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TPM Vol. 32, No. S9, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 2123 ENVIRONMENTAL EDUCATION IN THE UNIVERSITY: PSYCHOLOGICAL IMPACT OF SUSTAINABLE CURRICULAR PRACTICES ON STUDENT ENGAGEMENT CRISTINA YOLANDA VILATUÑA CLAVIJO UNIVERSIDAD DE LAS FUERZAS ARMADAS ESPE, QUITO – ECUADOR, EMAIL: [email protected] ORCID ID: https://orcid.org/0009-0007-0823-8039 CRISTIAN LAVERDE ALBARRACÍN UNIVERSIDAD TÉCNICA ESTATAL DE QUEVEDO, FACULTAD DE CIENCIAS DE LA INGENIERÍA, CARRERA DE INGENIERÍA ELÉCTRICA, EMAIL: [email protected], ORCID ID: https://orcid.org/0000-0002-5611-0167 JUAN PAULO MARÍN CASTAÑO POLITÉCNICO COLOMBIANO JAIME ISAZA CADAVID, EMAIL: [email protected], ORCID ID: https://orcid.org/0000-0001-9357-7981 Summary The integration of sustainability in higher education has established itself as a key strategy to promote pro-environmental behaviors and competencies for sustainable development among university students. Recent studies highlight that education for sustainable development (ESD) and green campus initiatives can increase environmental attitudes, self-efficacy, and student engagement. This study analyzes the psychological impact of sustainable curricular practices on student engagement in a Latin American public university. A quantitative, non-experimental and cross-sectional design was used, with a sample of 412 undergraduate students from different faculties. A questionnaire was applied that included scales of perception of sustainable curricular practices, environmental attitudes, environmental self-efficacy and student engagement. Data were analyzed using descriptive statistics, Pearson correlations, and structural equation models. The results show that the perception of sustainable curricular practices is positively associated with favorable environmental attitudes, greater self-efficacy and higher levels of student engagement (vigor, dedication and absorption). Likewise, environmental attitudes and self-efficacy partially mediate the relationship between sustainable curricular practices and student engagement, suggesting a psychological mechanism in which the sustainable training experience strengthens the personal resources that sustain academic involvement. These findings support the need to integrate sustainability as a transversal axis of the curriculum, using active methodologies and projects oriented to the Sustainable Development Goals to enhance student engagement and well-being. Keywords: environmental education; higher education; student engagement; curricular sustainability; environmental self-efficacy; pro-environmental behavior. INTRODUCTION In the global context marked by the climate crisis, the loss of biodiversity and the acceleration of socioenvironmental changes, higher education is recognized as a strategic space for the formation of competencies that allow new generations to face these challenges in an ethical, critical and transformative way. UNESCO (2023) emphasizes that Education for Sustainable Development (ESD) must become a structural pillar of university institutions, integrating not only the transmission of knowledge, but also the development of socio-emotional and behavioral capacities oriented towards sustainability (UNESCO, 2023). In this direction, the incorporation of sustainable curricular practices represents a key mechanism to foster systemic thinking, socially responsible action, and ecological sensitivity among students (Acevedo-Duque et al., 2023). During the last five years, the scientific literature has shown a significant increase in studies that analyze the relationship between university sustainability and pro-environmental behaviors. Leal Filho et al. (2023) point out that universities that integrate the Sustainable Development Goals (SDGs) into their curricula achieve greater alignment between academic training and transformative action, generating a positive impact on motivation, environmental awareness, and student engagement. However, it is not enough to include theoretical content: research agrees that experiential learning and active methodologies – such as applied projects, service-learning and case studies based on real problems – are the strategies that most influence the change in attitudes and the willingness to act (Homer et al., 2025; Núñez et al., 2024). In this sense, the psychological dimension of the educational process acquires a central role. Student engagement has become a key indicator of academic quality and university well-being, defined as a positive state characterized TPM Vol. 32, No. S9, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 2124 by vigor, dedication, and absorption in academic activities. Recent research shows that engagement increases when students perceive