Enhancing Sustainability Competence Through International Collaboration: A Case Study of the Responsible Business Workshop

Enhancing Sustainability Competence Through International Collaboration: A Case Study of the Responsible Business Workshop | 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 Article Enhancing Sustainability Competence Through International Collaboration: A Case Study of the Responsible Business Workshop Chi-Leung CHU, Fred Kei-tat KU This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8085096/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 11 You are reading this latest preprint version Abstract This study evaluates a novel internationalized educational approach that integrates sustainability into business education through the "Responsible Business – from East to West" (RBW) workshop series. Designed to enhance sustainability competencies among students from diverse cultural backgrounds, RBW adopts a hybrid approach that combines six online, case-based, interactive sessions with an experiential study tour to Japan. While case-based and cross-cultural approaches are recognized as effective in sustainability education, empirical evidence remains limited regarding their impact on the development of sustainability competence within short-term, collaborative, and hybrid learning formats. Addressing this gap, this study examines how the RBW's hybrid model contributes to the development of sustainability competence among undergraduate business students. Using a quasi-experimental pre-test/post-test design, the study measured changes in students' sustainability competencies across the four interconnected areas of the GreenComp framework. The results revealed a significant enhancement in the experimental group's sustainability competences following RBW participation. Comparative analysis further demonstrated that RBW participants attained a significantly higher competence level than their non-participating counterparts, establishing the profound impact of this targeted intervention. These findings suggest that the RBW’s hybrid, case-based model is an effective pedagogical tool for cultivating comprehensive sustainability competencies. This study offers insights for designing effective sustainability interventions that prepare students for the complexities of global business landscapes and the imperative for social and environmental responsibility. Social science/Development studies Social science/Environmental studies Business and commerce/Information systems and information technology Education for sustainable development Experiential learning Cross-cultural learning Sustainability competence Business education 1. Introduction In recent years, there has been an increasing global emphasis on sustainability, not only as a policy priority but as a critical area for educational innovation. The need for sustainable practices is becoming especially urgent in the business sector, where companies are increasingly accountable for their impact on society and the environment [1] [2].The urgency for sustainable practices in the business sector is increasingly recognized as essential for long-term viability and societal impact. Companies are now integrating sustainability into their core strategies, acknowledging that responsible operations can enhance profitability while addressing environmental and social challenges. This shift is driven by a combination of consumer demand, regulatory pressures, and the recognition of sustainability as a competitive advantage. Higher education institutions are thus under pressure to equip students with the knowledge, skills, and values essential to address complex global challenges, particularly in business contexts where social responsibility and economic goals intersect[3]. This study evaluates a novel internationalized educational approach that integrates sustainability into business education through the “Responsible Business – from East to West” workshop series, aiming to foster critical sustainability competencies in students from diverse cultural backgrounds [4]. The course “Responsible Business – from East to West” (RBW) jointly offered by CUHK Business School and National Chiayi University (NCYU), is distinguished by its unique focus on “internationalization-at-home.” While many sustainability initiatives emphasize experiential learning through international study, this workshop integrates diverse perspectives within an accessible online format, supplemented by a physical study tour. These features enable students to engage deeply with sustainability issues relevant to different economies without the need for long-term study abroad. Prior studies have highlighted the effectiveness of case-based and cross-cultural approaches in sustainability education; however, limited research has explored the impact of such approaches on sustainability competence within short-term, quasi-experimental settings [5]. This study thus addresses a significant gap by assessing how internationalized, case-based learning can enhance sustainability competence and by examining the specific competencies most impacted by such interventions. The primary objectives of this study are twofold. First, it aims to measure whether participation in the RBWs enhances students' sustainability competence across four key areas: embodying sustainability values, embracing complexity in sustainability, envisioning sustainable futures, and acting for sustainability, as defined by the GreenComp framework [2]. Second, it seeks to determine whether a statistically significant difference exists in sustainability competence between students who participated in the RBWs and those who did not. By examining these outcomes, this study aims to contribute to the growing field of sustainability education, providing insights into how business schools can foster social responsibility and environmental awareness among students, ultimately equipping them for the complexities of global business landscapes. The rest of the paper is organized as follows: we first review relevant studies in sustainability education and the pedagogical approaches in section 2. We then provide an overiew of the RBW program in section 3. In section 4, we outline the research methodology and; in section 5, we report the empirical results and discuss the relevant implications in each GreenComp area. Finally in section 6 we discuss the implications and limitation of our research study. 2. Background and Literature Review 2.1. Sustainability Education Sustainability education has emerged as a transformative educational paradigm in response to escalating global environmental, social, and economic challenges. UNESCO defines Education for Sustainable Development (ESD) as an approach that equips learners with the knowledge, skills, values, and attitudes necessary to address complex sustainability issues including climate change, biodiversity loss, resource depletion, and social inequality [ 6 ]. This educational framework emphasizes cognitive, socio-emotional, and behavioral learning dimensions, positioning learners as active agents capable of contributing to sustainable development across multiple scales. The theoretical foundation of sustainability education in higher education is anchored in competency-based approaches that have evolved significantly over the past decade. Wiek, Withycombe, and Redman [ 1 ] established a seminal framework identifying five key sustainability competencies: systems-thinking, anticipatory, normative, strategic, and interpersonal competencies. Their foundational work has become a cornerstone reference for academic program development, demonstrating how higher education institutions can structure curricula to develop students' capacity for complex sustainability problem-solving and collaborative engagement with diverse stakeholders. Building upon this foundational work, the European Commission developed the GreenComp framework [ 2 ], which provides a more structured and pedagogically-oriented approach to sustainability competence development. The GreenComp framework organizes sustainability competencies into four interconnected areas: (1) embodying sustainability values, (2) embracing complexity in sustainability, (3) envisioning sustainable futures, and (4) acting for sustainability. Each area encompasses three specific competencies, totaling twelve competencies that collectively define what it means to be sustainability literate in contemporary contexts. This framework represents a significant advancement in operationalizing sustainability education, providing educators with concrete learning objectives and assessment criteria that can be adapted across diverse educational contexts. The GreenComp framework's emphasis on values, complexity, futures thinking, and action orientation aligns well with contemporary understanding of sustainability challenges as "wicked problems" that require not only technical knowledge but also ethical reasoning, systems thinking, and collaborative action capabilities [ 7 ]. The framework's integration of cognitive, socio-emotional, and behavioral dimensions reflects growing recognition that sustainability education must address the whole person, fostering not only intellectual understanding but also emotional engagement and behavioral change. The alignment between sustainability education and the UN Sustainable Development Goals (SDGs) is particularly evident in its direct contribution to SDG 4 (Quality Education). Target 4.7 specifically calls for ensuring that all learners acquire the knowledge and skills needed to promote sustainable development, emphasizing education for sustainable development, global citizenship, and cultural diversity appreciation. This connection positions sustainability education not merely as subject matter but as a meta-approach that enhances educational quality across disciplines. Furthermore, sustainability education demonstrates clear linkages to SDG 11 (Sustainable Cities and Communities) and SDG 12 (Responsible Consumption and Production) through its emphasis on systems thinking and behavioral change. Educational interventions focusing on urban sustainability, circular economy principles, and sustainable consumption patterns have shown effectiveness in developing both environmental literacy and civic engagement capabilities [ 8 ]. These connections illustrate how sustainability education serves as a bridge between theoretical knowledge and practical action in addressing complex societal challenges. Finally, the collaborative dimension of sustainability education strongly supports SDG 17 (Partnerships for the Goals), which emphasizes multi-stakeholder cooperation and knowledge sharing. Contemporary sustainability education increasingly adopts partnership-based pedagogical models that integrate academic learning with real-world problem-solving through collaborations between universities, communities, industry, and governmental organizations [ 9 ]. These partnerships facilitate experiential learning opportunities while contributing to the co-creation of knowledge across disciplinary and cultural boundaries. Despite growing recognition of its importance, research indicates significant variations in sustainability education implementation across institutions and disciplines. A systematic review by Figueiró and Raufflet [ 10 ] analyzing 63 articles published between 2003 and 2013 found that most sustainability education articles were descriptive, focusing on specific institutional experiences rather than broader edcational philosophy and design, highlighting the need for more comprehensive integration approaches. There is increasing scholarly emphasis on transitioning from content-focused delivery to competency-oriented approaches that equip students with both knowledge and agency for sustainable action, particularly in business education contexts where sustainability integration has been slower compared to environmental science and engineering programs [ 1 ]. 2.2. Pedagogical Approaches in Sustainability Education Effectively addressing sustainability's complexity and interdisciplinary nature requires innovative educational methods that actively engage students in transformative learning experiences. Research in sustainability education pedagogy has identified multiple effective approaches, with experiential learning emerging as particularly significant for developing the competencies outlined in frameworks like GreenComp, while complementary methods such as blended learning, case-based learning, and challenge-based learning enhance educational outcomes through increased flexibility, accessibility, and critical analysis capabilities. Experiential Learning (EL) in Sustainability Education Experiential learning, grounded in Kolb's [ 11 ] theoretical framework, emphasizes learning through direct experience and reflective practice. Kolb's model describes learning as ‘the process whereby knowledge is created through the transformation of experience’. In sustainability education contexts, this approach provides learners with authentic environments where theoretical concepts are directly linked to practical applications and real-world problem-solving scenarios, particularly supporting the development of GreenComp's "acting for sustainability" competency area. Recent research has demonstrated the particular effectiveness of experiential learning in developing core sustainability competencies that align closely with the GreenComp framework. Caniglia et al.