Environmental Education Research (EER), Journal of Cleaner Production and the European Journal of Engineering Education (Menon and Suresh, 2020 ). Some of the important aspects promoting research on sustainability include, research focus, opportunities, collaboration with industrial partners and establishment of learning laboratory (Shiberg, 2003). Research on sustainability issues have become the major themes in Universities around the world. Research funding on renewable energy, climate adaptation and carbon capture & storage have become some of the major areas of research related to sustainability (Alshuwaikhat & Abubakar, 2008 ). Research on sustainability also constitutes an important aspects of the SDPs (Ali et al., 2016) Environmental sustainability plays pivotal role in the perception about SDPs. Such initiatives may include sustainable purchasing approaches, career counselling and guidance for students who opt for sustainable development career paths (Sukiennik et al., 2021 ). For developing culture for SDP, the students also reimbursed fee for courses on sustainable development, when completed successfully (Lazar & Chitra, 2022). University is mainly comprised of the students and staff. Their knowledge about the sustainable practices play a pivotal role in SPD at Campuses. Students’ knowledge about sustainability through ESD develop their awareness and they are able to exhibit environment friendly behaviour at the campus and outside (Palacin et al., 2018). The University staff and leadership play effective role in sustainable and environment friendly organization (Ribeiro et al., 2017 ). The students’ knowledge and behaviour towards sustainability. Pro-environmental behaviour of employees in organization is manifested in three ways, firstly based on pro-social behaviour, secondly on non-obligatory behaviours and thirdly their engagement in environmental protection to improve the image of their organization (Ramus & Killmer, 2007 ). The Corporate Social Responsibility (CSR) perception of employees enhances their pro-environmental behaviour through moral reflections, environmental commitment and pro-environmental advocacy of employees (Afsar & Umrani., 2020). Such initiatives for campus sustainability include provide access to people with disabilities, community engagement, dedicated website for communication of sustainability initiatives, organizing charitable activities and environment focused activities (Yuan & Zuo, 2013 ). Based on the above literature review, the following hypotheses are formulated: H1: Economic sustainability is predicted sustainable development perceptions. H2: Environmental education is predicted sustainable development perceptions. H3: Social sustainability is predicted sustainable development perceptions. 2.1 Sustainable development perceptions and student empowerment Sustainable development perceptions is empowering students by raising their awareness, fostering critical skills and increasing engagement that can be applied to societal challenges. It increased awareness and global citizenship and enable understanding of global challenges like climate change, resource scarcity, and social inequalities (Rieckmann, 2018 ; Cavicchi, 2021 ). Furthermore it improved career readiness of the students’ careers fields such as CSR, environmental science, green technology, and policy-making. The career choice orientation gives students confidence in their skillsets and an understanding of how they can contribute to sustainable practices professionally (Molderez & Fonseca, 2018 ; Kyle Jr, 2020 ). The empowerment of students for SDPs in Campuses include their knowledge and their involvement in various activities and opportunities focused on sustainability (Efthimiou, 2017 ; Späth and Scolobig, 2017 ). Empowerment is a process that allows individuals to embrace new behaviours that improve their aspirations and those of their organizations (Perkins & Zimmerman, 1995 ). For empowerment of students, universities must provide them with appropriate knowledge and opportunities to use campus as laboratory for individual and collective learning (Berchin et al., 2021 ). The aforementioned literature highlights the importance of sustainable development education in empowering students by critical thinking, fostering awareness and engagement in societal issues. Students gain skills and knowledge in universities that help them address global challenges like climate change and social inequality, contributing to global citizenship. Hence the following hypothesis is proposed. H4: Sustainable development perception is predicted students empowerment. 3 Methods The population comprised relevant stakeholders from universities in Pakistan. Regarding its analytical scope, the study was conducted in Pakistani universities. The academics, students, and administrative staff from three public sector universities—University of Malakand, Shaheed Benazir Bhutto University, Sheringal, and University of Swat—were identified as the population of this study. This study represents a valuable contribution, as it is the first time such research has been conducted in these public sector universities. Prior to data collection, we obtained consent from the participants. A non-probability convenience sampling technique was employed, and data were collected using a five-point Likert scale ranging from "strongly disagree (1)" to "strongly agree (5)." Convenience sampling, a type of non-probability sampling, involves selecting a sample from the portion of the population that is readily accessible. Based on the recommendations of Etikan et al. (2016), we adopted this approach. Participants were informed about the study's aims before completing the questionnaire. 3.1 Sample and procedures This study was conducted in accordance with the ethical standards and research guidelines involving human subjects, as approved by the Ethics Committee of Karakoram International University. All procedures followed were in compliance with the institutional and international ethical guidelines. We distributed a total of 450 survey forms, of which 382 (84.88%) were returned and deemed complete for further analysis. A total of 68 (15.11%) surveys were rejected due to incomplete records and missing responses. The socio-demographic details of the respondents (refer to Table 1 ) indicated that 64.39% were male, and 35.61% were female. The majority (50.78%) of respondents were aged 24–30 years, followed by 31–36 years (31.94%) and 37–43 years (17.28%). In terms of experience, the largest group (51.05%) had 5–10 years of experience, 31.94% had 11–16 years, and 17.01% had 17–22 years. Faculty members accounted for 16.75% of the respondents, while students constituted the majority at 63.62%, and administrative personnel represented 19.63%. For the analysis of the survey-based quantitative model, PLS-4 was used, as recommended when analyzing a theoretical framework from a predictive standpoint (Ringle et al., 2022 ). The descriptive statistics of the study are provided below. Table 1 Socio demographic details of the respondents Variables Frequency Percentage Gender Male 246 64.39% Female 136 35.61% Age (Year) 43 66 17.28% Experience (Year) 22 65 17.01% Profession Faculty 64 16.75% Student 243 63.62% Administration 75 19.63% 3.2 Instruments development The survey form was comprised of the two sections. The first section presents the demographic details of the respondents and second section presents the five-point Likert from 1-strongly disagree to 5-strongly agree. All scale are adapted from the previous tested survey forms. Economic sustainability: scale were focus on sustainable economic values, climate change, limited natural resources, employment and income flow of the respondents. It was measured with 04-items scale developed by Drews et al. (2016) with a valid Cronbach’s alpha value. Environmental education: were evaluate the environment oriented session, sustainable faculty development, eco oriented courses and green university agenda. The scale were measured with 3-items was developed by Kirk et al. ( 2016 ) with a valid Cronbach’s alpha value. Social sustainability: scale were mainly evaluated the sustainable self-direction, eco achievement and protecting the environment. The scale were measured with 3-items was developed by Kirk et al. ( 2016 ) with a valid Cronbach’s alpha value. Sustainable development practices: were focused on the waste reduction and recycling, sustainable transportation, energy and water conservation. The scale were measured with 5-items was developed by Kirk et al. ( 2016 ) with a valid Cronbach’s alpha value. Student empowerment: scale were focus on student empowerment, student’s sustainable role, participation in eco oriented activities, expressing green ideas and attitudes are presented. The constructs was measured with 5-items scale developed by Frymier et al. ( 1996 ), Cronbach’s alpha value. 4 Results This is an exploratory and aims to evaluate the links among the given variable; therefore, PLS-SEM was employed to analyse the model of the study. The PLS-SEM procedure usually comprises two sub-models: the measurement model and the structural model. Before assessing the path relationships of the model, the validity and reliability of various constructs of the measurement model were examined to gauge whether the study’s constructs are valid and reliable or not. The subsequent section examine the construct reliability and content validity. 