their learning as having purpose, social relevance, and connection to contemporary challenges, such as environmental sustainability (Pedro et al., 2023). At the psychological level, variables such as environmental self-efficacy and ecological attitudes emerge as mediating factors between sustainable curriculum practices and active participation in academic activities with an environmental focus (Zhang & Cao, 2025). Likewise, recent studies have shown that university environments that coherently integrate sustainable institutional practices—such as green campuses, environmental management policies, pro-environmental organizational culture, and institutional communication on the SDGs—generate a positive effect on university identity, student satisfaction, and the perception of the usefulness of learning (Al-Dmour et al., 2023). These institutional components contribute to creating learning climates that reinforce the internalization of environmental values and, therefore, academic and emotional commitment to sustainability practices. From this perspective, the articulation between curriculum, institutional policies and university culture is a necessary condition for sustainability to have a deep and lasting psychological impact on students. However, in Latin America, there is still a need for comprehensive research that links psychological, pedagogical, and structural dimensions of university sustainability. Although there are isolated advances on environmental attitudes, sustainability competencies, or program evaluation, there are still few explanatory models that integrate the effects of sustainable curricular practices on student engagement, considering the mediating role of psychological resources such as self-efficacy and pro-environmental attitudes (Torres et al., 2023). Consequently, it is necessary to broaden the empirical base that allows us to understand the specific mechanisms through which university environmental education impacts academic involvement, motivation and the active disposition of students towards sustainability. In this framework, this study aims to analyze the psychological impact of sustainable curricular practices on student engagement in a Latin American public university. Under an explanatory approach, it is proposed that sustainable academic experiences strengthen environmental attitudes and perceptions of self-efficacy, which in turn increase the level of student engagement. This analysis contributes to the recent literature by offering updated evidence on the psychological processes that mediate the relationship between curricular sustainability and academic engagement, a field of study of increasing relevance in higher education. THEORETICAL FRAMEWORK 1. Environmental Education and Education for Sustainable Development (ESD) at the University During the last decade, and especially in the last five years, higher education has assumed the commitment to integrate sustainability as a structural axis of the curriculum. UNESCO (2023) points out that ESD must promote not only environmental knowledge, but also socio-emotional skills, systemic thinking, ethical responsibility, and capacity for transformative action. This implies a broader conception than traditional environmental education, as it seeks to articulate cognitive, affective, and behavioral dimensions of learning (Acevedo-Duque et al., 2023). Recent research highlights that incorporating sustainability into curricula increases students' intrinsic motivation, promotes meaningful learning, and strengthens competencies to solve complex problems (Homer et al., 2025; Núñez et al., 2024). This curricular transformation demands active methodologies—such as project-based learning, service-learning, case studies, and interdisciplinary work—that connect students with real scenarios associated with the Sustainable Development Goals (SDGs) (Leal Filho et al., 2023). Table 1 summarizes the main differences between traditional environmental education and contemporary ESD. Table 1. Conceptual differences between Environmental Education (EE) and Education for Sustainable Development (ESD) Dimension Environmental Education (EA) Education for Sustainable Development (ESD) Approach Predominantly eco-friendly Comprehensive: environmental, social and economic Main objective Creating ecological awareness Transforming values, attitudes and actions Methodologies Content Streaming Active methodologies and experiential learning Student Role Information Receiver Agent of socio-environmental change Alignment with SDGs Innuendo Direct and transversal to the curriculum Source: Adapted from UNESCO (2023); Acevedo-Duque et al. (2023); Núñez et al. (2024). 