[ 12 ] developed an experience-based learning framework specifically designed for sustainability education, showing how structured experiential activities can foster systems thinking (embracing complexity), anticipatory reasoning (envisioning futures), and collaborative problem-solving skills (acting for sustainability). Their framework emphasizes the importance of creating learning experiences that engage students from diverse disciplinary, social, and cultural backgrounds in collaborative sustainability challenges. The transformative potential of experiential learning extends beyond skill development to encompass values formation and mindset change, directly supporting GreenComp's emphasis on "embodying sustainability values." Savage et al. [ 13 ] examined experiential learning approaches in sustainability leadership programs, finding that well-designed experiential activities foster not only technical competencies but also the ethical reasoning and collaborative capabilities essential for sustainability leadership. Through immersion in real-world sustainability contexts, students develop essential competencies while cultivating sustainability values such as empathy, responsibility, and environmental stewardship. Complementary Pedagogical Approaches Blended Learning Approaches Blended learning, which combines traditional face-to-face instruction with online components, has gained significant attention in sustainability education research, particularly in business education contexts. Mariam et al. [ 14 ] demonstrated that blended learning approaches can enhance sustainability education by enabling flexible, accessible, and globally connected educational experiences. This pedagogical integration facilitates diverse intercultural interactions, enriching experiential components with international perspectives and enabling more inclusive learning environments that support the development of global citizenship competencies. The effectiveness of blended learning in developing GreenComp competencies has been particularly evident in its capacity to support ongoing reflection and international collaboration. Quality online teaching components enable sustained engagement with sustainability topics beyond the temporal and spatial constraints of traditional classroom settings, supporting the development of future literacy and adaptability competencies through exposure to diverse global perspectives on sustainability challenges. Case-Based Learning Case-based learning, typified by Harvard’s case method, has demonstrated particular effectiveness in developing analytical thinking and decision-making capabilities relevant to sustainability challenges, particularly supporting GreenComp's "embracing complexity" competency area. Through systematic analysis of complex sustainability scenarios, students develop critical evaluation skills and learn to articulate informed, practical solutions to multifaceted problems [ 15 ]. The structured analytical rigor of case-based discussions helps students translate abstract concepts into practical frameworks for understanding real-world sustainability challenges. In business education contexts, case-based learning has proven particularly valuable for developing the problem-framing and systems thinking competencies essential for responsible business practice. The collaborative problem-solving and consensus-building competencies developed through case-based approaches are essential for addressing sustainability challenges in professional settings, where stakeholder engagement and collaborative decision-making are crucial [ 3 ]. Challenge-Based Learning Challenge-based learning (CBL) has emerged as an innovative pedagogical approach particularly well-suited to sustainability education's emphasis on real-world problem-solving. May Portuguez Castro et al. [ 16 ] documented how CBL presents students with specific, real-world sustainability challenges that can be addressed collaboratively across multiple disciplines. This approach combines elements of experiential and problem-based learning while emphasizing the application of knowledge to authentic sustainability challenges facing communities and organizations, directly supporting the development of individual initiative and collective action competencies. CBL's emphasis on multi-disciplinary collaboration and real-world problem-solving aligns well with the interdisciplinary nature of sustainability challenges and the integrated approach advocated by the GreenComp framework. Students working on sustainability-focused CBL projects develop not only technical competencies but also the collaborative and communication skills essential for effective sustainability practice. Integrated Pedagogical Models for Sustainability Competence Development Contemporary research emphasizes the importance of adaptive pedagogical frameworks that combine multiple approaches to maximize learning effectiveness in developing comprehensive sustainability competence. The integration of experiential learning with complementary approaches creates comprehensive educational environments that support the development of all four GreenComp competency areas simultaneously. Blended learning enriches experiential learning by facilitating continuous engagements beyond classroom sessions and enabling international collaboration, while case-based and challenge-based approaches provide structured frameworks for analyzing and addressing complex sustainability problems in the real world. The most effective sustainability education programs combine multiple pedagogical approaches in ways that support both individual competency development and collaborative problem-solving capabilities essential for addressing complex sustainability challenges, especially in business context. 2.3. International Collaboration in Sustainability Education International collaboration has become increasingly central to effective sustainability education, particularly as global challenges require coordinated, cross-cultural responses that transcend national boundaries. Such collaboration not only broadens learners' perspectives but also fosters critical competencies essential for addressing complex sustainability issues, including intercultural understanding, global awareness, and collaborative problem-solving capabilities that align directly with GreenComp's emphasis on collective action and systems thinking [ 17 ][ 18 ]. Traditional international education typically involves physical mobility through student exchanges and study-abroad programs, which have demonstrated effectiveness in enhancing students' intercultural competence, adaptability, and global citizenship—attributes essential for addressing sustainability challenges that manifest differently across cultural and socioeconomic contexts [ 19 ]. However, despite its proven benefits, traditional international education faces significant limitations including logistical complexity, high costs, and limited accessibility, particularly affecting students from diverse socioeconomic backgrounds. Internationalization-at-Home as an Innovative Approach To address these accessibility challenges while maintaining educational quality, the concept of "internationalization-at-home" has gained prominence as a transformative approach to global learning. Internationalization-at-home involves creating meaningful international educational experiences within domestic institutional environments, leveraging digital technologies and international partnerships to facilitate intercultural engagement without requiring physical travel [ 20 ]. This approach democratizes global learning experiences, enabling broader student participation while significantly contributing to sustainability education by embedding diverse global perspectives into regular curricula. Recent research demonstrates that internationalization-at-home can effectively cultivate intercultural skills, global perspectives, and enhanced sustainability competencies comparable to traditional international mobility programs [ 21 ]. Through carefully designed online international collaborations, students gain exposure to diverse sustainability frameworks, practices, and cultural viewpoints, fostering critical reflection and deeper comprehension of global sustainability issues. This approach aligns closely with blended learning principles discussed previously, promoting active engagement and collaborative problem-solving in cross-cultural settings while supporting the development of GreenComp competencies across all four areas. Hybrid Models: Combining Virtual and Physical Elements Particularly promising are international collaborations that strategically combine virtual and physical components—such as online international workshops supplemented by short-term overseas experiences. These hybrid models offer the flexibility and inclusivity of virtual learning alongside the transformative experiential impact of immersive international study, providing an integrated approach that maximizes educational benefits while maintaining accessibility [ 22 ]. Such programs enable students to develop sustained international relationships through online collaboration while gaining direct exposure to different sustainability practices and cultural contexts during focused study tours. The effectiveness of hybrid internationalization models in developing sustainability competencies stems from their capacity to provide both breadth and depth of international engagement. Online components support the development of futures literacy and adaptability through exposure to diverse global perspectives, while physical study tour components enhance students' capacity for individual initiative and collective action through direct observation of sustainability practices in different cultural contexts. Research Gap and Study Rationale While existing research demonstrates the potential of both traditional international education and emerging internationalization-at-home approaches, limited empirical evidence exists regarding their specific impact on sustainability competence development, particularly in short-term, internationally collaborative formats within business education contexts. This gap is significant given the increasing emphasis on developing globally competent sustainability leaders in business contexts, where cross-cultural collaboration and international perspective are essential for addressing complex sustainability challenges. This study addresses this research gap by examining how a hybrid internationalization model—combining online, case-based international collaboration with experiential study tour components—contributes to sustainability competence development among undergraduate business students. The Responsible Business Workshop represents an innovative application of internationalization-at-home principles, providing empirical evidence for the effectiveness of this approach in fostering the comprehensive sustainability competencies outlined in the GreenComp framework. 3. Overview of the Responsible Business Workshop (RBW) The course, “Responsible Business – from East to West” (RBW), unfolded over a period from the late February to mid-May 2023. It comprised of six in-depth, online and interactive sessions, each lasting 120 minutes. These sessions were jointly facilitated by faculty members from CUHK and NCYU, and also a panel of local and international experts from Taiwan, Japan, Poland, and the UK. The central focus of the course was to explore the meaning and implications of new business models, and to understand how these models concurrently benefit businesses and the broader global community. Participants engaged in discussions, case studies, and collaborative projects that highlighted best practices and innovative strategies for implementing responsible business principles across different cultural contexts. The primary instructional approach that was prominently adopted in the context of RBWs was the utilization of comprehensive case studies, which provided students with an invaluable opportunity to meticulously analyze and critically evaluate real-world scenarios that are representative of both developed and developing economies, encompassing a diverse range of regions. The overarching aim of the course was to thoroughly equip students with the essential ability to 1) gain a profound and nuanced comprehension of the myriad of complex social issues that different economies encounter in their unique contexts, 2) develop an understanding of the various ways in which businesses can generate not only significant financial returns but also meaningful social value by proactively addressing these pressing issues, and 3) cultivate and enhance the crucial skills that are necessary to effectively balance the imperative of societal well-being with the pursuit of business success in a harmonized manner. This multifaceted approach aimed to empower students to become innovative leaders who can navigate the complexities of global markets while fostering sustainable development and social responsibility. A salient characteristic of the course was its focus on internationalisation-at-home. Co-facilitated by the CUHK Business School and National Chiayi University (NCYU), it afforded students a singular opportunity to engage with counterparts from Hong Kong, Taiwan, and Japan. Moreover, students were presented with the chance to partake in a study tour to Nagoya, Japan, in May 2023, which provided invaluable insights into Japan's innovative methodologies regarding sustainable business practices and Environmental, Social, and Governance (ESG) frameworks. Through this immersive engagement, students were able to cultivate a more profound comprehension of how enterprises can lead the charge in fostering a sustainable future for all. This experience not only enriched their academic knowledge but also enhanced their intercultural communication skills, preparing them for a globalized workforce where collaboration across borders is essential. 