The escalating global demand for energy, coupled with a strong emphasis on sustainable development, places higher education institutions (HEIs) at the forefront of fostering energy-saving attitudes and behaviors among students. A recent study conducted in China’s Shanxi Province has illuminated the complex interplay between institutional factors and students’ pro-environmental intentions, revealing that direct leadership influence is less impactful than often assumed, while sustainability-oriented education plays a pivotal role. The research, involving 864 undergraduate students from 81 higher education institutions, employed structural equation modeling (SEM) to dissect the determinants of pro-environmental behavioral intention (PEBI). The findings underscore that while university leadership can shape students’ environmental values and beliefs, its direct impact on their intention to conserve energy is negligible. Furthermore, university leadership failed to significantly influence students’ personal norms, a crucial internal driver of pro-environmental action. Conversely, sustainability-oriented education emerged as a powerful and multifaceted influence. It directly and indirectly impacted students’ environmental values, beliefs, and personal norms, ultimately leading to a significant increase in their pro-environmental behavioral intentions. This highlights education as a primary vehicle for instilling sustainable cognitions and attitudes within the university setting. Understanding the Value-Belief-Norm (VBN) Framework The study’s theoretical underpinnings are rooted in the Value-Belief-Norm (VBN) theory, a well-established framework that posits a causal chain where environmental values shape beliefs, which in turn activate personal norms, ultimately motivating pro-environmental behavior. This research extended the traditional VBN model by incorporating institutional support, specifically university leadership and sustainability-oriented education, as antecedent factors that shape the internal psychological processes. According to the VBN sequence, environmental values (such as biospheric and altruistic orientations) lay the foundational motivational groundwork. These values then inform environmental beliefs, which encompass knowledge of consequences and a sense of responsibility. Subsequently, these beliefs activate personal norms, representing an internalized moral obligation to act in an environmentally responsible manner. Finally, personal norms are the most immediate drivers of pro-environmental behavioral intention. Key Findings: A Differentiated Impact of Institutional Support The empirical analysis revealed a clear distinction in the influence of the two institutional factors examined: University Leadership (UL): While university leadership was found to have a significant positive effect on environmental values (H1b) and environmental beliefs (H1c), its direct impact on pro-environmental behavioral intention (PEBI) was not supported (H1a). This suggests that leadership’s influence is more upstream, shaping students’ broader environmental outlook rather than directly prompting immediate action. Crucially, leadership did not significantly influence personal norms (H1d), indicating a disconnect in translating institutional directives into internalized moral responsibility. This finding challenges the assumption that top-down leadership pronouncements alone can effectively drive behavioral change. Sustainability-Oriented Education (SE): In stark contrast, sustainability-oriented education demonstrated a robust and comprehensive influence. It positively affected environmental values (H2a), environmental beliefs (H2b), and personal norms (H2c), and also had a significant direct positive impact on pro-environmental behavioral intention (PEBI) (H2d). This comprehensive influence underscores education’s role in directly fostering both the cognitive and normative foundations for pro-environmental action. The VBN Pathway: The study strongly supported the VBN causal sequence. Environmental values significantly predicted environmental beliefs (H6), and environmental beliefs, in turn, predicted personal norms (H7). Furthermore, environmental values (H3), environmental beliefs (H4), and personal norms (H5) all had significant direct positive effects on pro-environmental behavioral intention. Personal norms emerged as the strongest direct predictor of PEBI, reinforcing their role as the most proximal motivator. Mediation Effects: The Indirect Routes to Change The analysis of mediation effects provided further insights into how institutional factors translate into behavioral intention. Sustainability-oriented education effectively mediated the relationship between institutional support and behavioral intention through environmental values (H8b), environmental beliefs (H9b), and personal norms (H10b). This highlights education’s role in channeling institutional support into actionable intentions. Conversely, the mediating role of university leadership was significantly weaker. While leadership showed some indirect effects through environmental beliefs on personal norms (H9c), its influence on behavioral intention, both directly and through values and beliefs, was largely non-significant (H8a, H9a, H10a). This reinforces the notion that leadership’s impact is indirect and filtered through the psychological constructs of the VBN framework, and even then, its influence is less potent compared to education. Contextualizing the Findings: The University Energy Landscape The study was conducted against the backdrop of increasing energy demands in China, a nation prioritizing sustainable development. Universities, as significant energy consumers with complex infrastructure, are ideal environments for fostering environmental consciousness. However, despite a general awareness of sustainability issues among students, a persistent intention-action gap remains, with many failing to adopt energy-saving habits. This research sought to understand the underlying institutional and psychological factors contributing to this gap. The sample comprised 864 undergraduate students from diverse academic disciplines and backgrounds in Shanxi Province. The methodology involved a multi-stage stratified sampling design to ensure representativeness. Data was collected using a seven-point Likert scale, with validated measures for all constructs. Implications for Higher Education Institutions The findings offer critical insights for universities aiming to promote energy conservation and sustainability: Prioritize Sustainability Education: Universities must significantly invest in and integrate sustainability-oriented education across curricula and extracurricular activities. This includes providing comprehensive knowledge, practical skills, and opportunities for engagement. Education appears to be the most effective institutional lever for fostering pro-environmental attitudes and behaviors. Rethink Leadership’s Role: University leadership should focus on creating an enabling environment rather than attempting direct behavioral control. This involves strategic policy development, resource allocation, and fostering a campus culture that supports sustainability initiatives. Leadership’s influence is best realized when it supports and amplifies educational efforts and student-led initiatives. Cultivate Personal Norms: Given that personal norms are the strongest direct predictor of intention, universities should focus on strategies that foster internalized moral responsibility. This could involve peer-to-peer learning, student-led campaigns, and creating social norms around energy conservation within residential halls and academic settings. Bridge the Value-Action Gap: While abstract environmental values are important, they need to be translated into concrete intentions and actions. Educational interventions should provide clear, actionable strategies and highlight the practical impact of individual efforts. Future Directions and Limitations The study acknowledges limitations, including reliance on self-reported data, which may not perfectly reflect actual behavior. Generalizability to other cultural and institutional contexts also requires caution. Future research could benefit from longitudinal designs to track behavioral changes, incorporate objective energy consumption data, and explore moderating factors such as peer influence strength and students’ environmental identity. In conclusion, this research provides a nuanced understanding of how higher education institutions can effectively foster pro-environmental behavior. By strategically leveraging sustainability-oriented education and creating supportive environments for the development of personal norms, universities can move beyond symbolic gestures and cultivate a generation of environmentally responsible citizens. The path forward lies in an integrated approach that combines robust educational programming with enabling leadership and peer-driven engagement. Post navigation Individual, Family, and Social Risk Factors for Child-to-Parent Violence in Non-Emancipated Young Adults