2. Competencies for sustainability and their development in the curriculum Competencies for sustainability have been defined as a set of cognitive, socio-emotional, and behavioral capacities that allow complex problems to be analyzed, act responsibly, and collaborate in transformation processes (UNESCO, 2023). Key competencies include systems thinking, anticipation, collaboration, self-awareness, and strategic action. Recent studies indicate that the development of these competencies depends on the depth with which academic programs integrate sustainability content and practical experiences. Núñez, Siddiqui, and Abbas (2024) demonstrated that student motivation, attitude, and commitment increase significantly when the curriculum TPM Vol. 32, No. S9, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 2125 incorporates projects linked to real problems in the environment. For their part, Mendes et al. (2025) found that environmental knowledge has a direct effect on ecological attitudes, which in turn influences pro-environmental behaviors in higher education students. Table 2 presents the sustainability competencies most frequently addressed in recent research. Table 2. Sustainability competencies most mentioned in the current literature Competence Description Recent Authors Systems thinking Ability to understand interconnections between socialenvironmental systems UNESCO (2023); Leal-Filho et al. (2023) Anticipation Projection of future scenarios and environmental consequences Núñez et al. (2024) Ethical responsibility Ability to make decisions based on sustainability values Acevedo-Duque et al. (2023) Collaboration Participation in interdisciplinary teams Pedro et al. (2023) Action Competence Developing practical solutions to environmental problems Homer et al. (2025) 3. Sustainable curricular practices and their influence on the university experience Sustainable curricular practices refer to the systematic incorporation of content, methodologies and evaluations aimed at sustainability. Include: • Integration of the SDGs into subjects. • Project-based learning with real impact. • Activities linked to the sustainable campus. • I work with local communities on environmental issues. According to Leal Filho et al. (2023), the coherence between curriculum, institutional management, and university culture reinforces the perception of authenticity and commitment of the institution, which enhances student involvement. Pedro et al. (2023) showed that students on sustainable campuses report greater institutional satisfaction, a greater sense of belonging, and greater empowerment to act on environmental issues. Likewise, Al-Dmour et al. (2023) show that sustainable campus initiatives, when articulated with classroom experiences, strengthen the institutional image and student participation in pro-environmental activities. This confirms the central role of institutional coherence as a mechanism that enhances the psychological effects of the sustainable curriculum. 4. Student engagement as a psychological outcome of educational sustainability Student engagement is an affective-motivational state characterized by vigor, dedication, and absorption. This construct has been shown to increase when students perceive their learning to have meaning, social purpose, and connection to contemporary issues (Pedro et al., 2023). From environmental and educational psychology, student engagement is strengthened when: 1. Positive attitudes towards sustainability are promoted. 2. Self-efficacy to act in the face of environmental problems is increased. 3. The institutional environment communicates coherent ecological values. Zhang and Cao (2025) confirmed that self-efficacy and environmental attitudes mediate the relationship between participation in ESD activities and pro-environmental behaviors. This suggests that psychological resources are essential for understanding how sustainable curricular practices influence student engagement. Table 3 summarizes the main psychological mediators identified in recent research. Table 3. Psychological mediators between curricular sustainability and student engagement Mediator Description Recent Evidence Environmental attitudes Favourable assessment of environmental protection Torres et al. (2023); Mendes et al. (2025) Environmental self-efficacy Belief in one's own ability to act in favor of the environment Zhang & Cao (2025) Ecological identity Emotional connection with nature and sustainability Torres et al. (2023) Perception of institutional coherence Belief that the university promotes sustainable values Al-Dmour et al. (2023); Pedro et al. (2023) 5. Conceptual synthesis Overall, the recent literature (2020–2025) indicates that sustainability in higher education acts through three main pathways: 1. Cognitive pathway: increase in environmental knowledge and systems thinking. 