4.1 Measurement analysis The measurement analysis in (refer to Table 2 , Fig. 2 ) presents for various constructs, assessing their factor loadings, alpha values, Composite Reliability (CR) and Average Variance Extracted (AVE). Each variables such as economic sustainability, environmental sustainability, social sustainability, SDPs, and student empowerment, includes specific items, labelled with ECS, ENS, SS, SDP, and SE used to measure each construct. The factor loadings of each variable were ranged from (0.671 to 0.900) which were greater than 0.55. The alpha values across all constructs were ranged from (0.729 to 0.813). That were above the generally accepted threshold of 0.70, indicating acceptable internal consistency and reliability for each construct. The CR values were ranged from (0.720 to 0.874) for all variables were greater than 0.70 also suggests moderate reliability, meaning that items within each construct are consistent in measuring the intended concepts. All the AVE values were ranged from (0.525 to 0.625) for each construct were above the 0.50 threshold for adequate convergent validity, and suggests that, on average, the items explain a moderate portion of the variance in their respective constructs. Table 2 Factor loadings of the constructs Constructs Items Ladings Alpha values CR AVE Economic sustainability 0.826 0.874 0.657 ECS1 0.762 ECS2 0.900 ECS3 0.825 ECS4 0.746 Environmental sustainability 0.729 0.720 0.612 ENS1 0.864 ENS2 0.793 ENS3 0.680 Social sustainability 0.729 0.858 0.675 SSI 0.671 SS2 0.888 SS3 0.886 Sustainable development practices 0.813 0.811 0.572 SDP1 0.717 SDP2 0.780 SDP3 0.802 SDP4 0.783 SDP5 0.694 Student empowerment 0.778 0.790 0.525 SE1 0.725 SE2 0.740 SE3 0.720 SE4 0.781 SE5 0.652 4.2 Discriminant validity the (refer to Table 3 ) presented is assessing the discriminant validity of different constructs within a study using two methods: the fornell-larcker criterion and the heterotrait-monotrait ratio (htmt). the fornell-larcker criterion and the heterotrait-monotrait ratio (htmt) were used to assess the discriminant validity of studied constructs. in the first criterion highlighted values represent the square root of the ave for each construct should be higher than the correlations between the construct and any other constructs off-diagonal values to establish discriminant validity. while in the second criterion htmt values below 0.85. all the values were lesser than 0.85 indicate discriminant validity. Table 3 Discriminant validity of constructs Fornell-Larcker Criterion Constructs 1 2 3 4 5 1 Economic sustainability 0.810 2 Environmental sustainability 0.208 0.783 3 Social sustainability 0.131 0.170 0.821 4 Student empowerment 0.228 0.354 0.216 0.725 5 Sustainable development practices 0.176 0.229 0.357 0.366 0.712 HTMT Criterion 1 Economic sustainability 2 Environmental sustainability 0.217 3 Social sustainability 0.149 0.189 4 Student empowerment 0.275 0.377 0.240 5 Sustainable development practices 0.196 0.235 0.417 0.429 4.3 Coefficient of determination The coefficient of determination (R²) values indicate the variance in the dependent variable such as SDPs and student empowerment explained by the independent variables (refer to Table 4 ). The total 13.4% variance in the student empowerment were explained by economic sustainability, environmental sustainability, social sustainability and SDPs. Further 16.6 of the total variance in the SDPs were explained by economic sustainability, environmental sustainability and social sustainability. Table 4 Coefficient of determination r2values and VIF Constructs R 2 VIF Sustainable development practices 0.166 1.000 Student empowerment 0.134 1.000 Economic sustainability 1.056 Environmental sustainability 1.068 Social sustainability 1.040 Discussion The results of the structural path analysis examined the relationships between different types of sustainability, such as economic, environmental, social, and SDPs, as well as the impact of SDPs on student empowerment. As well as the impact of DSP on student empowerment. Economic sustainability path coefficient values (β = 0.102), (t-value = 2.394) and (p-value = 0.017) has a significant and positive impact on SDPs. This indicated that this effect is statistically significant, supporting the hypothesis 1. This is also shown in the earlier research by Biermann et al. (2017) and Arts ( 2017 ) that universities and organizations should focusing on economic sustainability is better positioned to implement practices that lead to long-term results. It is concluded that economic stability encourages resources distribution and investment in eco development, ensuring stakeholders are involved in environmentally and socially eco-friendly practices. Environmental sustainability path coefficient values (β = 0.153), (t-value = 3.656) and (p-value = 0.000) has a significant and positive impact on SDPs. This indicated that this effect is statistically significant, supporting the hypothesis 2. The environmental dimension has directly impact on SDPs. The findings are tie with the study of Robert (2006), SDPs underscores the critical role of environmental consciousness in driving sustainable activities. The findings further suggests that environmental initiatives such as conservation, resource efficiency, and pollution reduction are contributed directly to an organization’s commitment to sustainability. It is important that universities can reinforcing the sustainability of their practices, mitigate ecological impacts and aligning their operations with global environmental goals. Social sustainability path coefficient values (β = 0.317), (t-value = 7.281) and (p-value = 0.000) has a significant and positive impact on SDPs. This indicated that this effect is statistically significant, supporting the hypothesis 3. The community involvement for sustainable development initiatives has direct and positive relationship with the perceived benefits of sustainable development or perceptions about SDPs. The results are consistent with the prior study of Andereck and Nyaupane ( 2011 ) and Latkova and Vogt ( 2012 ) claimed that social sustainability’s have positive influence on SDPs highlights the importance of social dimensions in sustainability frameworks. This statement points to the essential role of inclusivity, equity and public engagement in sustainable development. These practices ensures that the benefits of development are equitably distributed and that development practices support well-being and social cohesion ultimately creating a more resilient foundation for sustainable initiatives. Changes in social practices and social cohesions are important aspects of the SDPs in universities and the social responsibility is developed in students and staff to develop SDPs (Douglas et al, 2006; Palacio et al, 2002 ; Mossymar & Siems, 2002). SDPs path coefficient values (β = 3.366), (t-value = 7.277) and (p-value = 0.000) has a significant and positive impact on student empowerment. This indicated that this effect is statistically significant, supporting the hypothesis 4. The SDPs on student empowerment indicates that sustainability initiatives provide students with knowledge, skills and a sense of agency. This result is associated with Papineau and Kiely ( 1996 ), O’Dwyer ( 2005 ), Lozano, ( 2006 ) and Späth and Scolobig ( 2017 ), recommend that engaging students in sustainable practices not only benefits university sustainability but also empowers students by enhancing their awareness and participation in sustainability-related accomplishments. It further embedding sustainable development in educational settings, universities can foster empowered, informed, and environmentally conscious future leaders. When sustainable practices are exhibited in the universities through systematic learning, focused research, their engagement in sustainable activities in the campus. The students’ empowerment plays pivotal role in the SDPs in universities and vice versa. Their capacity building through transformative learning, campus based sustainability activities, research on sustainability. Table 5 structural path coefficient Relationships β t p Decision Economic sustainability -˃ Sustainable development practices 0.102 2.394 0.017 Supported Environmental sustainability -˃ Sustainable development practices 0.153 3.656 0.000 Supported Social sustainability -˃ sustainable development practices 0.317 7.281 0.000 Supported Sustainable development practices -˃ Student empowerment 0.366 7.277 0.000 Supported 4.5 Implications for practice and theory Implications for practice indicated that universities aiming for sustainable development should integrate economic, environmental, and social sustainability into their core policies. By addressing environmental impact, ensuring financial stability, and promoting social well-being, universities can establish a comprehensive approach to sustainability that supports long-term development practices. Strategies that enhance social sustainability and environment should be prioritized, as they directly influence SDPs. By designing strategies that balance economic incentives with environmental responsibility and social engagement, universities can create model that are conducive to sustainable outcomes. Sustainability programs cantered on empowering students through SDPs offer a dual advantage: it enhances students’ skills in real-world contexts and prepares them for future challengesin sustainability in real-world contexts. Universities should consider implementing sustainability within extracurricular and curricula programs, and campus initiatives to maximize the empowerment benefits observed in this empirical research study. Furthermore, implications for practice highlight that universities should allocate resources to support SDPs. It is recommended investment in green infrastructure, economic incentives, and social welfare programs for sustainable innovation can support sustainability goals while engaging and benefiting all university stakeholders. Implications for sustainability theory demonstrate the interconnected roles of economic, environmental, and social dimensions in SDPs within educational settings. It recommended the theoretical argument that a multifaceted method to sustainability is necessary for comprehensive development, highlighting the need for balanced, inclusive, and resource-conscious model. The results of the study contribute to empowerment theory by illustrating the role of sustainable practices in enhancing individual agency, in this case, among students. The proper sustainability integration into educational institutions not only achieves environmental and economic growth but also aligns with theories of empowerment, supporting the notion that students gain valuable skills and self-sufficiency through participation in sustainability initiatives. Furthermore, implication for theory indicated that sustainability practices can act as an intermediating mechanism through which economic, environmental, and social influences affect broader developmental goals, such as student empowerment. This information has implications for theoretical models that explore how sustainability practices intermediate the relationship between institutional values and outcomes. Lastly, this study supports the relevance of interdisciplinary theories in sustainability, and it reinforces the notion that sustainable development is not limited to environmental conservation. It is a holistic concept encompassing various dimensions essential for institutional and social well-being. Conclusion and recommendations This research was mainly aimed at the influence of economic, social and environmental interventions in universities of Pakistan for promoting SDPs. Additionally, the study examines the relationship between SDPs on campuses and students’ empowerment for sustainability. Based on the questionnaire survey and results, the following conclusions are made. (a) The majority of stakeholders have little or no information about the sustainability offices in