4. Methodology Research Design This study employed a quasi-experimental design with a nonequivalent control group to evaluate the impact of the “Responsible Business – from East to West” workshop series on students' sustainability competence. Given that students self-enrolled in the workshop, random assignment to experimental and control groups was not feasible [ 23 ]. Instead, a pre-test and post-test design was implemented, where the experimental group consisted of students who participated in RBW, including both online workshops and study tour, and the control group included students who did not. This design allowed for the assessment of changes in sustainability competence over time and provided a basis for comparative analysis between groups [ 5 ]. Participants and Data Collection Participants in this study were undergraduate students from CUHK Business School and National Chiayi University (NCYU) in Taiwan. The experimental group comprised students enrolled in the RBWs, while the control group included students from the same institutions who did not participate in the workshop. Data collection involved administering an online survey to both groups at two time points: a pre-test conducted from early to mid-March 2023, prior to the workshop’s commencement, and a post-test conducted from late May to mid-July 2023, following the completion of the workshop series. In the experimental group, 38 students completed the pre-test survey, and 32 completed the post-test survey. Among these, 26 students provided complete data across both time points, which allowed for a paired comparison. The control group yielded 11 complete data points, ensuring representation from both institutions. Intervention: The “Responsible Business – from East to West” Workshop Series The RBWs series was designed as a blended online-to-offline learning experience, combining six interactive, case-based online sessions with an immersive in-person study tour. This unique structure reflects an emerging "Global Classroom" model, allowing students to learn through diverse, culturally enriched perspectives. The online component, attended by both Hong Kong and Taiwanese students, featured six 120-minute classes focused on real-world business case studies. These sessions encouraged collaborative discussion and critical analysis of sustainability challenges faced by businesses across various regions, including Hong Kong, Taiwan, Japan, Indonesia, and Poland. The in-person component—a study tour to Japan—offered students an opportunity to observe sustainability practices and Environmental, Social, and Governance (ESG) initiatives firsthand. The tour included visits to innovative companies and organizations that exemplify best practices in sustainability, allowing students to engage directly with industry leaders and gain invaluable insights into the implementation of effective ESG strategies. This blended learning model was designed to reinforce theoretical learning with practical insights, equipping students with the skills needed to address sustainability issues in both global and local contexts. Instrument The study utilized a customized survey based on the GreenComp framework, a European model for sustainability competence. This framework comprises four areas of competence—(1) embodying sustainability values, (2) embracing complexity in sustainability, (3) envisioning sustainable futures, and (4) acting for sustainability—each encompassing three specific competences. The GreenComp framework was selected for its comprehensive approach to sustainability, aligning with the workshop’s objectives to enhance sustainability competence across diverse contexts. To measure students' sustainability competence, 60 questions items were developed, with five items for each of the 12 competences. Each item was rated on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Example statements included “I am committed to respecting the interests of future generations” and “I can assess how humans and nature interact across space and time.” Procedure At the beginning of the semester, students in both groups completed the pre-test survey to establish baseline measures of sustainability competence. The online component of the RBWs was conducted between late February and mid-May 2023, featuring case-based discussions facilitated by international experts. After completing the online sessions, students in the experimental group participated in a study tour to Japan, where they observed real-world examples of sustainable business practices. Following the intervention, both groups completed the post-test survey. Responses from the experimental group were matched using unique student IDs to ensure continuity between pre- and post-test data. Data Analysis Paired samples t-tests were conducted to assess within-group differences in sustainability competence from pre-test to post-test for the experimental group. Additionally, independent samples t-tests were used to compare post-test sustainability competence scores between the experimental and control groups. This dual approach enabled the study to evaluate both the overall effectiveness of the workshop and specific improvements within targeted competence areas, providing a nuanced analysis of the impact of the RBWs on sustainability education. 5. Empirical Results and Discussion The empirical analysis aimed to determine the impact of RBW on students' sustainability competence in four key areas defined by the GreenComp framework: embodying sustainability values, embracing complexity in sustainability, envisioning sustainable futures, and acting for sustainability. We compared the students who participated in RBW (experimental group) to themselves before and after the program (pre- and post-test) and also compared them to a control group (between-group). The results of this study provide strong evidence to support that the RBW is effective in enhancing business students’ sustainability competence. The observed improvements in sustainability competence across all four areas of the GreenComp framework suggest that case-based, collaborative discussion-based, blended learning experiences are powerful tools in sustainability education. The following sub-sections discuss these findings in more detail for each specific area within the GreenComp framework, along with the broader implications and limitations of the study. 5.1 Within-Group Comparisons (Experimental Group) To evaluate the first research question, whether students’ sustainability competence improved after participating in the RBWs, we conducted paired samples t-tests to compare the scores of the experimental group before and after they completed the RBW program. The results revealed a statistically significant improvement in overall sustainability competence following the RBWs. Specifically, the post-test mean score ( \(\:M=4.31\) , \(\:SD=\:0.35\) ) was significantly higher than the pre-test mean score ( \(\:M=3.98,\:SD=0.39\) ), with a t -statistic of \(\:t\left(25\right)=-6.70\:\) and \(\:p<0.001\) , indicating a notable increase in the overall competence after the intervention. To gain a more detailed understanding, we conducted further analysis focusing on each of the four domains of the GreenComp framework. This allowed us to see if RBW program led to improvements in specific aspects of sustainability competence beyond just the overall score. 5.1.1. Embodying Sustainability Values Our analysis of the first GreenComp area, “Embodying Sustainability Values,” explores how the RBW program impacted students’ ethical commitment to sustainability. This area focuses on three key competencies: (1) valuing sustainability, (2) supporting fairness, and (3) promoting nature. The statistical results showed a statistically significant increase in this area among RBW participants, with post-test scores ( \(\:M=4.43,\:SD=0.37\) ) higher than pre-test scores ( \(\:M=4.23,\:SD=0.42\) ), which is supported by strong statistical evidence ( \(\:t\left(25\right)=-2.89,\:p<0.008\) ). This statistically significant result suggests that the RBW program effectively cultivated these values. The RBW’s case-based approach which features business scenarios across diverse economic contexts likely played a central role in cultivating student values. Through analysis of real-world company efforts in environmental preservation and social equity, participants gained a deeper appreciation of how their personal and professional choices align with sustainability principles. This aligns with the broader literature on values-driven sustainability education, which underscores how case-based pedagogies can reinforce ethical awareness and motivation for change [ 24 ] (Sprain & Timpson, 2012). Additionally, immersive, debate-style case-based learning promotes critical self-reflection and practical engagement, encouraging students to view sustainability not merely as an academic subject, but as an applied, value-laden imperative. As a result, students emerge both knowledgeable and committed—prepared to implement sustainable practices in their future careers and influence broader societal change [ 25 ] (Huang et al., 2024). 5.1.2. Embracing Complexity in Sustainability The second area of the GreenComp framework, “Embracing Complexity in Sustainability,” focuses on three crucial competencies: (1) systems thinking, (2) critical thinking, and (3) problem framing. Our analysis also demonstrated significant improvement in this area among RBW participants. Students showed significant gains in this domain, with post-test scores ( \(\:M=4.18,\:SD=0.50\) ) significantly exceeding pre-test scores ( \(\:M=3.77,\:\:SD=0.49\) ), with t -statistic of \(\:t\left(25\right)=-5.17\) , \(\:p<0.001\) . This underscores the RBW program’s effectiveness in developing these critical competencies for navigating complex sustainability issues. In particular, the development of systems thinking (ST) is a crucial. ST provides a comprehensive framework for understanding and addressing the complex and interconnected nature of sustainability challenges across various fields, including education, environmental science, and organizational management. The RBW’s diverse case studies and interactive discussions were instrumental in fostering this ability. Students were encouraged to analyze sustainability challenges from multiple perspectives, cultivating an ability to think critically and approach complex issues holistically. Given that sustainability involves intricate interconnections among social, economic, and environmental factors, the development of systems thinking is crucial. These results suggest that the RBW’s focus on real-world problems effectively supports students in honing their analytical skills, enabling them to better assess and navigate the complexities inherent in sustainable business practices. Our results aligns with existing studies suggesting that case-based learning is particularly effective for fostering higher-order cognitive skills [ 3 ]. 5.1.3 Envisioning Sustainable Futures: The third area of the GreenComp framework, “Envisioning Sustainable Futures”, includes three interconnected competencies: (1) futures literacy, (2) adaptability, and (3) exploratory thinking. Participants in RBW showed a notable rise in their competence within this domain. Analysis revealed a substantial improvement in students’ capacity for envisioning sustainable future. Post-test scores ( \(\:M=4.32,\:\:SD=0.38\) ) were significantly higher than pre-test scores ( \(\:M=3.96,\:SD=0.43\) ), as evidenced by a paired samples t -test ( \(\:t\left(25\right)=-5.17,\:p<0.001\) ). This statistically significant result indicates the RBW program’s effectiveness in enhancing these forward-looking skills. The improvement in this area reflects the RBW’s role in encouraging students to consider long-term outcomes and explore alternative approaches to sustainability challenges. By exposing students to innovative business models and scenarios from various regions, the RBW enabled them to critically assess and envision potential future pathways for sustainable development. This outcome supports the idea that experiential and scenario-based learning can significantly enhance futures literacy and adaptability, equipping students to respond flexibly to dynamic and uncertain global challenges [ 26 ]. The ability to envision the future is critically important because it empowers individuals and organizations to anticipate emerging challenges and opportunities, supporting informed decisions that align with long-term sustainability objectives. Strategic foresight — a structured, participatory process exploring plausible futures —has been shown to enhance adaptive planning and environmental decision-making, making it especially valuable in sustainability contexts [ 27 ]. Futures literacy similarly equips learners to anticipate wide-ranging, uncertain futures and respond proactively with creativity and resilience [ 28 ]. Fostering futures literacy enables individuals to contribute to resilient systems and drive positive change in their communities and industries. When students cultivate forward-thinking, exploratory mindsets, they become better equipped to navigate complexities and co-create sustainable, equitable futures. Moreover, integrating strategic foresight within education demonstrates how future-oriented thinking cultivates agency — the capacity to act within and shape evolving systems [ 29 ]. The blending approach of RBW not only fosters critical thinking but also empowers students to become proactive agents of change in their communities and beyond, which will be discussed in the next sub-section. 5.1.4. Acting for Sustainability The fourth GreenComp area, “Acting for Sustainability”, involves competencies in (1) political agency, (2) collective action, and (3) individual initiative. Our findings indicates significant improvements across all three of these components. Students reported significant growth in this domain. Post-test scores ( \(\:M=4.34,\:SD=0.38\) ) were significantly higher than pre-test scores ( \(\:M=3.97,\:SD=0.55\) ), with t -statistic of \(\:t\left(25\right)=-4.56,\:p<0.001\) . This increase strongly suggests that the RBW effectively equipped students with the motivation and practical skills to actively pursue sustainability in their personal and professional lives. The RBW’s study tour in Japan was particularly instrumental in this development. By observing real-world ESG practices firsthand, students were able to bridge theoretical knowledge and practical application, boosting their confidence to act and fostering a proactive mindset toward sustainability. This aligns with empirical findings showing that experiential learning, especially through immersive study tours, can lead to significant increases in student agency, environmental responsibility, and behavioral intention[ 30 ]. These hands-on experiences are essential in empowering learners to emerge as proactive agents of change in sustainability, capable of influencing their communities and industries positively. The cumulative effect of such empowerment can create a powerful ripple effect: empowered students not only advocate for sustainability in their daily lives but also influence broader societal practices, policies, and norms. A study of students engaged in systemic project-based learning showed that agency is manifested through personal values, aligned actions, and interactive contexts—and can indeed extend beyond the classroom into meaningful real-world impact [ 31 ]. 5.2. Between-Group Comparisons (Experimental vs. Control Group) To address the second research question—whether a significant difference in sustainability competence existed between students who participated in the RBWs and those who did not—we conducted independent samples \(\:t\) -tests. This allowed us to compare the post-test scores of the experimental group ( \(\:n=26\) ) with those of the control group ( \(\:n=11\) ). The experimental group’s mean post-test score ( \(\:M=4.31,\:SD=0.35\) ) was higher than the control group’s mean score ( \(\:M=3.80,\:SD=0.69\) ). The independent sample \(\:t\) -test revealed a significant difference between the two groups, \(\:t\left(35\right)=-2.99,\:\:p<0.005\) . The effect size, as measured by Cohen’s \(\:d\) , was \(\:d=1.08\) , indicating a large effect. This finding suggests that the RBWs was a robust intervention that substantially enhanced sustainability competence compared to the non-intervention approach (control group). 5.3. Overall Findings Overall, the empirical results demonstrate that participation in the RBWs significantly enhanced students’ sustainability competence across all four GreenComp areas. This enhancement was particularly notable when comparing to non-participating students. These findings collectively highlight the RBWs’ capacity to foster critical sustainability skills and underscores the potential of targeted, case-based learning interventions in sustainability education. 