2. Socio-emotional pathway: strengthening attitudes, ecological identity and ethical responsibility. 3. Behavioral-motivational pathway: increased self-efficacy and student engagement as a driver for action. TPM Vol. 32, No. S9, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 2126 This theoretical framework provides the conceptual basis for analyzing how sustainable curricular practices influence student engagement, through psychological mechanisms that contemporary literature has consistently documented. METHODOLOGY 1. Research Design The study was developed under a quantitative, non-experimental, cross-sectional and explanatory approach, which allowed the analysis of the relationship between sustainable curricular practices, environmental attitudes, environmental self-efficacy and student engagement in a single time point. This type of design is widely used in research on education for sustainability due to its ability to identify patterns of association between psychological and educational variables (Núñez et al., 2024; Torres et al., 2023). The choice of cross-sectional design responds to the need to obtain a representative picture of the psychological impact of sustainable curricular practices within an academic semester, which is aligned with recent studies that have evaluated the role of sustainability in student engagement through explanatory models (Zhang & Cao, 2025; Mendes et al., 2025). However, it is recognized that this type of design limits the establishment of causality and the application of longitudinal studies in future research is recommended (Leal Filho et al., 2023). 2. Participants The sample was composed of 412 undergraduate university students belonging to different faculties of a Latin American public university. Non-probabilistic convenience sampling was used, a common practice in educational studies where a specific population is sought to be quickly accessed (Pedro et al., 2023). The sociodemographic characteristics are presented in Table 1. Table 1. Sociodemographic characteristics of the sample Variable Category Frequency Percentage Gender Female 239 58 % Male 173 42 % Age 18–20 years 181 44 % 21–23 years 157 38 % 24–26 years 74 18 % Faculty Social sciences 148 36 % Engineering 140 34 % Economics 74 18 % Other areas 50 12 % Source: Authors. 3. Instruments The questionnaire applied was self-administered in digital format and was composed of four Likert-type psychometric scales (1 = strongly disagree; 5 = strongly agree). All scales were selected and adapted based on recent research in the field of sustainability and environmental psychology, in accordance with recommended practices in instrument validation (Homer et al., 2025; Torres et al., 2023). 3.1 Perception of sustainable curricular practices This scale evaluated the frequency and depth with which students perceive that their subjects integrate content and methodologies oriented towards sustainability. The items were designed based on the sustainability competency framework promoted by UNESCO (2023) and studies on sustainable curriculum implementation (Acevedo-Duque et al., 2023; Leal Filho et al., 2023). Dimensions evaluated: • Integration of SDGs into the curriculum. • Active methodologies applied to environmental problems. • Community impact projects. Reliability in this study: α = 0.89. 3.2 Environmental attitudes The items were adapted from instruments used in recent research on ecological connection and environmental awareness in university contexts (Torres et al., 2023; Mendes et al., 2025). Dimensions evaluated: • Appreciation of the importance of the environment. • Concern for socio-environmental problems. • Predisposition towards pro-environmental behaviors. Reliability: α = 0.87. 3.3 Environmental self-efficacy Self-efficacy was measured using a scale based on psychological models where the perception of personal ability is a significant predictor of environmental behavior (Zhang & Cao, 2025). Dimensions evaluated: TPM Vol. 32, No. S9, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 2127 • Perceived ability to solve environmental problems. • Confidence to participate in green initiatives. • Perception of personal impact on their university environment. Reliability: α = 0.86. 3.4 Student engagement An adaptation of the Utrecht Work Engagement Scale–Student (UWES-S) was used, recently validated in studies on academic engagement in sustainability contexts (Pedro et al., 2023; Núñez et al., 2024). Dimensions evaluated: • Vigor: energy levels and effort. • Dedication: enthusiasm and sense of purpose. • Absorption: deep concentration on academic activities. Reliability: α = 0.91. Table 2. Summary of instruments used Variable Number of Items Dimensions Example of an item Cronbach's Alfa Sustainable Curriculum Practices 12 3 "In my subjects, current environmental problems are analyzed" 0.89 Environmental attitudes 10 3 "It is essential that the university reduces its environmental impact" 0.87 Environmental selfefficacy 8 3 "I can contribute to improving the atmosphere at my university" 0.86 Student Engagement 15 3 "I feel enthusiastic about my academic activities" 0.91 Source: Authors' elaboration based on UNESCO (2023), Torres et al. (2023), Núñez et al. (2024). 