Promoting SDGs Through Education: A Theory of Planned Behavior Analysis of Japanese and Nigerian Students' Sustainability Actions

Anjorin Ezekiel Adeyemi, Jaehyun Ahn, Zhihong Xu, Heiwa Muko and Baker Matt

Sustainable Development, 2025, vol. 33, issue 5, 6901-6916

Abstract: Education plays a pivotal role in achieving the Sustainable Development Goals (SDGs), with education for sustainable development (ESD) fostering the knowledge, skills, and attitudes necessary for a sustainable future. ESD emphasizes holistic learning, critical thinking, problem‐solving, and participatory decision‐making. The theory of planned behavior (TPB), which serves as the guiding framework for this study, posits that intentions shape planned actions and are influenced by attitudes, subjective norms, and perceived behavioral control. While research underscores the importance of strategic teaching and student participation in sustainability education, empirical evidence remains limited regarding how students' attitudes, norms, and perceived behavioral control shape their sustainability intentions. This study examines the impact of an ESD course on voluntary sustainability actions among Japanese (n = 106) and Nigerian (n = 27) students. Using a quasi‐experimental design, it assesses the influence of classroom discussions and SDG communications on students' intentions and behaviors. Results analyzed with Coarsened Exact Matching (CEM) and logistic regression reveal that classroom discussions significantly enhance students' intentions and subsequent SDG‐related actions (OR = 3.95, p = 0.002). Additionally, frequent exposure to SDG communications increases the likelihood of students engaging in voluntary sustainability actions. The findings suggest that structured discussions foster attitudinal development, reinforcing sustainability as a socially endorsed behavior. Moreover, SDG messaging enhances perceived behavioral control by normalizing sustainability practices and reducing perceived barriers to action. For ESD to be most effective, it should integrate participatory learning environments and strategic communication approaches that strengthen self‐efficacy, reinforce social norms, and sustain long‐term behavioral engagement.

Date: 2025
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https://doi.org/10.1002/sd.3493

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Persistent link: https://EconPapers.repec.org/RePEc:wly:sustdv:v:33:y:2025:i:5:p:6901-6916

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