6. Implications and Limitations This study aimed to contribute to the growing field of sustainability education by providing insights into how business schools can better foster social responsibility and environmental awareness among their students, ultimately equipping them for the complexities of global business landscapes. Our findings offer several key implications toward achieving this goal. Firstly, we measured whether participation in the RBW program enhanced students' sustainability competence across the four key GreenComp areas: embodying sustainability values, embracing complexity in sustainability, envisioning sustainable futures, and acting for sustainability. The observed statistically significant enhancement in all these areas provides compelling evidence that RBW's unique pedagogical approach is highly effective. This demonstrates that experiential, case-based, and collaborative blended learning is a powerful model for cultivating a holistic understanding of sustainability. For business schools, this implies that integrating such methodologies can effectively move students beyond theoretical knowledge to practical application and ethical commitment in addressing complex sustainability challenges. Secondly, we determined whether a statistically significant difference existed in sustainability competence between students who participated in the RBW program and those who did not. The clear finding that RBW participants exhibited significantly higher sustainability competence than their non-participating counterparts underscores the tangible impact of well-designed, targeted interventions. This provides a strong argument for the active integration of programs like RBW into standard curricula, highlighting their crucial role in bridging the gap between traditional business education and the imperative for social responsibility and environmental awareness. Ultimately, the consistent improvements across all GreenComp areas suggest that programs like RBW are capable of fostering a comprehensive set of sustainability competencies. This includes the development of ethical commitment, analytical abilities, forward-thinking, and proactive engagement. For business schools, this means interventions can effectively prepare future business leaders to navigate the multifaceted challenges of sustainable business, translating knowledge into tangible action and contributing to broader societal change. However, the study is not without limitations. The quasi-experimental design and self-selection of participants may introduce potential biases, as students who chose to participate in the RBW may have already been more motivated to engage with sustainability topics to start with. Additionally, the relatively small sample size, particularly in the control group, may limit the generalizability of the findings. Future research should aim to address these limitations by expanding the sample size, utilizing randomized controlled trials to minimize selection bias, and incorporating longitudinal assessments to track the development of sustainability competence over time. Overall, the RBW’s effectiveness in enhancing sustainability competence underscores the value of blended, case-based, and experiential learning in preparing students to address sustainability challenges in business. The significant improvements across all four areas of the GreenComp framework reflect the potential of thoughtfully designed educational interventions to shape future leaders who are equipped to drive sustainable development. Nevertheless, educators should explore two key aspects of sustainability education to further enhance learning experiences. Firstly, integrating interdisciplinary approaches and collaboration with industry partners holds significant potential. This integration could further enrich students’ overall learning experience by providing them with real-world insights and practical applications of sustainability principles. This synergy between academia and industry not only enhances the relevance of the curriculum but also fosters a culture of innovation essential for tackling complex sustainability issues. Secondly, internationalization plays a crucial role in broadening students’ horizons. Bringing in global perspective allows students to engage with diverse viewpoints and practices from around the world. By exposing them to various cultural contexts and sustainability challenges, institutions can cultivate a more holistic understanding of global interdependencies and the importance of collaborative solutions for a sustainable future. Declarations Funding Statement: * This project is supported by Teaching Development and Language Enhancement Grant (TDLEG) 2022 - 25, The Chinese University of Hong Kong. * Ethics Approval: * Ethics approval was obtained from the Survey and Behavioural Research Ethics Committee at The Chinese University of Hong Kong (Approval Reference No. SBRE-21-0808). This study was conducted in accordance with The Chinese University of Hong Kong's ethical standards for survey and behavioural research. All activities involving human participants followed the principles of informed consent, confidentiality, minimization of risks, and protection of vulnerable groups, detailed guidelines are available at: https://www.gs.cuhk.edu.hk/download/VII-C.pdf * Data Availability Statement *: The data supporting the findings of this study were collected in accordance with The Chinese University of Hong Kong (CUHK) guidelines and ethical requirements. Restrictions apply to the availability of these data, which were used under licence for the current study and are not publicly available. Data are, however, available from the authors upon reasonable request and with the permission of CUHK. References Wiek, A., Withycombe, L., & Redman, C. (2011). Key competencies in sustainability a reference framework for academic program development . 6 , 203–218. https://doi.org/10.1007/s11625-011-0132-6 Bianchi, G., Pisiotis, U., Cabrera Giraldez, M. (2022). GreenComp – The European sustainability competence framework . Publications Office of the European Union. Farashahi M., & Tajeddin M. (2018). Effectiveness of teaching methods in business education: A comparison study on the learning outcomes of lectures, case studies and simulations. The International Journal of Management Education , 16 (1), 131–142. Kinnula, M., Durall Gazulla, E., Hirvonen, N., Malmberg, J., & Haukipuro, L. (2024). Nurturing systems thinking among young people by developing business innovations on sustainable AI. International Journal of Child-Computer Interaction . Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge. UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives. Paris: UNESCO Publishing. Horst W. J. Rittel, & Webber, M. M. (1973). Dilemmas in a General Theory of Planning. Policy Sciences , 4 (2), 155–169. https://doi.org/10.1007/BF01405730 Lozano, R., Merrill, M. Y., Sammalisto, K., Ceulemans, K., & Lozano, F. J. (2017). Connecting competences and pedagogical approaches for sustainable development in higher education: A literature review and framework proposal. Sustainability , 9 (10), 1889. Leal Filho, W., Raath, S., Lazzarini, B., Vargas, V. R., de Souza, L., Anholon, R., Quelhas, O. L. G., Haddad, R., Klavins, M., & Orlovic, V. L. (2018). The role of transformation in learning and education for sustainability. Journal of Cleaner Production , 199 , 286–295. https://doi.org/10.1016/j.jclepro.2018.07.017 Figueiró, P. S., & Raufflet, E. (2015). Sustainability in higher education: a systematic review with focus on management education. Journal of cleaner production , 106 , 22-33. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development . Prentice Hall. Caniglia, G., John, B., Kohler, M., Bellina, L., Wiek, A., Rojas, C., Laubichler, M. D., & Lang, D. (2016). An experience-based learning framework: Activities for the initial development of sustainability competencies. International Journal of Sustainability in Higher Education , 17 (6), 827–852. https://doi.org/10.1108/IJSHE-04-2015-0065 Savage, E., Tapics, T., Evarts, J., Wilson, J., & Tirone, S. (2015). Experiential learning for sustainability leadership in higher education. International Journal of Sustainability in Higher Education , 16 (5), 692–705. https://doi.org/10.1108/IJSHE-10-2013-0132 Mariam, Shahida & Khawaja, Kausar Fiaz & Qaisar, Muhammad & Ahmad, Farooq. (2023). Blended learning sustainability in business schools: Role of quality of online teaching and immersive learning experience. The International Journal of Management Education. 21. 1-18. 10.1016/j.ijme.2023.100776. Hmelo-Silver, C. E. (2004). Problem-based learning: An instructional model and its constructivist framework. In Theoretical Models and Processes of Reading (pp. 400-426). International Reading Association. May Portuguez Castro, & Marcela Georgina Gómez Zermeño. (2020). Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education. Sustainability , 12 (10), 4063. https://doi.org/10.3390/su12104063 Knight, Jane. (2008). Higher Education in Turmoil: The Changing World of Internationalization. 10.1163/9789087905224. Deardorff, D. K. (2011). Assessing intercultural competence. New Directions for Institutional Research. https://doi.org/10.1002/IR.381 Tarrant, M. A., Rubin, D. L., & Stoner, L. (2014). The Added Value of Study Abroad: Fostering a Global Citizenry. Journal of Studies in International Education , 18 (2), 141–161. https://doi.org/10.1177/1028315313497589 Beelen, J., Jones, E., Scott, P., Salmi, J., Pricopie, R., Matei, L., & Curaj, A. (2015). Redefining Internationalization at Home. In The European Higher Education Area (pp. 59–72). Springer. https://doi.org/10.1007/978-3-319-20877-0_5 Jones, Elspeth., and Reiffenrath, Tanja. (2018). Internationalisation at Home in practice. European Association for International Education. https://www.eaie.org/resource/internationalisation-at-home-practice.html Caniglia, G., Luederitz, C., von Wirth, T., Fazey, I., Martín-López, B., Hondrila, K., König, A., von Wehrden, H., Schäpke, N. A., Laubichler, M. D., & Lang, D. J. (2021). A pluralistic and integrated approach to action-oriented knowledge for sustainability. Nature Sustainability , 4 (2), 93–100. https://doi.org/10.1038/s41893-020-00616-z Kerlinger, F. N. (1970). Foundations of behavioral research. New York: Holt, Rinehart & Winston. Sprain, L., & Timpson, W. M. (2012). Pedagogy for Sustainability Science: Case-Based Approaches for Interdisciplinary Instruction. Environmental Communication: A Journal of Nature and Culture, 1–19. https://doi.org/10.1080/17524032.2012.714394 Huang, R. X., Pagano, A., & Marengo, A. (2024). Values-Based Education for Sustainable Development (VbESD): Introducing a Pedagogical Framework for Education for Sustainable Development (ESD) Using a Values-Based Education (VbE) Approach. Sustainability, 16(9), 3562. https://doi.org/10.3390/su16093562 Hermens A., & Clarke E. (2009). Integrating blended teaching and learning to enhance graduate attributes. Education+ Training , 51 (5/6), 476–490. Cook, C. N., Sutherland, W. J., Greatrex, D. P., Aldridge, R. A., Rose, J., Flack, J. D., & Game, E. T. (2014). Jokinen, L., Balcom Raleigh, N. A., & Heikkilä, K. (2024). Futures literacy in collaborative foresight networks: advancing sustainable shipbuilding. European Journal of Futures Research , 11 (9), 1–19. https://doi.org/10.1186/s40309-023-00221-1 Matti, C., Bontoux, L., & Jensen, K. (2025). Strategic foresight framework for addressing agency in sustainability transitions: a co-creation approach. Frontiers in Sustainability, 6, 1507708. https://doi.org/10.3389/frsus.2025.1507708 Uzorka, A., Akiyode, O., & Isa, S. M. (2024). Strategies for engaging students in sustainability initiatives and fostering a sense of ownership and responsibility towards sustainable development. Discover Sustainability, 5(1), 320. https://doi.org/10.1007/s43621-024-00505-x Guerra, A., Jiang, D., & Du, X. (2022). Student agency for sustainability in a systemic PBL environment. Sustainability , 14 (21), 13728. Additional Declarations No competing interests reported. Supplementary Files DatatsetRBW2023SurveyonSustainabilityCompetence.xlsx Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 12 Feb, 2026 Reviews received at journal 11 Feb, 2026 Reviewers agreed at journal 09 Feb, 2026 Reviewers agreed at journal 06 Feb, 2026 Reviews received at journal 16 Jan, 2026 Reviewers agreed at journal 07 Jan, 2026 Reviewers invited by journal 24 Dec, 2025 Editor assigned by journal 08 Dec, 2025 Editor invited by journal 02 Dec, 2025 Submission checks completed at journal 01 Dec, 2025 First submitted to journal 30 Nov, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Introduction","content":"\u003cp\u003eIn recent years, there has been an increasing global emphasis on sustainability, not only as a policy priority but as a critical area for educational innovation. The need for sustainable practices is becoming especially urgent in the business sector, where companies are increasingly accountable for their impact on society and the environment [1] [2].The urgency for sustainable practices in the business sector is increasingly recognized as essential for long-term viability and societal impact. Companies are now integrating sustainability into their core strategies, acknowledging that responsible operations can enhance profitability while addressing environmental and social challenges. This shift is driven by a combination of consumer demand, regulatory pressures, and the recognition of sustainability as a competitive advantage. Higher education institutions are thus under pressure to equip students with the knowledge, skills, and values essential to address complex global challenges, particularly in business contexts where social responsibility and economic goals intersect[3].\u003c/p\u003e\n\u003cp\u003eThis study evaluates a novel internationalized educational approach that integrates sustainability into business education through the “Responsible Business – from East to West” workshop series, aiming to foster critical sustainability competencies in students from diverse cultural backgrounds [4].