4. Procedure The study was conducted over one academic semester. The stages are detailed below: 1. Ethical approval: The project was endorsed by the institutional ethics committee, following international guidelines for research with human beings (UNESCO, 2023). 2. Invitation to participate: Students were notified through institutional mail and notices in class. 3. Informed consent: Each participant accepted an electronic consent where confidentiality and anonymity were guaranteed. 4. Application of the questionnaire: The instrument was administered online through a secure platform. 5. Data cleansing: Incomplete responses were eliminated and statistical assumptions were checked. 6. Statistical analysis: Recommended procedures were used in recent studies on sustainability and education (Zhang & Cao, 2025; Pedro et al., 2023). 5. Data analysis Analyses were performed using specialized statistical software and followed a multistage approach: 5.1 Descriptive analysis Means, standard deviations, asymmetry, and kurtosis were calculated to assess the distribution of variables, following current methodological recommendations for educational studies (Homer et al., 2025). 5.2 Reliability analysis Internal consistency indices were estimated using Cronbach's alpha coefficient, with acceptable values ≥ .80 (Núñez et al., 2024). 5.3 Confirmatory factor analysis (CFA) An AFC was carried out to verify the factor structure of the scales used, in line with procedures used in recent studies on psychometrics in environmental education (Torres et al., 2023). Accepted Fit Criteria: • CFI and TLI ≥ 0.90 • RMSEA and SRMR ≤ 0.08(Leal Filho et al., 2023) 5.4 Structural equation models (SEM) An explanatory model was evaluated where: • Sustainable curriculum practices predict student engagement. • Environmental attitudes and self-efficacy function as mediators. This approach has been widely applied in contemporary research on pro-environmental behavior and university sustainability (Zhang & Cao, 2025; Mendes et al., 2025). Table 3. Statistical techniques used and their purpose Statistical technique Purpose Reference authors (last 5 years) Descriptive Get an overview of variables Homer et al. (2025) Cronbach's Alfa Estimate reliability Núñez et al. (2024) TPM Vol. 32, No. S9, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 2128 AFC Confirm Factor Structure Torres et al. (2023) SEM Analyze relationships between variables and mediation Zhang & Cao (2025); Mendes et al. (2025) 6. Ethical considerations Voluntary participation, anonymity and exclusive use of the data for scientific purposes were guaranteed. This procedure follows the current recommendations on ethics in educational and environmental research (UNESCO, 2023; Pedro et al., 2023). RESULTS 1. Descriptive statistics of the study variables The four main variables—sustainable curricular practices, environmental attitudes, environmental self-efficacy, and student engagement—showed medium and high levels in the total sample (N = 412). The descriptive values are presented in Table 1. Table 1. Descriptive statistics of the study variables Variable Media (M) Desv. Est. (DE) Asymmetry Curtosis Sustainable Curriculum Practices 3.62 0.71 -0.42 -0.11 Environmental attitudes 4.12 0.58 -0.63 0.32 Environmental self-efficacy 3.78 0.67 -0.28 -0.35 Student Engagement 3.89 0.65 -0.37 -0.22 Vigor 3.85 0.72 -0.41 -0.19 Dedication 4.01 0.69 -0.52 0.27 Absorption 3.80 0.74 -0.29 -0.13 Source: Authors. Asymmetry and kurtosis values remained within the normal range acceptable for multivariate analyses (Homer et al., 2025; Mendes et al., 2025). 2. Analysis of correlation between the variables All variables showed positive and statistically significant correlations (p < .001). The strongest relationships were observed between: • Environmental attitudes and self-efficacy (r = .51) • Self-efficacy and student engagement (r = .48) • Sustainable Curriculum Practices and Engagement (r = .49) These results coincide with recent research that shows consistent relationships between environmental attitudes, self-efficacy, and behaviors or engagement in sustainability contexts (Zhang & Cao, 2025; Torres et al., 2023). Table 2. Correlation matrix (Pearson's r) Variable PCS AA AE THAT Sustainable Curriculum Practices (PCS) 1 .46*** .42*** .49*** Environmental Attitudes (AA) — 1 .51*** .44*** Environmental self-efficacy (EA) — — 1 .48*** Student Engagement (CE) — — — 1 *p < .001 Source: Authors. 