universities, which reveals that a very small number of universities have established dedicated offices for sustainability. The majority of the faculty and staff of universities are involved in sustainability-related initiatives in different forms but such initiatives are neither integrated, nor well documented. Hence, very few universities have developed their annual sustainability reports. (b) SDPs in Universities are influenced by the economic, social and environmental sustainability initiatives. Positive relations and the influence of economic, social, and environmental initiatives on campuses on the SDPs have been observed. (c) The SDPs in universities empower students through social, environmental, and economic dimensions. (d) SDPs in universities lead to the empowerment of students, achieved through capacity building, sustainability research, and involving students in various sustainability-related opportunities. (e) For promoting SDPs at universities, majority have recommended sufficient resource allocation, capacity building of the students, staff and faculty, their active engagement with the communities. Declarations Funding This research received no external funding. Clinical Trial Number Clinical trial number is not applicable Ethics approval This study was conducted in accordance with the ethical standards and research guidelines involving human subjects, as approved by the Ethics Committee of Karakoram International University. All procedures followed were in compliance with the institutional and international ethical guidelines. Informed consent statement Prior to participation, informed consent was obtained from all individual participants involved in the study. Participants were fully informed about the purpose of the research, the voluntary nature of their participation, their right to withdraw at any time, and assurances regarding the confidentiality and anonymity of their responses. Statement of no competing interests The authors have no competing financial or other interests in publishing this paper. Data availability statement The data about the survey and research is available with the authors and can be provided on request. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7225064","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":502156578,"identity":"76888af2-7ed3-4d47-86d9-5da71714dc8c","order_by":0,"name":"Attaullah Shah","email":"","orcid":"","institution":"Karakoram International University","correspondingAuthor":false,"prefix":"","firstName":"Attaullah","middleName":"","lastName":"Shah","suffix":""},{"id":502156579,"identity":"dfc72dc5-3470-49b6-8ddf-413815ecb1e6","order_by":1,"name":"Kim Geok Tan","email":"","orcid":"","institution":"Multimedia University Jalan Ayer Keroh Lama","correspondingAuthor":false,"prefix":"","firstName":"Kim","middleName":"Geok","lastName":"Tan","suffix":""},{"id":502156580,"identity":"0c097a57-b56b-40dd-8951-bad97b6e6333","order_by":2,"name":"Ali Zeb","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA+0lEQVRIiWNgGAWjYDACdsYGBiACgw8JFQwMBgS1MCO0MM5IOEOUFpBamBbGNiK08DczN3/4uIMhj7//8MOGh/MOy5uzNx9g+FGxDacWicOMDYYzzzAUS9xIM2xI3HbYcGfPsQTGnjO3cVsD1JLM28aQ2HCDwfwBUAvjhhs5BsyMbbi1yAO1HP4L1DL//PGPDYlzDtsT1GJwmLGxGejrxA0HcoAOazicSFCL4WHGZsbeMwyJG2/kFDYkHEtP3nDmWMJBfH6RO97++MPPHQyJ884f39j4o8badsPx5oMPflTg8T4E/IcxmsHkAULqkUEdKYpHwSgYBaNghAAAw0lkWBO7dckAAAAASUVORK5CYII=","orcid":"","institution":"Karakoram International University","correspondingAuthor":true,"prefix":"","firstName":"Ali","middleName":"","lastName":"Zeb","suffix":""}],"badges":[],"createdAt":"2025-07-27 08:38:09","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7225064/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7225064/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":89947717,"identity":"6f55d373-b98f-44d9-b7c2-a5c2799d6c2e","added_by":"auto","created_at":"2025-08-26 18:01:26","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":46010,"visible":true,"origin":"","legend":"\u003cp\u003eMapping of SDGs under three components of sustainable development\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-7225064/v1/c71e846948a07865fe9ad7f0.png"},{"id":89947478,"identity":"9fd74bba-d8b2-4d34-9225-50ec2bd01e72","added_by":"auto","created_at":"2025-08-26 17:53:26","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":119780,"visible":true,"origin":"","legend":"\u003cp\u003eMeasurement model of the study structural path analysis\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-7225064/v1/c72c6cdd8b8aad0d68c9446d.png"},{"id":89948359,"identity":"975cc095-5c09-4540-a760-10acd2669385","added_by":"auto","created_at":"2025-08-26 18:09:31","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":989104,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7225064/v1/38a2edd6-7db6-4963-9935-5223065c271d.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eBe holistic is to be sustainable for students’ empowerment-Implication of transformative learning model\u003c/p\u003e","fulltext":[{"header":"1 Introduction","content":"\u003cp\u003eThe concept of Sustainable Development (SD) became more pronounced after the Brandt Commission Report in 1987, when it was clearly defined as \u0026ldquo;The development for the present generations, without compromising the needs of generations to come\u0026rdquo; (Brundtland et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e1987\u003c/span\u003e). The unscrupulous use of natural resources and different kinds of pollutions by the human beings created severe challenges for the sustainable use of these resources. At the turn of the new millennium, the human population reached 5\u0026nbsp;billion and in the next two decades of the century, it crossed the mammoth figure of 8\u0026nbsp;billion people on the surface of globe. The exponential increase in the human population and competition for acquiring natural resources, forced the communities to more efficiently use their natural resources. Hence from built environment to human resource development, manufacturing and services sectors, the concept of Green Operations became more prominent. In business sector, more innovative initiatives were introduced such as sustainable offices, green businesses, green production, green marketing, green human resource management, green supply chain management, and other concepts related to environmental friendliness (Mishra et al., 2017). The second major challenge was the global warming and increase in the global temperature due to increase of Green House Gases (GHG), owning to the anthropogenic activities and use of fossil fuels. The global temperature increased by an average of 1Co by the turn of new millennium. This trend is increasing and 21st century is expected to be warmer. This has led to Climate Change as the pattern of weather at global and regional levels is changing rapidly. The extreme weathers, floods, slides, glaciers\u0026rsquo; melting and surging are some of the major events caused due to climate impacts. The GHG emissions are also causing infectious diseases, water scarcity, malnutrition, and health problems in developing countries (Alexey et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The SDGs (2015\u0026ndash;2030) have been clustered under three sub domains of social, economic and environmental as shown in (refer to Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cp\u003eEducation for Sustainable Development (ESD) is aimed at integrating the teaching, learning, assessments and practices at the campuses with the sustainability at all levels. ESD empowers the youth of societies through their knowledge, skills, values and attitudes to promote sustainable societies (Laurie et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Besides ESD, more emphasis is laid over behavioural and attitudinal changes through more reflexive and transformative ESD in recent years, which can empower students in their decision-making both inside and outside campuses.\u003c/p\u003e\u003cp\u003eUniversities play pivotal roles in shaping sustainable futures of the society by developing the youth and gearing them for transformation, through effective engagement (Horan et al., 2019). After successive Green Movements, achieving sustainability at University campuses has become more focused worldwide (Alshuwaikhat \u0026amp; Abubakar, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). Green Campus Initiatives (GCI) include both soft and hard interventions, such as reviewing curricula for sustainable development, building the capacity of students and staff, creating sustainable infrastructure, reducing waste, and conserving energy and water (Mafongosi et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).Yuan et al. (2013), identified four dimensions of sustainable campuses i.e. campus operations, teaching, research and community engagement. For education on sustainable development, governance of the universities also becomes important through education, research, campus operations and outreach (Filho et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe sustainable development practices are often focused on the integration of economic, environmental and social dimensions. The concept of circular economy mainly aimed at reducing the Life Cycle Cost (LCC) of the projects and products. This transformed the traditional production-consumption-waste to production-consumption-reuse, which requires the commitments from policy makers, investors, developers and other major stakeholders (Laurenti et al, 2018). The concept of LCC is used for economic assessment of the products and services. LCC evaluates the cost incurred in the entire life of a project. The objective of LCC is to assess the product cost comprehensively, reduce the Life Cycle Cost and improve the efficiency \u0026amp; performance of the product (Shi J et al, 2019). Hence, the SDP will focus on the life cycle cost of the products rather than the acquisition cost.\u003c/p\u003e\u003cp\u003eEnvironmental sustainability is an integral part of the sustainable development practices (SDP) and focuses on conservation of natural resources both on the surface of land and inside the water. A crucial element of environmental sustainability is related to mitigate the overuse of natural resources and conserving the ecosystem services. The climate mitigation efforts are also aimed at ensuring food security and continuity of Ecosystem Services ((Oliver, 2015).\u003c/p\u003e\u003cp\u003eThe social sustainability is a mandatory component of the SD. It is linked to Sustainable Development by reducing the poverty, hunger and improving the health \u0026amp; wellbeing, water \u0026amp; sanitation as well as providing many opportunities to the females. Social governance has positive linkage with the achievement of sustainable development in terms of SDGs (Muhammad Sadiq et al., 2023).