\u003c/p\u003e\n\u003cp\u003eThe course “Responsible Business – from East to West” (RBW) jointly offered by CUHK Business School and National Chiayi University (NCYU), is distinguished by its unique focus on “internationalization-at-home.” While many sustainability initiatives emphasize experiential learning through international study, this workshop integrates diverse perspectives within an accessible online format, supplemented by a physical study tour. These features enable students to engage deeply with sustainability issues relevant to different economies without the need for long-term study abroad. Prior studies have highlighted the effectiveness of case-based and cross-cultural approaches in sustainability education; however, limited research has explored the impact of such approaches on sustainability competence within short-term, quasi-experimental settings [5]. This study thus addresses a significant gap by assessing how internationalized, case-based learning can enhance sustainability competence and by examining the specific competencies most impacted by such interventions.\u003c/p\u003e\n\u003cp\u003eThe primary objectives of this study are twofold. First, it aims to measure whether participation in the RBWs enhances students' sustainability competence across four key areas: embodying sustainability values, embracing complexity in sustainability, envisioning sustainable futures, and acting for sustainability, as defined by the GreenComp framework [2]. Second, it seeks to determine whether a statistically significant difference exists in sustainability competence between students who participated in the RBWs and those who did not. By examining these outcomes, this study aims to contribute to the growing field of sustainability education, providing insights into how business schools can foster social responsibility and environmental awareness among students, ultimately equipping them for the complexities of global business landscapes.\u003c/p\u003e\n\u003cp\u003eThe rest of the paper is organized as follows: we first review relevant studies in sustainability education and the pedagogical approaches in section 2. We then provide an overiew of the RBW program in section 3. In section 4, we outline the research methodology and; in section 5, we report the empirical results and discuss the relevant implications in each GreenComp area. Finally in section 6 we discuss the implications and limitation of our research study.\u003c/p\u003e"},{"header":"2. Background and Literature Review","content":"\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\u003ch2\u003e2.1. Sustainability Education\u003c/h2\u003e\u003cp\u003eSustainability education has emerged as a transformative educational paradigm in response to escalating global environmental, social, and economic challenges. UNESCO defines Education for Sustainable Development (ESD) as an approach that equips learners with the knowledge, skills, values, and attitudes necessary to address complex sustainability issues including climate change, biodiversity loss, resource depletion, and social inequality [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. This educational framework emphasizes cognitive, socio-emotional, and behavioral learning dimensions, positioning learners as active agents capable of contributing to sustainable development across multiple scales.\u003c/p\u003e\u003cp\u003eThe theoretical foundation of sustainability education in higher education is anchored in competency-based approaches that have evolved significantly over the past decade. Wiek, Withycombe, and Redman [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e] established a seminal framework identifying five key sustainability competencies: systems-thinking, anticipatory, normative, strategic, and interpersonal competencies. Their foundational work has become a cornerstone reference for academic program development, demonstrating how higher education institutions can structure curricula to develop students' capacity for complex sustainability problem-solving and collaborative engagement with diverse stakeholders.\u003c/p\u003e\u003cp\u003eBuilding upon this foundational work, the European Commission developed the GreenComp framework [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e], which provides a more structured and pedagogically-oriented approach to sustainability competence development. The GreenComp framework organizes sustainability competencies into four interconnected areas: (1) embodying sustainability values, (2) embracing complexity in sustainability, (3) envisioning sustainable futures, and (4) acting for sustainability. Each area encompasses three specific competencies, totaling twelve competencies that collectively define what it means to be sustainability literate in contemporary contexts. This framework represents a significant advancement in operationalizing sustainability education, providing educators with concrete learning objectives and assessment criteria that can be adapted across diverse educational contexts.\u003c/p\u003e\u003cp\u003eThe GreenComp framework's emphasis on values, complexity, futures thinking, and action orientation aligns well with contemporary understanding of sustainability challenges as \"wicked problems\" that require not only technical knowledge but also ethical reasoning, systems thinking, and collaborative action capabilities [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. The framework's integration of cognitive, socio-emotional, and behavioral dimensions reflects growing recognition that sustainability education must address the whole person, fostering not only intellectual understanding but also emotional engagement and behavioral change.\u003c/p\u003e\u003cp\u003eThe alignment between sustainability education and the UN Sustainable Development Goals (SDGs) is particularly evident in its direct contribution to SDG 4 (Quality Education). Target 4.7 specifically calls for ensuring that all learners acquire the knowledge and skills needed to promote sustainable development, emphasizing education for sustainable development, global citizenship, and cultural diversity appreciation. This connection positions sustainability education not merely as subject matter but as a meta-approach that enhances educational quality across disciplines.\u003c/p\u003e\u003cp\u003eFurthermore, sustainability education demonstrates clear linkages to SDG 11 (Sustainable Cities and Communities) and SDG 12 (Responsible Consumption and Production) through its emphasis on systems thinking and behavioral change. Educational interventions focusing on urban sustainability, circular economy principles, and sustainable consumption patterns have shown effectiveness in developing both environmental literacy and civic engagement capabilities [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. These connections illustrate how sustainability education serves as a bridge between theoretical knowledge and practical action in addressing complex societal challenges.\u003c/p\u003e\u003cp\u003eFinally, the collaborative dimension of sustainability education strongly supports SDG 17 (Partnerships for the Goals), which emphasizes multi-stakeholder cooperation and knowledge sharing. Contemporary sustainability education increasingly adopts partnership-based pedagogical models that integrate academic learning with real-world problem-solving through collaborations between universities, communities, industry, and governmental organizations [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. These partnerships facilitate experiential learning opportunities while contributing to the co-creation of knowledge across disciplinary and cultural boundaries.\u003c/p\u003e\u003cp\u003eDespite growing recognition of its importance, research indicates significant variations in sustainability education implementation across institutions and disciplines. A systematic review by Figueir\u0026oacute; and Raufflet [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e] analyzing 63 articles published between 2003 and 2013 found that most sustainability education articles were descriptive, focusing on specific institutional experiences rather than broader edcational philosophy and design, highlighting the need for more comprehensive integration approaches. There is increasing scholarly emphasis on transitioning from content-focused delivery to competency-oriented approaches that equip students with both knowledge and agency for sustainable action, particularly in business education contexts where sustainability integration has been slower compared to environmental science and engineering programs [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e2.2. Pedagogical Approaches in Sustainability Education\u003c/h2\u003e\u003cp\u003eEffectively addressing sustainability's complexity and interdisciplinary nature requires innovative educational methods that actively engage students in transformative learning experiences. Research in sustainability education pedagogy has identified multiple effective approaches, with experiential learning emerging as particularly significant for developing the competencies outlined in frameworks like GreenComp, while complementary methods such as blended learning, case-based learning, and challenge-based learning enhance educational outcomes through increased flexibility, accessibility, and critical analysis capabilities.\u003c/p\u003e\u003cp\u003eExperiential Learning (EL) in Sustainability Education\u003c/p\u003e\u003cp\u003eExperiential learning, grounded in Kolb's [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e] theoretical framework, emphasizes learning through direct experience and reflective practice. Kolb's model describes learning as \u0026lsquo;the process whereby knowledge is created through the transformation of experience\u0026rsquo;. In sustainability education contexts, this approach provides learners with authentic environments where theoretical concepts are directly linked to practical applications and real-world problem-solving scenarios, particularly supporting the development of GreenComp's \"acting for sustainability\" competency area.\u003c/p\u003e\u003cp\u003eRecent research has demonstrated the particular effectiveness of experiential learning in developing core sustainability competencies that align closely with the GreenComp framework. Caniglia et al.[\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e] developed an experience-based learning framework specifically designed for sustainability education, showing how structured experiential activities can foster systems thinking (embracing complexity), anticipatory reasoning (envisioning futures), and collaborative problem-solving skills (acting for sustainability). Their framework emphasizes the importance of creating learning experiences that engage students from diverse disciplinary, social, and cultural backgrounds in collaborative sustainability challenges.\u003c/p\u003e\u003cp\u003eThe transformative potential of experiential learning extends beyond skill development to encompass values formation and mindset change, directly supporting GreenComp's emphasis on \"embodying sustainability values.\" Savage et al. [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e] examined experiential learning approaches in sustainability leadership programs, finding that well-designed experiential activities foster not only technical competencies but also the ethical reasoning and collaborative capabilities essential for sustainability leadership. Through immersion in real-world sustainability contexts, students develop essential competencies while cultivating sustainability values such as empathy, responsibility, and environmental stewardship.\u003c/p\u003e\u003cp\u003eComplementary Pedagogical Approaches\u003c/p\u003e\u003cp\u003e\u003cb\u003eBlended Learning Approaches\u003c/b\u003e\u003c/p\u003e\u003cp\u003eBlended learning, which combines traditional face-to-face instruction with online components, has gained significant attention in sustainability education research, particularly in business education contexts. Mariam et al. [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e] demonstrated that blended learning approaches can enhance sustainability education by enabling flexible, accessible, and globally connected educational experiences. This pedagogical integration facilitates diverse intercultural interactions, enriching experiential components with international perspectives and enabling more inclusive learning environments that support the development of global citizenship competencies.\u003c/p\u003e\u003cp\u003eThe effectiveness of blended learning in developing GreenComp competencies has been particularly evident in its capacity to support ongoing reflection and international collaboration. Quality online teaching components enable sustained engagement with sustainability topics beyond the temporal and spatial constraints of traditional classroom settings, supporting the development of future literacy and adaptability competencies through exposure to diverse global perspectives on sustainability challenges.\u003c/p\u003e\u003cp\u003e\u003cb\u003eCase-Based Learning\u003c/b\u003e\u003c/p\u003e\u003cp\u003eCase-based learning, typified by Harvard\u0026rsquo;s case method, has demonstrated particular effectiveness in developing analytical thinking and decision-making capabilities relevant to sustainability challenges, particularly supporting GreenComp's \"embracing complexity\" competency area. Through systematic analysis of complex sustainability scenarios, students develop critical evaluation skills and learn to articulate informed, practical solutions to multifaceted problems [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. The structured analytical rigor of case-based discussions helps students translate abstract concepts into practical frameworks for understanding real-world sustainability challenges.\u003c/p\u003e\u003cp\u003eIn business education contexts, case-based learning has proven particularly valuable for developing the problem-framing and systems thinking competencies essential for responsible business practice. The collaborative problem-solving and consensus-building competencies developed through case-based approaches are essential for addressing sustainability challenges in professional settings, where stakeholder engagement and collaborative decision-making are crucial [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e\u003cp\u003e\u003cb\u003eChallenge-Based Learning\u003c/b\u003e\u003c/p\u003e\u003cp\u003eChallenge-based learning (CBL) has emerged as an innovative pedagogical approach particularly well-suited to sustainability education's emphasis on real-world problem-solving. May Portuguez Castro et al. [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e] documented how CBL presents students with specific, real-world sustainability challenges that can be addressed collaboratively across multiple disciplines. This approach combines elements of experiential and problem-based learning while emphasizing the application of knowledge to authentic sustainability challenges facing communities and organizations, directly supporting the development of individual initiative and collective action competencies.