Investigating Campus Sustainability drivers for the application of green skills among students in Ho Chi Minh City universities

Abstract

Purpose: The paper aims to bring in new research about the role of Campus Sustainability (CS) in influencing the students’ pro-environmental behavior (PEB), environmental knowledge (EK), and concern (EC) that leads to the Application of Green Skills (GS). Design/Methods/Approach: The study uses the Theory of Planned Behavior (TPB) to explain the relationship between environmental factors influencing Green Skills Application. In addition, a set of criteria for assessing campus sustainability derived from the literature review helps to measure the relationship between campus sustainability and mediating variables. The respondents have to fill in a survey form that included 5-point Likert measurement scales. A two-stage approach was employed in this study to analyze hierarchical component models in PLS-SEM. Findings: The research results show that CS has a strong and positive influence on three important factors: EC, EK, and PEB. Moreover, EC, EK, and PEB have a direct influence on GS. Among three factors, PEB showed to have the most powerful impact on GS. Practical implications: The research recommends that universities enhance sustainability practices and foster green skills among students. By comdigital transformation, green skills training, and industry collaboration, universities can empower students with the essential skills to drive green economies and cultivate a workforce dedicated to sustainable environmental progress