\u003c/p\u003e\u003cp\u003eStimulating and encouraging the engagement of students in the sustainability initiatives at the campuses has a transformative impact (Disterheft et al, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). For engagement of students in Education for Sustainable Development Goals, innovative teaching and learning methods, creative \u0026amp; opening learning environment is recommended for developing their soft skills (Molderez \u0026amp; Fonseca, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). For mobilization and empowerment of students and staff towards sustainable education and practices, establishment of Green Office (GO) is also recommended. This office may be led by students or students and staff both. In the students led GO, all activities and initiatives related to sustainability are led by the students and integrate with other departments to form groups (Adom\u0026szlig;ent et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Sometimes, this GO is also called Sustainability Office. These GOs are very effective in mobilizing the students and staff for green campus initiatives. Based on the assessment of students\u0026rsquo; perceptions about sustainability, Yuan and Zuo (\u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) showed that students have top priority of sustainable transportation between campuses, security within the campus, provision of sustainable student accommodations, reduction of toxic materials, waste management, energy conservation, sustainable landscaping, providing students with environmental sustainability practice facilities and access to people with disability.\u003c/p\u003e\u003cp\u003eThe SDPs vary from region to region and university depending on the maturity level of the institution, funding available and commitment from leadership. The most researched dimensions of SD in universities include Built Environment (Physical infrastructure), organizational \u0026amp; educational, social, environment and economical dimensions (Aleixo et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Larr\u0026aacute;n et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). In this study, we are considering the dimensions of physical infrastructure, student knowledge, environmental, economic and social dimensions (Pedro et al, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Nejati and Nejati, 2013).\u003c/p\u003e\u003cp\u003eThe students\u0026rsquo; perceptions about the SDPs are based on providing them with the sustainable accommodation, facilities for practicing sustainability, formation of students\u0026rsquo; groups for sustainable practices inside and outside the campus, arranging sustainability focused job fairs/open houses and encouraging the students to join the organizations with more environmental sustainability pledges in their operations (Yuan and Zuo,2013). In addition, quality assurance, students\u0026rsquo; satisfaction, use of innovative technologies for sustainability are also very effective in developing SDPs (Raza et al., \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThere is a consensus that majority of the students in Universities feel that there is lack of students\u0026rsquo; engagement in the sustainable campus development initiatives through creating culture of inspiration, innovation, action and trust (Cottafava et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Research on integrated efforts to mainstream and empower the students in the SDP inside and outside the Pakistani Universities is very limited and more efforts are required in this direction (Habib et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003c/p\u003e"},{"header":"2 Theory and hypothesis development","content":"\u003cp\u003eTransformative learning theory of Mezirow, (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) suggests that sustainable learning can lead to transformative changes in an individual's worldview, promoting critical thinking and empowerment. By evaluation the influence of sustainability initiatives on students\u0026rsquo; empowerment, the study infers that transformative learning is a main source of mechanism. Worldwide universities are promoting SDPs help students mainly engage with sustainability challenges and develop their skills that empower them to enact change (Agbedahin, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). This theory is useably encourage sustainable development, as it inspires individuals to critically study their own beliefs, actions, assumptions and fostering a mind-set that supports sustainable practices (Intolubbe-Chmil et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Here\u0026rsquo;s how TLT promotes sustainable development across different dimensions; such as economic dimensions, environmental education dimensions and social dimensions.\u003c/p\u003e\u003cp\u003eTransformative learning encourages people and organizations to critically analyse effective resource management, consumption patterns, and economic growth models. Through the transformative learning organization recognize the importance of sustainable business practices that minimize environmental harm and encourage fair labour practices (Mart\u0026iacute;nez-Rodr\u0026iacute;guez et al., 2018. It is essential to cultivate an attentiveness of the ethical implications of economic decisions, which can lead to more sustainable investments and responsible consumer behavior (White et al., \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn terms of environmental education transformative learning plays a crucial role in environmental oriented education by helping learners shift from merely understanding environmental matters to actively engaging in sustainable behaviours. Through transformative learning, organization know the importance of sustainable business practices that minimize environmental harm and encourage fair labour practices (Leal Filho et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). It is necessary to develop critical thinking and skills that challenge environmentally damaging norms and inspire advocacy for policies supporting environmental conservation and restoration (Schild, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). TLT supports social dimensions of sustainability by fostering inclusive attitudes and behaviours that promote social equity and justice. It encourages individuals to engage and dismantle biases and fosters empathy towards diverse communities, leading to greater social cohesion and support for social justice (Shields, \u0026amp; Hesbol, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). It is important to participate in community-building efforts and support policies that reduce inequality and to promote to resources availability. Transformative learning is also promote ssustainable development perceptions that is essential for student empowerment and fostering awareness, critical thinking, and active engagement with global issues.\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e2.1 Sustainable development practices promote sustainable development perception\u003c/h2\u003e\u003cp\u003eStudents\u0026rsquo; participation and empowerment lead to SDPs in universities. Empowerment through transformative learning involves reflections, dialogues and individual experiences. Hence new lenses of perceptions about sustainability are developed in the learners through transformative learning ((Mezirow and Taylor, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Students\u0026rsquo; participation is considered as an important component for their empowerment in Higher Education for Sustainable Development (HESD). This also leads to their satisfaction and trust in higher education institutes (Perello et al, 2018).\u003c/p\u003e\u003cp\u003eSPD can be defined as the use of processes, methods, policies and procedures to reduce the negative environmental, social and economic impacts of University operations through their main functions of teaching, research, transfer, dissemination, cooperation and administration to help internal and external stakeholders for transition to sustainable life styles and approaches (Findler et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Other dimensions of SDPs have also been reported such as organizational and politico-cultural dimensions (Aleixo et al.,2018, Pedro et al.,2020). In this study we have included economic, environmental and social dimensions in the SDP. The economic dimensions involve economic sustainability of universities both in short and long terms. The availability of sufficient resources to finance the sustainable initiatives and practices is also an important aspect for economic sustainability (Moosmayer \u0026amp; Siems, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Economic sustainability of Universities has important role in research on sustainability and promoting SDPs in Universities and outside. Availability of substantial funding and resources in universities always encourage the student\u0026rsquo;s empowerment and encourage them for SDP. The economic sustainability of the universities will ensure investment in the sustainable initiatives at the campuses, such as energy and water conservation, waste management, green transports etc. (Bhattacharyya, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Budgetary allocations for sustainable initiatives in Universities have positive impact on the universities\u0026rsquo; environment as students and staff are engaged in the SDP. Budgetary constraints for sustainable initiatives restrict such practices (Sima et al., \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eResearch on sustainability in Universities has been widely published in important journals like International Journal of Sustainability in Higher Education (IJSHE), Environmental Education Research (EER), Journal of Cleaner Production and the European Journal of Engineering Education (Menon and Suresh, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Some of the important aspects promoting research on sustainability include, research focus, opportunities, collaboration with industrial partners and establishment of learning laboratory (Shiberg, 2003). Research on sustainability issues have become the major themes in Universities around the world. Research funding on renewable energy, climate adaptation and carbon capture \u0026amp; storage have become some of the major areas of research related to sustainability (Alshuwaikhat \u0026amp; Abubakar, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). Research on sustainability also constitutes an important aspects of the SDPs (Ali et al., 2016)\u003c/p\u003e\u003cp\u003eEnvironmental sustainability plays pivotal role in the perception about SDPs. Such initiatives may include sustainable purchasing approaches, career counselling and guidance for students who opt for sustainable development career paths (Sukiennik et al., \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). For developing culture for SDP, the students also reimbursed fee for courses on sustainable development, when completed successfully (Lazar \u0026amp; Chitra, 2022).