\u003c/p\u003e\u003cp\u003eCBL's emphasis on multi-disciplinary collaboration and real-world problem-solving aligns well with the interdisciplinary nature of sustainability challenges and the integrated approach advocated by the GreenComp framework. Students working on sustainability-focused CBL projects develop not only technical competencies but also the collaborative and communication skills essential for effective sustainability practice.\u003c/p\u003e\u003cp\u003e\u003cb\u003eIntegrated Pedagogical Models for Sustainability Competence Development\u003c/b\u003e\u003c/p\u003e\u003cp\u003eContemporary research emphasizes the importance of adaptive pedagogical frameworks that combine multiple approaches to maximize learning effectiveness in developing comprehensive sustainability competence. The integration of experiential learning with complementary approaches creates comprehensive educational environments that support the development of all four GreenComp competency areas simultaneously. Blended learning enriches experiential learning by facilitating continuous engagements beyond classroom sessions and enabling international collaboration, while case-based and challenge-based approaches provide structured frameworks for analyzing and addressing complex sustainability problems in the real world. The most effective sustainability education programs combine multiple pedagogical approaches in ways that support both individual competency development and collaborative problem-solving capabilities essential for addressing complex sustainability challenges, especially in business context.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e2.3. International Collaboration in Sustainability Education\u003c/h2\u003e\u003cp\u003eInternational collaboration has become increasingly central to effective sustainability education, particularly as global challenges require coordinated, cross-cultural responses that transcend national boundaries. Such collaboration not only broadens learners' perspectives but also fosters critical competencies essential for addressing complex sustainability issues, including intercultural understanding, global awareness, and collaborative problem-solving capabilities that align directly with GreenComp's emphasis on collective action and systems thinking [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e][\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eTraditional international education typically involves physical mobility through student exchanges and study-abroad programs, which have demonstrated effectiveness in enhancing students' intercultural competence, adaptability, and global citizenship\u0026mdash;attributes essential for addressing sustainability challenges that manifest differently across cultural and socioeconomic contexts [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. However, despite its proven benefits, traditional international education faces significant limitations including logistical complexity, high costs, and limited accessibility, particularly affecting students from diverse socioeconomic backgrounds.\u003c/p\u003e\u003cp\u003eInternationalization-at-Home as an Innovative Approach\u003c/p\u003e\u003cp\u003eTo address these accessibility challenges while maintaining educational quality, the concept of \"internationalization-at-home\" has gained prominence as a transformative approach to global learning. Internationalization-at-home involves creating meaningful international educational experiences within domestic institutional environments, leveraging digital technologies and international partnerships to facilitate intercultural engagement without requiring physical travel [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. This approach democratizes global learning experiences, enabling broader student participation while significantly contributing to sustainability education by embedding diverse global perspectives into regular curricula.\u003c/p\u003e\u003cp\u003eRecent research demonstrates that internationalization-at-home can effectively cultivate intercultural skills, global perspectives, and enhanced sustainability competencies comparable to traditional international mobility programs [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. Through carefully designed online international collaborations, students gain exposure to diverse sustainability frameworks, practices, and cultural viewpoints, fostering critical reflection and deeper comprehension of global sustainability issues. This approach aligns closely with blended learning principles discussed previously, promoting active engagement and collaborative problem-solving in cross-cultural settings while supporting the development of GreenComp competencies across all four areas.\u003c/p\u003e\u003cp\u003eHybrid Models: Combining Virtual and Physical Elements\u003c/p\u003e\u003cp\u003eParticularly promising are international collaborations that strategically combine virtual and physical components\u0026mdash;such as online international workshops supplemented by short-term overseas experiences. These hybrid models offer the flexibility and inclusivity of virtual learning alongside the transformative experiential impact of immersive international study, providing an integrated approach that maximizes educational benefits while maintaining accessibility [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Such programs enable students to develop sustained international relationships through online collaboration while gaining direct exposure to different sustainability practices and cultural contexts during focused study tours.\u003c/p\u003e\u003cp\u003eThe effectiveness of hybrid internationalization models in developing sustainability competencies stems from their capacity to provide both breadth and depth of international engagement. Online components support the development of futures literacy and adaptability through exposure to diverse global perspectives, while physical study tour components enhance students' capacity for individual initiative and collective action through direct observation of sustainability practices in different cultural contexts.\u003c/p\u003e\u003cp\u003eResearch Gap and Study Rationale\u003c/p\u003e\u003cp\u003eWhile existing research demonstrates the potential of both traditional international education and emerging internationalization-at-home approaches, limited empirical evidence exists regarding their specific impact on sustainability competence development, particularly in short-term, internationally collaborative formats within business education contexts. This gap is significant given the increasing emphasis on developing globally competent sustainability leaders in business contexts, where cross-cultural collaboration and international perspective are essential for addressing complex sustainability challenges.\u003c/p\u003e\u003cp\u003eThis study addresses this research gap by examining how a hybrid internationalization model\u0026mdash;combining online, case-based international collaboration with experiential study tour components\u0026mdash;contributes to sustainability competence development among undergraduate business students. The Responsible Business Workshop represents an innovative application of internationalization-at-home principles, providing empirical evidence for the effectiveness of this approach in fostering the comprehensive sustainability competencies outlined in the GreenComp framework.\u003c/p\u003e\u003c/div\u003e"},{"header":"3. Overview of the Responsible Business Workshop (RBW)","content":"\u003cp\u003eThe course, \u0026ldquo;Responsible Business \u0026ndash; from East to West\u0026rdquo; (RBW), unfolded over a period from the late February to mid-May 2023. It comprised of six in-depth, online and interactive sessions, each lasting 120 minutes. These sessions were jointly facilitated by faculty members from CUHK and NCYU, and also a panel of local and international experts from Taiwan, Japan, Poland, and the UK. The central focus of the course was to explore the meaning and implications of new business models, and to understand how these models concurrently benefit businesses and the broader global community. Participants engaged in discussions, case studies, and collaborative projects that highlighted best practices and innovative strategies for implementing responsible business principles across different cultural contexts.\u003c/p\u003e\u003cp\u003eThe primary instructional approach that was prominently adopted in the context of RBWs was the utilization of comprehensive case studies, which provided students with an invaluable opportunity to meticulously analyze and critically evaluate real-world scenarios that are representative of both developed and developing economies, encompassing a diverse range of regions. The overarching aim of the course was to thoroughly equip students with the essential ability to 1) gain a profound and nuanced comprehension of the myriad of complex social issues that different economies encounter in their unique contexts, 2) develop an understanding of the various ways in which businesses can generate not only significant financial returns but also meaningful social value by proactively addressing these pressing issues, and 3) cultivate and enhance the crucial skills that are necessary to effectively balance the imperative of societal well-being with the pursuit of business success in a harmonized manner. This multifaceted approach aimed to empower students to become innovative leaders who can navigate the complexities of global markets while fostering sustainable development and social responsibility.\u003c/p\u003e\u003cp\u003eA salient characteristic of the course was its focus on internationalisation-at-home. Co-facilitated by the CUHK Business School and National Chiayi University (NCYU), it afforded students a singular opportunity to engage with counterparts from Hong Kong, Taiwan, and Japan. Moreover, students were presented with the chance to partake in a study tour to Nagoya, Japan, in May 2023, which provided invaluable insights into Japan's innovative methodologies regarding sustainable business practices and Environmental, Social, and Governance (ESG) frameworks. Through this immersive engagement, students were able to cultivate a more profound comprehension of how enterprises can lead the charge in fostering a sustainable future for all. This experience not only enriched their academic knowledge but also enhanced their intercultural communication skills, preparing them for a globalized workforce where collaboration across borders is essential.\u003c/p\u003e"},{"header":"4. Methodology","content":"\u003cp\u003eResearch Design\u003c/p\u003e\u003cp\u003eThis study employed a quasi-experimental design with a nonequivalent control group to evaluate the impact of the \u0026ldquo;Responsible Business \u0026ndash; from East to West\u0026rdquo; workshop series on students' sustainability competence. Given that students self-enrolled in the workshop, random assignment to experimental and control groups was not feasible [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. Instead, a pre-test and post-test design was implemented, where the experimental group consisted of students who participated in RBW, including both online workshops and study tour, and the control group included students who did not. This design allowed for the assessment of changes in sustainability competence over time and provided a basis for comparative analysis between groups [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eParticipants and Data Collection\u003c/p\u003e\u003cp\u003eParticipants in this study were undergraduate students from CUHK Business School and National Chiayi University (NCYU) in Taiwan. The experimental group comprised students enrolled in the RBWs, while the control group included students from the same institutions who did not participate in the workshop. Data collection involved administering an online survey to both groups at two time points: a pre-test conducted from early to mid-March 2023, prior to the workshop\u0026rsquo;s commencement, and a post-test conducted from late May to mid-July 2023, following the completion of the workshop series. In the experimental group, 38 students completed the pre-test survey, and 32 completed the post-test survey. Among these, 26 students provided complete data across both time points, which allowed for a paired comparison. The control group yielded 11 complete data points, ensuring representation from both institutions.\u003c/p\u003e\u003cp\u003eIntervention: The \u0026ldquo;Responsible Business \u0026ndash; from East to West\u0026rdquo; Workshop Series\u003c/p\u003e\u003cp\u003eThe RBWs series was designed as a blended online-to-offline learning experience, combining six interactive, case-based online sessions with an immersive in-person study tour. This unique structure reflects an emerging \"Global Classroom\" model, allowing students to learn through diverse, culturally enriched perspectives. The online component, attended by both Hong Kong and Taiwanese students, featured six 120-minute classes focused on real-world business case studies. These sessions encouraged collaborative discussion and critical analysis of sustainability challenges faced by businesses across various regions, including Hong Kong, Taiwan, Japan, Indonesia, and Poland. The in-person component\u0026mdash;a study tour to Japan\u0026mdash;offered students an opportunity to observe sustainability practices and Environmental, Social, and Governance (ESG) initiatives firsthand. The tour included visits to innovative companies and organizations that exemplify best practices in sustainability, allowing students to engage directly with industry leaders and gain invaluable insights into the implementation of effective ESG strategies. This blended learning model was designed to reinforce theoretical learning with practical insights, equipping students with the skills needed to address sustainability issues in both global and local contexts.\u003c/p\u003e\u003cp\u003eInstrument\u003c/p\u003e\u003cp\u003eThe study utilized a customized survey based on the GreenComp framework, a European model for sustainability competence. This framework comprises four areas of competence\u0026mdash;(1) embodying sustainability values, (2) embracing complexity in sustainability, (3) envisioning sustainable futures, and (4) acting for sustainability\u0026mdash;each encompassing three specific competences. The GreenComp framework was selected for its comprehensive approach to sustainability, aligning with the workshop\u0026rsquo;s objectives to enhance sustainability competence across diverse contexts. To measure students' sustainability competence, 60 questions items were developed, with five items for each of the 12 competences. Each item was rated on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Example statements included \u0026ldquo;I am committed to respecting the interests of future generations\u0026rdquo; and \u0026ldquo;I can assess how humans and nature interact across space and time.