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Application of the Modified College Impact Model to Understand Chinese Engineering Undergraduates’ Sustainability Consciousness

Author

Listed:
  • Qiudi Zhao

    (Institute of Higher Education, Beihang University, Beijing 100191, China
    The authors contributed equally to the study.)

  • Xianwei Liu

    (Institute of Higher Education, Capital Research and Development Center for Engineering Education, Beijing University of Technology, Beijing 100124, China
    The authors contributed equally to the study.)

  • Yonghong Ma

    (Institute of Higher Education, Beihang University, Beijing 100191, China)

  • Xiaoqi Zheng

    (Institute of Higher Education, Beihang University, Beijing 100191, China)

  • Miaomiao Yu

    (Institute of Education Economics and Management, University of Science and Technology Beijing, Beijing 100083, China)

  • Dongjiao Wu

    (School of Marxism, Beihang University, Beijing 100191, China)

Abstract

The college impact model provides a valuable framework for explaining various college student learning outcomes. However, few quantitative studies have examined the effectiveness of college impact model in explaining engineering undergraduates’ sustainability consciousness, a critical learning outcome in engineering education. This study proposes a modified college impact model to test the structural links among curriculum experiences, sustainable agency beliefs, and engineering undergraduates’ sustainability consciousness, and to explore the moderating effect of gender on the structural model. Data are collected from 1804 senior engineering students enrolled in five traditional engineering disciplines at 14 first-class engineering universities in China. Structural equation modeling was used for testing the research model. The results demonstrate that (1) curricular emphasis has a significant direct impact on all three dimensions of students’ sustainability consciousness, while instructional practice has a significant direct influence on the sustainability knowingness dimension; (2) both curricular emphasis and instructional practice have a significant indirect influence on sustainability consciousness through the full or partial mediation of sustainable agency beliefs; and (3) gender moderates several paths in the structural model. Theoretical and practical implications are provided, and suggestions for future research are offered.

Suggested Citation

  • Qiudi Zhao & Xianwei Liu & Yonghong Ma & Xiaoqi Zheng & Miaomiao Yu & Dongjiao Wu, 2020. "Application of the Modified College Impact Model to Understand Chinese Engineering Undergraduates’ Sustainability Consciousness," Sustainability, MDPI, vol. 12(7), pages 1-22, March.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:7:p:2614-:d:337063
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    References listed on IDEAS

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    2. Shuyu Qi & Penglong Jiang & Mi Zhou, 2024. "Enhancing Sustainable Development Competence in Undergraduates: Key Determinants in the Context of “Dual-Carbon” Targets," Sustainability, MDPI, vol. 16(21), pages 1-17, October.
    3. Aslı Koçulu, 2025. "Promoting Sustainable Life Through Global Citizenship-Oriented Educational Approaches: Comparison of Learn–Think–Act Approach-Based and Lecture-Based SDG Instructions on the Development of Students’ Sustainability Consciousness," Sustainability, MDPI, vol. 17(20), pages 1-25, October.
    4. Lorenz Probst, 2022. "Higher Education for Sustainability: A Critical Review of the Empirical Evidence 2013–2020," Sustainability, MDPI, vol. 14(6), pages 1-24, March.
    5. Shuyu Qi & Danning Huang & Qiutong Ma & Mi Zhou, 2023. "Factors Influencing Sustainable Development Literacy among Engineering Undergraduates in China: Based on the College Impact Model," IJERPH, MDPI, vol. 20(2), pages 1-19, January.

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