\u003c/p\u003e\u003cp\u003eUniversity is mainly comprised of the students and staff. Their knowledge about the sustainable practices play a pivotal role in SPD at Campuses. Students\u0026rsquo; knowledge about sustainability through ESD develop their awareness and they are able to exhibit environment friendly behaviour at the campus and outside (Palacin et al., 2018). The University staff and leadership play effective role in sustainable and environment friendly organization (Ribeiro et al., \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). The students\u0026rsquo; knowledge and behaviour towards sustainability. Pro-environmental behaviour of employees in organization is manifested in three ways, firstly based on pro-social behaviour, secondly on non-obligatory behaviours and thirdly their engagement in environmental protection to improve the image of their organization (Ramus \u0026amp; Killmer, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). The Corporate Social Responsibility (CSR) perception of employees enhances their pro-environmental behaviour through moral reflections, environmental commitment and pro-environmental advocacy of employees (Afsar \u0026amp; Umrani., 2020). Such initiatives for campus sustainability include provide access to people with disabilities, community engagement, dedicated website for communication of sustainability initiatives, organizing charitable activities and environment focused activities (Yuan \u0026amp; Zuo, \u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Based on the above literature review, the following hypotheses are formulated:\u003c/p\u003e\u003cp\u003e\u003cem\u003eH1: Economic sustainability is predicted sustainable development perceptions.\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eH2: Environmental education is predicted sustainable development perceptions.\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eH3: Social sustainability is predicted sustainable development perceptions.\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e2.1 Sustainable development perceptions and student empowerment\u003c/h2\u003e\u003cp\u003eSustainable development perceptions is empowering students by raising their awareness, fostering critical skills and increasing engagement that can be applied to societal challenges. It increased awareness and global citizenship and enable understanding of global challenges like climate change, resource scarcity, and social inequalities (Rieckmann, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Cavicchi, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Furthermore it improved career readiness of the students\u0026rsquo; careers fields such as CSR, environmental science, green technology, and policy-making. The career choice orientation gives students confidence in their skillsets and an understanding of how they can contribute to sustainable practices professionally (Molderez \u0026amp; Fonseca, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Kyle Jr, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe empowerment of students for SDPs in Campuses include their knowledge and their involvement in various activities and opportunities focused on sustainability (Efthimiou, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Sp\u0026auml;th and Scolobig, \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Empowerment is a process that allows individuals to embrace new behaviours that improve their aspirations and those of their organizations (Perkins \u0026amp; Zimmerman, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e1995\u003c/span\u003e). For empowerment of students, universities must provide them with appropriate knowledge and opportunities to use campus as laboratory for individual and collective learning (Berchin et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The aforementioned literature highlights the importance of sustainable development education in empowering students by critical thinking, fostering awareness and engagement in societal issues. Students gain skills and knowledge in universities that help them address global challenges like climate change and social inequality, contributing to global citizenship. Hence the following hypothesis is proposed.\u003c/p\u003e\u003cp\u003e\u003cem\u003eH4: Sustainable development perception is predicted students empowerment.\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"3 Methods","content":"\u003cp\u003eThe population comprised relevant stakeholders from universities in Pakistan. Regarding its analytical scope, the study was conducted in Pakistani universities. The academics, students, and administrative staff from three public sector universities\u0026mdash;University of Malakand, Shaheed Benazir Bhutto University, Sheringal, and University of Swat\u0026mdash;were identified as the population of this study. This study represents a valuable contribution, as it is the first time such research has been conducted in these public sector universities. Prior to data collection, we obtained consent from the participants.\u003c/p\u003e\u003cp\u003eA non-probability convenience sampling technique was employed, and data were collected using a five-point Likert scale ranging from \"strongly disagree (1)\" to \"strongly agree (5).\" Convenience sampling, a type of non-probability sampling, involves selecting a sample from the portion of the population that is readily accessible. Based on the recommendations of Etikan et al. (2016), we adopted this approach. Participants were informed about the study's aims before completing the questionnaire.\u003c/p\u003e\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003e3.1 Sample and procedures\u003c/h2\u003e\u003cp\u003e This study was conducted in accordance with the ethical standards and research guidelines involving human subjects, as approved by the Ethics Committee of Karakoram International University. All procedures followed were in compliance with the institutional and international ethical guidelines. We distributed a total of 450 survey forms, of which 382 (84.88%) were returned and deemed complete for further analysis. A total of 68 (15.11%) surveys were rejected due to incomplete records and missing responses. The socio-demographic details of the respondents (refer to Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e) indicated that 64.39% were male, and 35.61% were female. The majority (50.78%) of respondents were aged 24\u0026ndash;30 years, followed by 31\u0026ndash;36 years (31.94%) and 37\u0026ndash;43 years (17.28%). In terms of experience, the largest group (51.05%) had 5\u0026ndash;10 years of experience, 31.94% had 11\u0026ndash;16 years, and 17.01% had 17\u0026ndash;22 years. Faculty members accounted for 16.75% of the respondents, while students constituted the majority at 63.62%, and administrative personnel represented 19.63%. For the analysis of the survey-based quantitative model, PLS-4 was used, as recommended when analyzing a theoretical framework from a predictive standpoint (Ringle et al., \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The descriptive statistics of the study are provided below.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eSocio demographic details of the respondents\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\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\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFrequency\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePercentage\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGender\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\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e246\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e64.39%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e136\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e35.61%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAge (Year)\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\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;24\u0026ndash;30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e194\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e50.78%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e31\u0026ndash;36\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e122\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e31.94%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e37-\u0026gt;43\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e66\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e17.28%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eExperience (Year)\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\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;05\u0026ndash;10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e195\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e51.05%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1 \u0026minus;\u0026thinsp;16\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e122\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e31.94%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e17-\u0026gt;22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e65\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e17.01%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eProfession\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\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFaculty\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e64\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e16.75%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eStudent\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e243\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e63.62%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAdministration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e19.63%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003e3.2 Instruments development\u003c/h2\u003e\u003cp\u003eThe survey form was comprised of the two sections. The first section presents the demographic details of the respondents and second section presents the five-point Likert from 1-strongly disagree to 5-strongly agree. All scale are adapted from the previous tested survey forms. Economic sustainability: scale were focus on sustainable economic values, climate change, limited natural resources, employment and income flow of the respondents. It was measured with 04-items scale developed by Drews et al. (2016) with a valid Cronbach\u0026rsquo;s alpha value. Environmental education: were evaluate the environment oriented session, sustainable faculty development, eco oriented courses and green university agenda. The scale were measured with 3-items was developed by Kirk et al. (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) with a valid Cronbach\u0026rsquo;s alpha value. Social sustainability: scale were mainly evaluated the sustainable self-direction, eco achievement and protecting the environment. The scale were measured with 3-items was developed by Kirk et al. (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) with a valid Cronbach\u0026rsquo;s alpha value. Sustainable development practices: were focused on the waste reduction and recycling, sustainable transportation, energy and water conservation. The scale were measured with 5-items was developed by Kirk et al. (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) with a valid Cronbach\u0026rsquo;s alpha value. Student empowerment: scale were focus on student empowerment, student\u0026rsquo;s sustainable role, participation in eco oriented activities, expressing green ideas and attitudes are presented. The constructs was measured with 5-items scale developed by Frymier et al. (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e1996\u003c/span\u003e), Cronbach\u0026rsquo;s alpha value.