\u0026rdquo;\u003c/p\u003e\u003cp\u003eProcedure\u003c/p\u003e\u003cp\u003eAt the beginning of the semester, students in both groups completed the pre-test survey to establish baseline measures of sustainability competence. The online component of the RBWs was conducted between late February and mid-May 2023, featuring case-based discussions facilitated by international experts. After completing the online sessions, students in the experimental group participated in a study tour to Japan, where they observed real-world examples of sustainable business practices. Following the intervention, both groups completed the post-test survey. Responses from the experimental group were matched using unique student IDs to ensure continuity between pre- and post-test data.\u003c/p\u003e\u003cp\u003eData Analysis\u003c/p\u003e\u003cp\u003ePaired samples t-tests were conducted to assess within-group differences in sustainability competence from pre-test to post-test for the experimental group. Additionally, independent samples t-tests were used to compare post-test sustainability competence scores between the experimental and control groups. This dual approach enabled the study to evaluate both the overall effectiveness of the workshop and specific improvements within targeted competence areas, providing a nuanced analysis of the impact of the RBWs on sustainability education.\u003c/p\u003e"},{"header":"5. Empirical Results and Discussion","content":"\u003cp\u003eThe empirical analysis aimed to determine the impact of RBW on students' sustainability competence in four key areas defined by the GreenComp framework: embodying sustainability values, embracing complexity in sustainability, envisioning sustainable futures, and acting for sustainability. We compared the students who participated in RBW (experimental group) to themselves before and after the program (pre- and post-test) and also compared them to a control group (between-group).\u003c/p\u003e\u003cp\u003eThe results of this study provide strong evidence to support that the RBW is effective in enhancing business students\u0026rsquo; sustainability competence. The observed improvements in sustainability competence across all four areas of the GreenComp framework suggest that case-based, collaborative discussion-based, blended learning experiences are powerful tools in sustainability education.\u003c/p\u003e\u003cp\u003eThe following sub-sections discuss these findings in more detail for each specific area within the GreenComp framework, along with the broader implications and limitations of the study.\u003c/p\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003e5.1 Within-Group Comparisons (Experimental Group)\u003c/h2\u003e\u003cp\u003eTo evaluate the first research question, whether students\u0026rsquo; sustainability competence improved after participating in the RBWs, we conducted paired samples t-tests to compare the scores of the experimental group before and after they completed the RBW program. The results revealed a statistically significant improvement in overall sustainability competence following the RBWs. Specifically, the post-test mean score (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:M=4.31\\)\u003c/span\u003e\u003c/span\u003e, \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:SD=\\:0.35\\)\u003c/span\u003e\u003c/span\u003e) was significantly higher than the pre-test mean score (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:M=3.98,\\:SD=0.39\\)\u003c/span\u003e\u003c/span\u003e), with a \u003cem\u003et\u003c/em\u003e-statistic of \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:t\\left(25\\right)=-6.70\\:\\)\u003c/span\u003e\u003c/span\u003e and \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:p\u0026lt;0.001\\)\u003c/span\u003e\u003c/span\u003e, indicating a notable increase in the overall competence after the intervention.\u003c/p\u003e\u003cp\u003eTo gain a more detailed understanding, we conducted further analysis focusing on each of the four domains of the GreenComp framework. This allowed us to see if RBW program led to improvements in specific aspects of sustainability competence beyond just the overall score.\u003c/p\u003e\u003cdiv id=\"Sec9\" class=\"Section3\"\u003e\u003ch2\u003e5.1.1. Embodying Sustainability Values\u003c/h2\u003e\u003cp\u003eOur analysis of the first GreenComp area, \u0026ldquo;Embodying Sustainability Values,\u0026rdquo; explores how the RBW program impacted students\u0026rsquo; ethical commitment to sustainability. This area focuses on three key competencies: (1) valuing sustainability, (2) supporting fairness, and (3) promoting nature.\u003c/p\u003e\u003cp\u003eThe statistical results showed a statistically significant increase in this area among RBW participants, with post-test scores (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:M=4.43,\\:SD=0.37\\)\u003c/span\u003e\u003c/span\u003e) higher than pre-test scores (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:M=4.23,\\:SD=0.42\\)\u003c/span\u003e\u003c/span\u003e), which is supported by strong statistical evidence (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:t\\left(25\\right)=-2.89,\\:p\u0026lt;0.008\\)\u003c/span\u003e\u003c/span\u003e). This statistically significant result suggests that the RBW program effectively cultivated these values.\u003c/p\u003e\u003cp\u003eThe RBW\u0026rsquo;s case-based approach which features business scenarios across diverse economic contexts likely played a central role in cultivating student values. Through analysis of real-world company efforts in environmental preservation and social equity, participants gained a deeper appreciation of how their personal and professional choices align with sustainability principles. This aligns with the broader literature on values-driven sustainability education, which underscores how case-based pedagogies can reinforce ethical awareness and motivation for change [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e] (Sprain \u0026amp; Timpson, 2012). Additionally, immersive, debate-style case-based learning promotes critical self-reflection and practical engagement, encouraging students to view sustainability not merely as an academic subject, but as an applied, value-laden imperative. As a result, students emerge both knowledgeable and committed\u0026mdash;prepared to implement sustainable practices in their future careers and influence broader societal change [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e] (Huang et al., 2024).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec10\" class=\"Section3\"\u003e\u003ch2\u003e5.1.2. Embracing Complexity in Sustainability\u003c/h2\u003e\u003cp\u003eThe second area of the GreenComp framework, \u0026ldquo;Embracing Complexity in Sustainability,\u0026rdquo; focuses on three crucial competencies: (1) systems thinking, (2) critical thinking, and (3) problem framing. Our analysis also demonstrated significant improvement in this area among RBW participants. Students showed significant gains in this domain, with post-test scores (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:M=4.18,\\:SD=0.50\\)\u003c/span\u003e\u003c/span\u003e) significantly exceeding pre-test scores (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:M=3.77,\\:\\:SD=0.49\\)\u003c/span\u003e\u003c/span\u003e), with \u003cem\u003et\u003c/em\u003e-statistic of \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:t\\left(25\\right)=-5.17\\)\u003c/span\u003e\u003c/span\u003e, \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:p\u0026lt;0.001\\)\u003c/span\u003e\u003c/span\u003e. This underscores the RBW program\u0026rsquo;s effectiveness in developing these critical competencies for navigating complex sustainability issues.\u003c/p\u003e\u003cp\u003eIn particular, the development of systems thinking (ST) is a crucial. ST provides a comprehensive framework for understanding and addressing the complex and interconnected nature of sustainability challenges across various fields, including education, environmental science, and organizational management. The RBW\u0026rsquo;s diverse case studies and interactive discussions were instrumental in fostering this ability. Students were encouraged to analyze sustainability challenges from multiple perspectives, cultivating an ability to think critically and approach complex issues holistically. Given that sustainability involves intricate interconnections among social, economic, and environmental factors, the development of systems thinking is crucial.\u003c/p\u003e\u003cp\u003eThese results suggest that the RBW\u0026rsquo;s focus on real-world problems effectively supports students in honing their analytical skills, enabling them to better assess and navigate the complexities inherent in sustainable business practices. Our results aligns with existing studies suggesting that case-based learning is particularly effective for fostering higher-order cognitive skills [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec11\" class=\"Section3\"\u003e\u003ch2\u003e5.1.3 Envisioning Sustainable Futures:\u003c/h2\u003e\u003cp\u003eThe third area of the GreenComp framework, \u0026ldquo;Envisioning Sustainable Futures\u0026rdquo;, includes three interconnected competencies: (1) futures literacy, (2) adaptability, and (3) exploratory thinking. Participants in RBW showed a notable rise in their competence within this domain.\u003c/p\u003e\u003cp\u003eAnalysis revealed a substantial improvement in students\u0026rsquo; capacity for envisioning sustainable future. Post-test scores (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:M=4.32,\\:\\:SD=0.38\\)\u003c/span\u003e\u003c/span\u003e) were significantly higher than pre-test scores (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:M=3.96,\\:SD=0.43\\)\u003c/span\u003e\u003c/span\u003e), as evidenced by a paired samples \u003cem\u003et\u003c/em\u003e-test (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:t\\left(25\\right)=-5.17,\\:p\u0026lt;0.001\\)\u003c/span\u003e\u003c/span\u003e). This statistically significant result indicates the RBW program\u0026rsquo;s effectiveness in enhancing these forward-looking skills.\u003c/p\u003e\u003cp\u003eThe improvement in this area reflects the RBW\u0026rsquo;s role in encouraging students to consider long-term outcomes and explore alternative approaches to sustainability challenges. By exposing students to innovative business models and scenarios from various regions, the RBW enabled them to critically assess and envision potential future pathways for sustainable development. This outcome supports the idea that experiential and scenario-based learning can significantly enhance futures literacy and adaptability, equipping students to respond flexibly to dynamic and uncertain global challenges [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe ability to envision the future is critically important because it empowers individuals and organizations to anticipate emerging challenges and opportunities, supporting informed decisions that align with long-term sustainability objectives. Strategic foresight \u0026mdash; a structured, participatory process exploring plausible futures \u0026mdash;has been shown to enhance adaptive planning and environmental decision-making, making it especially valuable in sustainability contexts [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. Futures literacy similarly equips learners to anticipate wide-ranging, uncertain futures and respond proactively with creativity and resilience [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eFostering futures literacy enables individuals to contribute to resilient systems and drive positive change in their communities and industries. When students cultivate forward-thinking, exploratory mindsets, they become better equipped to navigate complexities and co-create sustainable, equitable futures. Moreover, integrating strategic foresight within education demonstrates how future-oriented thinking cultivates agency \u0026mdash; the capacity to act within and shape evolving systems [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. The blending approach of RBW not only fosters critical thinking but also empowers students to become proactive agents of change in their communities and beyond, which will be discussed in the next sub-section.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section3\"\u003e\u003ch2\u003e5.1.4. Acting for Sustainability\u003c/h2\u003e\u003cp\u003eThe fourth GreenComp area, \u0026ldquo;Acting for Sustainability\u0026rdquo;, involves competencies in (1) political agency, (2) collective action, and (3) individual initiative. Our findings indicates significant improvements across all three of these components.\u003c/p\u003e\u003cp\u003eStudents reported significant growth in this domain. Post-test scores (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:M=4.34,\\:SD=0.38\\)\u003c/span\u003e\u003c/span\u003e) were significantly higher than pre-test scores (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:M=3.97,\\:SD=0.55\\)\u003c/span\u003e\u003c/span\u003e), with \u003cem\u003et\u003c/em\u003e-statistic of \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:t\\left(25\\right)=-4.56,\\:p\u0026lt;0.001\\)\u003c/span\u003e\u003c/span\u003e. This increase strongly suggests that the RBW effectively equipped students with the motivation and practical skills to actively pursue sustainability in their personal and professional lives.\u003c/p\u003e\u003cp\u003eThe RBW\u0026rsquo;s study tour in Japan was particularly instrumental in this development. By observing real-world ESG practices firsthand, students were able to bridge theoretical knowledge and practical application, boosting their confidence to act and fostering a proactive mindset toward sustainability. This aligns with empirical findings showing that experiential learning, especially through immersive study tours, can lead to significant increases in student agency, environmental responsibility, and behavioral intention[\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. These hands-on experiences are essential in empowering learners to emerge as proactive agents of change in sustainability, capable of influencing their communities and industries positively.