3. Confirmatory factor analysis (CFA) The CFA of the four scales confirmed adequate adjustment indices, aligned with international recommendations (CFI and TLI ≥ 0.90; RMSEA ≤ 0.08) (Leal Filho et al., 2023). Measurement model results: Index Value obtained Acceptable criteria CFI 0.94 ≥ 0.90 TLI 0.93 ≥ 0.90 RMSEA 0.055 ≤ 0.08 SRMR 0.049 ≤ 0.08 These values support the factor structure used, coinciding with research that validates environmental scales in university contexts (Torres et al., 2023; Pedro et al., 2023). 4. Structural Equation Model (SEM) The proposed structural model was evaluated using SEM to analyze the direct and indirect effect of sustainable curricular practices on student engagement, mediated by environmental attitudes and self-efficacy. TPM Vol. 32, No. S9, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 2129 4.1 Structural Model Fit Indices Index Value obtained Criterion CFI 0.94 ≥ 0.90 TLI 0.93 ≥ 0.90 RMSEA 0.052 ≤ 0.08 SRMR 0.047 ≤ 0.08 These results indicate an excellent overall fit of the model, comparable to similar studies in EDS conducted recently (Zhang & Cao, 2025; Núñez et al., 2024). 4.2 Standardized coefficients of the SEM model Structural relationship B p PCS → Environmental Attitudes 0.52 <.001 PCS → Environmental Self-Efficacy 0.47 <.001 Environmental Attitudes → Student Engagement 0.28 <.001 Environmental Self-Efficacy → Student Engagement 0.34 <.001 PCS → Student Engagement (Direct) 0.21 .01 Interpretation: The results show that sustainable curricular practices have a direct effect and two indirect effects on student engagement, which confirms a partial mediation model. This pattern coincides with recent research that identifies the mediating role of attitudes and self-efficacy in sustainable educational environments (Mendes et al., 2025; Pedro et al., 2023). 5. Indirect effects (mediation) The indirect effects of the model are presented in Table 3. Table 3. Indirect Effects of PCS on Student Engagement Mediator Indirect effect (β) p Environmental attitudes 0.15 <.001 Environmental self-efficacy 0.16 <.001 Total, indirect effects 0.31 <.001 Source: Authors. 6. Variance Explained The model explained: • 56% of student engagement, • 43% of environmental attitudes, • 38% of environmental self-efficacy. These values are significantly high and consistent with research on psychological models applied to university sustainability (Homer et al., 2025; Zhang & Cao, 2025). 7. Additional results by faculty Differences between faculties were explored using ANOVA. Key findings: • Engineering students reported higher environmental self-efficacy (M = 3.91). • Social science students showed greater student engagement (M = 4.02). • There were no significant differences in environmental attitudes between faculties (p > .05), coinciding with previous studies that highlight high environmental attitudes in a cross-sectional manner among university students (Torres et al., 2023). Table 4. Comparison of averages by faculty Variable Social sciences Engineering Economic Other F p Environmental attitudes 4.14 4.10 4.11 4.09 1.12 .29 Environmental self-efficacy 3.74 3.91 3.70 3.65 3.42 .02* Student Engagement 4.02 3.85 3.78 3.80 4.01 .008** *p < .05, **p < .01 8. Synthesis of the results The results show that: 1. Sustainable curricular practices significantly increase environmental attitudes and self-efficacy (UNESCO, 2023; Núñez et al., 2024). 2. Attitudes and self-efficacy are strong predictors of student engagement (Pedro et al., 2023; Zhang & Cao, 2025). 3. The SEM model confirms a robust psychological mechanism through which curricular sustainability favors academic engagement. 4. The explained variance of commitment (56%) indicates a substantial impact. TPM Vol. 32, No. S9, 2025 Open Access ISSN: 1972-6325 https://www.tpmap.org/ 2130 5. Students perceive high levels of dedication, consistent with studies on university sustainability and student well-being (Pedro et al., 2023). CONCLUSIONS The findings of this study allow us to understand more clearly the role played by sustainable curricular practices in shaping university student engagement, as well as the psychological mechanisms that mediate this relationship. In line with recent research, the results obtained reinforce the importance of integrating sustainability as an articulating axis of training processes, both at the pedagogical and institutional levels (UNESCO, 2023; Leal Filho et al., 2023). First, it is confirmed that sustainable curricular practices are a key factor in promoting student engagement. Students who perceive a greater presence of content, activities and methodologies linked to the Sustainable Development Goals (SDGs), show higher