\u003c/p\u003e\u003c/div\u003e"},{"header":"4 Results","content":"\u003cp\u003eThis is an exploratory and aims to evaluate the links among the given variable; therefore, PLS-SEM was employed to analyse the model of the study. The PLS-SEM procedure usually comprises two sub-models: the measurement model and the structural model. Before assessing the path relationships of the model, the validity and reliability of various constructs of the measurement model were examined to gauge whether the study’s constructs are valid and reliable or not. The subsequent section examine the construct reliability and content validity.\u003c/p\u003e\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e4.1 Measurement analysis\u003c/h2\u003e\u003cp\u003eThe measurement analysis in (refer to Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e) presents for various constructs, assessing their factor loadings, alpha values, Composite Reliability (CR) and Average Variance Extracted (AVE). Each variables such as economic sustainability, environmental sustainability, social sustainability, SDPs, and student empowerment, includes specific items, labelled with ECS, ENS, SS, SDP, and SE used to measure each construct. The factor loadings of each variable were ranged from (0.671 to 0.900) which were greater than 0.55. The alpha values across all constructs were ranged from (0.729 to 0.813). That were above the generally accepted threshold of 0.70, indicating acceptable internal consistency and reliability for each construct. The CR values were ranged from (0.720 to 0.874) for all variables were greater than 0.70 also suggests moderate reliability, meaning that items within each construct are consistent in measuring the intended concepts. All the AVE values were ranged from (0.525 to 0.625) for each construct were above the 0.50 threshold for adequate convergent validity, and suggests that, on average, the items explain a moderate portion of the variance in their respective constructs.\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\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=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eFactor loadings of the constructs\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\u003cp\u003eConstructs\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eItems\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLadings\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAlpha values\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eCR\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eAVE\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEconomic sustainability\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=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.826\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.874\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.657\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\u003eECS1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.762\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\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\u003eECS2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.900\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\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\u003eECS3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.825\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\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\u003eECS4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.746\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEnvironmental sustainability\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=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.729\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.720\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.612\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\u003eENS1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.864\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\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\u003eENS2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.793\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\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\u003eENS3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.680\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSocial sustainability\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=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.729\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.858\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.675\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\u003eSSI\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.671\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\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\u003eSS2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.888\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\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\u003eSS3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.886\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSustainable development practices\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=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.813\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.811\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.572\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\u003eSDP1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.717\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\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\u003eSDP2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.780\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\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\u003eSDP3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.802\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\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\u003eSDP4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.783\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\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\u003eSDP5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.694\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eStudent empowerment\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=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.778\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.790\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.525\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\u003eSE1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.725\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\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\u003eSE2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.740\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\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\u003eSE3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.720\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\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\u003eSE4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.781\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\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\u003eSE5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.652\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003e4.2 Discriminant validity\u003c/h2\u003e\u003cp\u003ethe (refer to Table \u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e) presented is assessing the discriminant validity of different constructs within a study using two methods: the fornell-larcker criterion and the heterotrait-monotrait ratio (htmt). the fornell-larcker criterion and the heterotrait-monotrait ratio (htmt) were used to assess the discriminant validity of studied constructs. in the first criterion highlighted values represent the square root of the ave for each construct should be higher than the correlations between the construct and any other constructs off-diagonal values to establish discriminant validity. while in the second criterion htmt values below 0.85. all the values were lesser than 0.85 indicate discriminant validity.