\u003c/p\u003e\u003cp\u003eThe cumulative effect of such empowerment can create a powerful ripple effect: empowered students not only advocate for sustainability in their daily lives but also influence broader societal practices, policies, and norms. A study of students engaged in systemic project-based learning showed that agency is manifested through personal values, aligned actions, and interactive contexts\u0026mdash;and can indeed extend beyond the classroom into meaningful real-world impact [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003e5.2. Between-Group Comparisons (Experimental vs. Control Group)\u003c/h2\u003e\u003cp\u003eTo address the second research question\u0026mdash;whether a significant difference in sustainability competence existed between students who participated in the RBWs and those who did not\u0026mdash;we conducted independent samples \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:t\\)\u003c/span\u003e\u003c/span\u003e-tests. This allowed us to compare the post-test scores of the experimental group (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:n=26\\)\u003c/span\u003e\u003c/span\u003e) with those of the control group (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:n=11\\)\u003c/span\u003e\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe experimental group\u0026rsquo;s mean post-test score (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:M=4.31,\\:SD=0.35\\)\u003c/span\u003e\u003c/span\u003e) was higher than the control group\u0026rsquo;s mean score (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:M=3.80,\\:SD=0.69\\)\u003c/span\u003e\u003c/span\u003e). The independent sample \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:t\\)\u003c/span\u003e\u003c/span\u003e-test revealed a significant difference between the two groups, \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:t\\left(35\\right)=-2.99,\\:\\:p\u0026lt;0.005\\)\u003c/span\u003e\u003c/span\u003e. The effect size, as measured by Cohen\u0026rsquo;s \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:d\\)\u003c/span\u003e\u003c/span\u003e, was \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:d=1.08\\)\u003c/span\u003e\u003c/span\u003e, indicating a large effect. This finding suggests that the RBWs was a robust intervention that substantially enhanced sustainability competence compared to the non-intervention approach (control group).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003e5.3. Overall Findings\u003c/h2\u003e\u003cp\u003eOverall, the empirical results demonstrate that participation in the RBWs significantly enhanced students\u0026rsquo; sustainability competence across all four GreenComp areas. This enhancement was particularly notable when comparing to non-participating students. These findings collectively highlight the RBWs\u0026rsquo; capacity to foster critical sustainability skills and underscores the potential of targeted, case-based learning interventions in sustainability education.\u003c/p\u003e\u003c/div\u003e"},{"header":"6. Implications and Limitations","content":"\u003cp\u003eThis study aimed to contribute to the growing field of sustainability education by providing insights into how business schools can better foster social responsibility and environmental awareness among their students, ultimately equipping them for the complexities of global business landscapes. Our findings offer several key implications toward achieving this goal.\u003c/p\u003e\u003cp\u003eFirstly, we measured whether participation in the RBW program enhanced students' sustainability competence across the four key GreenComp areas: embodying sustainability values, embracing complexity in sustainability, envisioning sustainable futures, and acting for sustainability. The observed statistically significant enhancement in all these areas provides compelling evidence that RBW's unique pedagogical approach is highly effective. This demonstrates that experiential, case-based, and collaborative blended learning is a powerful model for cultivating a holistic understanding of sustainability. For business schools, this implies that integrating such methodologies can effectively move students beyond theoretical knowledge to practical application and ethical commitment in addressing complex sustainability challenges.\u003c/p\u003e\u003cp\u003eSecondly, we determined whether a statistically significant difference existed in sustainability competence between students who participated in the RBW program and those who did not. The clear finding that RBW participants exhibited significantly higher sustainability competence than their non-participating counterparts underscores the tangible impact of well-designed, targeted interventions. This provides a strong argument for the active integration of programs like RBW into standard curricula, highlighting their crucial role in bridging the gap between traditional business education and the imperative for social responsibility and environmental awareness.\u003c/p\u003e\u003cp\u003eUltimately, the consistent improvements across all GreenComp areas suggest that programs like RBW are capable of fostering a comprehensive set of sustainability competencies. This includes the development of ethical commitment, analytical abilities, forward-thinking, and proactive engagement. For business schools, this means interventions can effectively prepare future business leaders to navigate the multifaceted challenges of sustainable business, translating knowledge into tangible action and contributing to broader societal change.\u003c/p\u003e\u003cp\u003eHowever, the study is not without limitations. The quasi-experimental design and self-selection of participants may introduce potential biases, as students who chose to participate in the RBW may have already been more motivated to engage with sustainability topics to start with. Additionally, the relatively small sample size, particularly in the control group, may limit the generalizability of the findings. Future research should aim to address these limitations by expanding the sample size, utilizing randomized controlled trials to minimize selection bias, and incorporating longitudinal assessments to track the development of sustainability competence over time.\u003c/p\u003e\u003cp\u003eOverall, the RBW\u0026rsquo;s effectiveness in enhancing sustainability competence underscores the value of blended, case-based, and experiential learning in preparing students to address sustainability challenges in business. The significant improvements across all four areas of the GreenComp framework reflect the potential of thoughtfully designed educational interventions to shape future leaders who are equipped to drive sustainable development. Nevertheless, educators should explore two key aspects of sustainability education to further enhance learning experiences.\u003c/p\u003e\u003cp\u003eFirstly, integrating interdisciplinary approaches and collaboration with industry partners holds significant potential. This integration could further enrich students\u0026rsquo; overall learning experience by providing them with real-world insights and practical applications of sustainability principles. This synergy between academia and industry not only enhances the relevance of the curriculum but also fosters a culture of innovation essential for tackling complex sustainability issues.\u003c/p\u003e\u003cp\u003eSecondly, internationalization plays a crucial role in broadening students\u0026rsquo; horizons. Bringing in global perspective allows students to engage with diverse viewpoints and practices from around the world. By exposing them to various cultural contexts and sustainability challenges, institutions can cultivate a more holistic understanding of global interdependencies and the importance of collaborative solutions for a sustainable future.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding Statement:\u003c/strong\u003e*\u0026nbsp;This project is supported by Teaching Development and Language Enhancement Grant (TDLEG) 2022 - 25, The Chinese University of Hong Kong.\u003c/p\u003e\n\u003cp\u003e*\u003cstrong\u003eEthics Approval:\u003c/strong\u003e*\u003c/p\u003e\n\u003cp\u003eEthics approval was obtained from the Survey and Behavioural Research Ethics Committee at The Chinese University of Hong Kong (Approval Reference No. SBRE-21-0808). This study was conducted in accordance with The Chinese University of Hong Kong\u0026apos;s ethical standards for survey and behavioural research. All activities involving human participants followed the principles of informed consent, confidentiality, minimization of risks, and protection of vulnerable groups, detailed guidelines are available at: https://www.gs.cuhk.edu.hk/download/VII-C.pdf\u003c/p\u003e\n\u003cp\u003e*\u003cstrong\u003eData Availability Statement\u003c/strong\u003e*: The data supporting the findings of this study were collected in accordance with The Chinese University of Hong Kong (CUHK) guidelines and ethical requirements. Restrictions apply to the availability of these data, which were used under licence for the current study and are not publicly available. Data are, however, available from the authors upon reasonable request and with the permission of CUHK.\u0026nbsp;\u003cbr\u003e\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eWiek, A., Withycombe, L., \u0026amp; Redman, C. (2011).\u003cem\u003eKey competencies in sustainability a reference framework for academic program development\u003c/em\u003e.\u003cem\u003e6\u003c/em\u003e, 203\u0026ndash;218. https://doi.org/10.1007/s11625-011-0132-6\u003c/li\u003e\n\u003cli\u003eBianchi, G., Pisiotis, U., Cabrera Giraldez, M. (2022). \u003cem\u003eGreenComp \u0026ndash; The European sustainability competence framework\u003c/em\u003e. Publications Office of the European Union. \u003c/li\u003e\n\u003cli\u003eFarashahi M., \u0026amp; Tajeddin M. (2018). 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Student agency for sustainability in a systemic PBL environment. \u003cem\u003eSustainability\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(21), 13728.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"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":"scientific-reports","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"scirep","sideBox":"Learn more about [Scientific Reports](http://www.nature.com/srep/)","snPcode":"","submissionUrl":"","title":"Scientific Reports","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Scientific Reports","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Education for sustainable development, Experiential learning, Cross-cultural learning, Sustainability competence, Business education","lastPublishedDoi":"10.21203/rs.3.rs-8085096/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8085096/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study evaluates a novel internationalized educational approach that integrates sustainability into business education through the \"Responsible Business \u0026ndash; from East to West\" (RBW) workshop series. Designed to enhance sustainability competencies among students from diverse cultural backgrounds, RBW adopts a hybrid approach that combines six online, case-based, interactive sessions with an experiential study tour to Japan.\u003c/p\u003e\u003cp\u003eWhile case-based and cross-cultural approaches are recognized as effective in sustainability education, empirical evidence remains limited regarding their impact on the development of sustainability competence within short-term, collaborative, and hybrid learning formats. Addressing this gap, this study examines how the RBW's hybrid model contributes to the development of sustainability competence among undergraduate business students.\u003c/p\u003e\u003cp\u003eUsing a quasi-experimental pre-test/post-test design, the study measured changes in students' sustainability competencies across the four interconnected areas of the GreenComp framework. The results revealed a significant enhancement in the experimental group's sustainability competences following RBW participation. Comparative analysis further demonstrated that RBW participants attained a significantly higher competence level than their non-participating counterparts, establishing the profound impact of this targeted intervention.\u003c/p\u003e\u003cp\u003eThese findings suggest that the RBW\u0026rsquo;s hybrid, case-based model is an effective pedagogical tool for cultivating comprehensive sustainability competencies. This study offers insights for designing effective sustainability interventions that prepare students for the complexities of global business landscapes and the imperative for social and environmental responsibility.\u003c/p\u003e","manuscriptTitle":"Enhancing Sustainability Competence Through International Collaboration: A Case Study of the Responsible Business Workshop","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-12-09 08:26:51","doi":"10.21203/rs.3.rs-8085096/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-02-12T06:07:38+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-02-11T10:58:44+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"189544219809338844706529480190294265189","date":"2026-02-09T09:32:16+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"71160366439867303905171860310093603169","date":"2026-02-07T04:06:05+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-16T09:17:43+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"263244017285190706548272256998473347972","date":"2026-01-07T07:30:19+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-12-24T06:22:14+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-12-08T13:15:19+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-12-02T16:00:21+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-12-01T10:33:22+00:00","index":"","fulltext":""},{"type":"submitted","content":"Scientific Reports","date":"2025-12-01T04:25:12+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"scientific-reports","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"scirep","sideBox":"Learn more about [Scientific Reports](http://www.nature.com/srep/)","snPcode":"","submissionUrl":"","title":"Scientific Reports","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Scientific Reports","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"21f9736e-a9d2-4411-a0ac-443a30e13313","owner":[],"postedDate":"December 9th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[{"id":59293866,"name":"Social science/Development studies"},{"id":59293867,"name":"Social science/Environmental studies"},{"id":59293868,"name":"Business and commerce/Information systems and information technology"}],"tags":[],"updatedAt":"2026-05-15T01:53:42+00:00","versionOfRecord":[],"versionCreatedAt":"2025-12-09 08:26:51","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8085096","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8085096","identity":"rs-8085096","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}