levels of vigor, dedication and absorption. This pattern is consistent with the evidence of Pedro et al. (2023), who point out that sustainable university environments increase academic satisfaction and a sense of belonging. Likewise, the literature highlights that the social relevance of learning and the link to real environmental challenges significantly increase intrinsic motivation and active involvement of students (Núñez et al., 2024; Homer et al., 2025). Second, environmental attitudes and environmental self-efficacy were shown to function as essential psychological mediators. Sustainable curricular practices not only provide knowledge, but also reinforce the positive appreciation of the environment, identification with ecological causes and the belief in one's ability to contribute to sustainability. This mediation is consistent with the theoretical model proposed by Zhang and Cao (2025), who show that self-efficacy and attitudes are fundamental mechanisms that explain student proenvironmental behavior. Similarly, Torres et al. (2023) point out that the emotional connection with the natural environment influences subjective well-being and the willingness to act, which can be reflected in greater academic dedication. Third, the results corroborate the importance of institutional coherence. Although this research focused on the curricular component, the literature indicates that educational interventions are most effective when inserted in universities that promote sustainable policies, green infrastructure, and an institutional culture aligned with environmental responsibility (Al-Dmour et al., 2023; Mendes et al., 2025). In this sense, one of the most relevant implications for higher education institutions is the need to articulate the curriculum with sustainable campus initiatives, generating a coherent and transformative university experience. Fourthly, the results have important pedagogical and university management implications: 1. Curricular redesign: It is recommended to incorporate the SDGs and sustainability in a transversal way, beyond isolated subjects, following UNESCO's international guidelines (2023). 2. Active methodologies: It is essential to promote interdisciplinary projects, service-learning, and community experiences that connect students with real socio-environmental problems (Núñez et al., 2024). 3. Skills development: Universities should strengthen skills such as systems thinking, strategic action, and collaboration, which are considered essential for sustainable development (Leal Filho et al., 2023). 4. Strengthening psychological resources: Promoting environmental self-efficacy and pro-environmental attitudes through positive feedback, successful experiences, and meaningful activities (Zhang & Cao, 2025). 5. Institutional coherence: Ensure that university management, institutional communication, and the curriculum convey consistent messages around sustainability (Pedro et al., 2023). Fifth, this study provides empirical evidence relevant to the Latin American context, where research that integrates psychological variables and practices of sustainability in higher education is still scarce. Our results contribute to closing this gap, offering a robust explanatory model that confirms the positive relationship between sustainable curricular practices and student engagement, mediated by attitudes and self-efficacy. This is consistent with the international trend that seeks to link meaningful learning, university well-being, and civic participation around sustainability (UNESCO, 2023). Finally, several limitations of the study are recognized: the use of a cross-sectional design prevents establishing direct causalities; the non-probabilistic sample limits the generalization of the results; and the use of self-report scales may introduce perceptual biases. Therefore, it is recommended that future research adopt longitudinal or experimental designs, incorporate mixed methods, and compare results between different institutional contexts, as suggested by recent research (Homer et al., 2025; Mendes et al., 2025). In summary, this research shows that sustainable curricular practices not only favor the development of environmental competencies, but also have a profound impact on students' commitment, motivation, and academic experience. These findings reinforce the importance of consolidating a university education oriented towards sustainability, capable of forming critical, responsible citizens prepared to face the socio-environmental challenges of the twenty-first century. REFERENCES 1. Acevedo-Duque, A., Jiménez-Bucarey, C., Prado-Sabido, T., Fernández-Mantilla, M. M., MerinoFlores, I., Izquierdo-Marín, S. S., & Valle-Palomino, N. (2023). 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