\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\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=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDiscriminant validity of constructs\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\" colspan=\"5\" nameend=\"c6\" namest=\"c2\"\u003e\u003cp\u003eFornell-Larcker Criterion\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eConstructs\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1 Economic sustainability\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.810\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2 Environmental sustainability\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.208\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.783\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3 Social sustainability\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.131\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.170\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.821\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\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4 Student empowerment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.228\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.354\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.216\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.725\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5 Sustainable development practices\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.176\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.229\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.357\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.366\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.712\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"5\" nameend=\"c6\" namest=\"c2\"\u003e\u003cp\u003eHTMT Criterion\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1 Economic sustainability\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2 Environmental sustainability\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.217\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3 Social sustainability\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.149\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.189\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4 Student empowerment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.275\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.377\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.240\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\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5 Sustainable development practices\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.196\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.235\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.417\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0.429\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003e4.3 Coefficient of determination\u003c/h2\u003e\u003cp\u003eThe coefficient of determination (R²) values indicate the variance in the dependent variable such as SDPs and student empowerment explained by the independent variables (refer to Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e). The total 13.4% variance in the student empowerment were explained by economic sustainability, environmental sustainability, social sustainability and SDPs. Further 16.6 of the total variance in the SDPs were explained by economic sustainability, environmental sustainability and social sustainability.\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\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\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\u003eCoefficient of determination r2values and VIF\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\u003eConstructs\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e\u003cem\u003eR\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eVIF\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eSustainable development practices\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.166\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eStudent empowerment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.134\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eEconomic sustainability\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.056\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eEnvironmental sustainability\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.068\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eSocial sustainability\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.040\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe results of the structural path analysis examined the relationships between different types of sustainability, such as economic, environmental, social, and SDPs, as well as the impact of SDPs on student empowerment. As well as the impact of DSP on student empowerment. Economic sustainability path coefficient values (β = 0.102), (t-value = 2.394) and (p-value = 0.017) has a significant and positive impact on SDPs. This indicated that this effect is statistically significant, supporting the hypothesis 1. This is also shown in the earlier research by Biermann et al. (2017) and Arts (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) that universities and organizations should focusing on economic sustainability is better positioned to implement practices that lead to long-term results. It is concluded that economic stability encourages resources distribution and investment in eco development, ensuring stakeholders are involved in environmentally and socially eco-friendly practices. Environmental sustainability path coefficient values (β = 0.153), (t-value = 3.656) and (p-value = 0.000) has a significant and positive impact on SDPs. This indicated that this effect is statistically significant, supporting the hypothesis 2. The environmental dimension has directly impact on SDPs. The findings are tie with the study of Robert (2006), SDPs underscores the critical role of environmental consciousness in driving sustainable activities. The findings further suggests that environmental initiatives such as conservation, resource efficiency, and pollution reduction are contributed directly to an organization’s commitment to sustainability. It is important that universities can reinforcing the sustainability of their practices, mitigate ecological impacts and aligning their operations with global environmental goals.\u003c/p\u003e\u003cp\u003eSocial sustainability path coefficient values (β = 0.317), (t-value = 7.281) and (p-value = 0.000) has a significant and positive impact on SDPs. This indicated that this effect is statistically significant, supporting the hypothesis 3. The community involvement for sustainable development initiatives has direct and positive relationship with the perceived benefits of sustainable development or perceptions about SDPs. The results are consistent with the prior study of Andereck and Nyaupane (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) and Latkova and Vogt (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) claimed that social sustainability’s have positive influence on SDPs highlights the importance of social dimensions in sustainability frameworks. This statement points to the essential role of inclusivity, equity and public engagement in sustainable development. These practices ensures that the benefits of development are equitably distributed and that development practices support well-being and social cohesion ultimately creating a more resilient foundation for sustainable initiatives. Changes in social practices and social cohesions are important aspects of the SDPs in universities and the social responsibility is developed in students and staff to develop SDPs (Douglas et al, 2006; Palacio et al, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2002\u003c/span\u003e; Mossymar \u0026amp; Siems, 2002). SDPs path coefficient values (β = 3.366), (t-value = 7.277) and (p-value = 0.000) has a significant and positive impact on student empowerment. This indicated that this effect is statistically significant, supporting the hypothesis 4. The SDPs on student empowerment indicates that sustainability initiatives provide students with knowledge, skills and a sense of agency. This result is associated with Papineau and Kiely (\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e1996\u003c/span\u003e), O’Dwyer (\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2005\u003c/span\u003e), Lozano, (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) and Späth and Scolobig (\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), recommend that engaging students in sustainable practices not only benefits university sustainability but also empowers students by enhancing their awareness and participation in sustainability-related accomplishments. It further embedding sustainable development in educational settings, universities can foster empowered, informed, and environmentally conscious future leaders. When sustainable practices are exhibited in the universities through systematic learning, focused research, their engagement in sustainable activities in the campus. The students’ empowerment plays pivotal role in the SDPs in universities and vice versa. Their capacity building through transformative learning, campus based sustainability activities, research on sustainability.\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\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\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\u003estructural path coefficient\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRelationships\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eβ\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ep\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\u003eEconomic sustainability -˃ Sustainable development practices\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.102\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.394\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.017\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\u003eEnvironmental sustainability -˃ Sustainable development practices\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.153\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.656\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.000\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\u003eSocial sustainability -˃ sustainable development practices\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.317\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e7.281\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.000\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\u003eSustainable development practices -˃ Student empowerment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.366\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e7.277\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.000\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\u003c/p\u003e\u003ch2\u003e4.5 Implications for practice and theory\u003c/h2\u003e\u003cp\u003eImplications for practice indicated that universities aiming for sustainable development should integrate economic, environmental, and social sustainability into their core policies. By addressing environmental impact, ensuring financial stability, and promoting social well-being, universities can establish a comprehensive approach to sustainability that supports long-term development practices. Strategies that enhance social sustainability and environment should be prioritized, as they directly influence SDPs. By designing strategies that balance economic incentives with environmental responsibility and social engagement, universities can create model that are conducive to sustainable outcomes. Sustainability programs cantered on empowering students through SDPs offer a dual advantage: it enhances students’ skills in real-world contexts and prepares them for future challengesin sustainability in real-world contexts. Universities should consider implementing sustainability within extracurricular and curricula programs, and campus initiatives to maximize the empowerment benefits observed in this empirical research study. Furthermore, implications for practice highlight that universities should allocate resources to support SDPs. It is recommended investment in green infrastructure, economic incentives, and social welfare programs for sustainable innovation can support sustainability goals while engaging and benefiting all university stakeholders. Implications for sustainability theory demonstrate the interconnected roles of economic, environmental, and social dimensions in SDPs within educational settings. It recommended the theoretical argument that a multifaceted method to sustainability is necessary for comprehensive development, highlighting the need for balanced, inclusive, and resource-conscious model.