Drivers of Green Behavior among Students of Online Flexible Distance Learning Higher Education Institutions

Abstract

This study explores the pivotal role of green behavior among students in open online flexible distance learning higher education institutions. Recognizing the growing significance of sustainability in education, the study aims to investigate the impact of higher education institutions' support, family support, and social support on fostering green behavior, with awareness as a key mediator. Data was collected through surveys distributed via email to selected participants, with a total of 469 clean responses analyzed. Structural equation modeling (SEM) was employed for data analysis, with Smartpls4 software utilized to test the hypotheses. The results reveal significant relationships between the predictors (higher education institutions' support, family support, and social support) and green behavior, mediated by awareness. Hypotheses testing confirms the positive influence of these factors on green behavior, highlighting the importance of both individual and environmental factors in shaping sustainable practices among students in online learning environments. The study suggests several avenues for future research, including the exploration of specific interventions to promote sustainability, the use of technology in sustainability education, and comparative studies across different online learning contexts. Theoretical implications align with Social Cognitive Theory, emphasizing the reciprocal interaction between individual factors, environmental influences, and behavioral outcomes. Practical implications suggest actionable strategies for higher education institutions, families, and society to enhance green behavior among students.