\u003c/p\u003e\u003cp\u003eThe results of the study contribute to empowerment theory by illustrating the role of sustainable practices in enhancing individual agency, in this case, among students. The proper sustainability integration into educational institutions not only achieves environmental and economic growth but also aligns with theories of empowerment, supporting the notion that students gain valuable skills and self-sufficiency through participation in sustainability initiatives. Furthermore, implication for theory indicated that sustainability practices can act as an intermediating mechanism through which economic, environmental, and social influences affect broader developmental goals, such as student empowerment. This information has implications for theoretical models that explore how sustainability practices intermediate the relationship between institutional values and outcomes. Lastly, this study supports the relevance of interdisciplinary theories in sustainability, and it reinforces the notion that sustainable development is not limited to environmental conservation. It is a holistic concept encompassing various dimensions essential for institutional and social well-being.\u003c/p\u003e"},{"header":"Conclusion and recommendations","content":"\u003cp\u003eThis research was mainly aimed at the influence of economic, social and environmental interventions in universities of Pakistan for promoting SDPs. Additionally, the study examines the relationship between SDPs on campuses and students’ empowerment for sustainability. Based on the questionnaire survey and results, the following conclusions are made. (a) The majority of stakeholders have little or no information about the sustainability offices in universities, which reveals that a very small number of universities have established dedicated offices for sustainability. The majority of the faculty and staff of universities are involved in sustainability-related initiatives in different forms but such initiatives are neither integrated, nor well documented. Hence, very few universities have developed their annual sustainability reports. (b) SDPs in Universities are influenced by the economic, social and environmental sustainability initiatives. Positive relations and the influence of economic, social, and environmental initiatives on campuses on the SDPs have been observed. (c) The SDPs in universities empower students through social, environmental, and economic dimensions. (d) SDPs in universities lead to the empowerment of students, achieved through capacity building, sustainability research, and involving students in various sustainability-related opportunities. (e) For promoting SDPs at universities, majority have recommended sufficient resource allocation, capacity building of the students, staff and faculty, their active engagement with the communities.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no external funding.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Number\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eClinical trial number is not applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis study was conducted in accordance with the ethical standards and research guidelines involving human subjects, as approved by the Ethics Committee of Karakoram International University. All procedures followed were in compliance with the institutional and international ethical guidelines.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed consent statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePrior to participation, informed consent was obtained from all individual participants involved in the study. Participants were fully informed about the purpose of the research, the voluntary nature of their participation, their right to withdraw at any time, and assurances regarding the confidentiality and anonymity of their responses.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStatement of no competing interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors have no competing financial or other interests in publishing this paper.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data about the survey and research is available with the authors and can be provided on request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAdom\u0026szlig;ent, M., Grahl, A. and Spira, F. 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J (2013), A critical assessment of the Higher Education For Sustainable Development from students\u0026apos; perspectives \u0026ndash; a Chinese study, Journal of Cleaner Production, Volume 48, 108-115, https://doi.org/10.1016/j.jclepro.2012.10.041.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-sustainability","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"disu","sideBox":"Learn more about [Discover Sustainability](https://www.springer.com/43621)","snPcode":"","submissionUrl":"","title":"Discover Sustainability","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Education for sustainable development, sustainable development practices, universities, Pakistan","lastPublishedDoi":"10.21203/rs.3.rs-7225064/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7225064/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eUniversities act as engines for the growth of nations and provide opportunities to the youth for improving their knowledge, undertake research to broaden their horizons and acquire the skills and attitudes required for the job market. The emphasis on Education for Sustainable Development in higher education institutions has increased in recent years due to increasing environmental impacts owing to climate change, extensive use of fossils unsustainable development, and global warming, among other factors. However, little research has been undertaken in universities of developing countries to develop a holistic approach to sustainable campuses. In this research the perceptions of the staff of universities about sustainable development practices (SDPs) and their influence on the students\u0026rsquo; empowerment has been evaluated. Various attributes of SDPs such as economic, environmental and social dimensions were also assessed. A questionnaire survey was conducted among stakeholders from three government universities in the Malakand region. For analysis of the results, Smart Partial Least Square-Structural Equation Model (PLS-SEM) was used. The results show that initiatives related to economic, environmental, and social dimensions have a positive and direct influence on perceptions of the SDPs. Students' empowerment through transformative education and opportunities for their engagement in sustainability are important for the SDPs in universities.\u003c/p\u003e","manuscriptTitle":"Be holistic is to be sustainable for students’ empowerment-Implication of transformative learning model","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-26 17:45:21","doi":"10.21203/rs.3.rs-7225064/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-10-03T05:59:44+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-10-02T12:49:46+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-10-01T03:31:21+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-29T09:59:58+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-25T23:16:09+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-25T20:42:28+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"63162737680553052808255577415119680822","date":"2025-09-24T15:59:05+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"105592835961180382768549963858199031778","date":"2025-09-24T13:18:05+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"338127585343242821825305563313603891067","date":"2025-09-24T05:24:14+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"46735938519365578039423563289927065009","date":"2025-09-22T18:42:17+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"280546892031652616782556453147513807420","date":"2025-09-22T16:29:56+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"180984754471130122764091791095294896364","date":"2025-09-22T15:11:17+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-11T05:25:06+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"109870529035567811918285065604417415506","date":"2025-09-04T03:01:53+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"316604248353707596045713571169506226773","date":"2025-08-31T11:39:17+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-08-18T19:12:26+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-08-18T11:54:51+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-08-18T06:18:54+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-08-18T06:17:39+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Sustainability","date":"2025-07-27T08:24:49+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-sustainability","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"disu","sideBox":"Learn more about [Discover Sustainability](https://www.springer.com/43621)","snPcode":"","submissionUrl":"","title":"Discover Sustainability","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"1530be41-43f5-4845-b221-d6fce77478dd","owner":[],"postedDate":"August 26th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"in-revision","subjectAreas":[],"tags":[],"updatedAt":"2026-05-26T03:39:22+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-26 17:45:21","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7225064","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7225064","identity":"rs-7225064","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}