Bridging the attitude–behavior gap: the role of perceived control and teaching load in promoting sustainable practices among lecturers
Rachel Calipha, Enav Friedmann, Yifat ReuveniPurpose
This study aims to examine how sustainability knowledge among academic lecturers relates to the alignment between their attitudes and sustainable behaviors, addressing the attitude–behavior gap in academia. It highlights the crucial role of universities in advancing sustainability through knowledge transfer.
Design/methodology/approach
Data were collected from 223 academic lecturers in eight countries, focusing on demographics, teaching and research interests, and four key constructs: sustainable behavior, social and environmental attitudes, perceived behavioral control (PBC), and knowledge (measured by the number of sustainability-related courses taught). A linear moderated mediation model was used to examine whether PBC mediates the relationship between attitudes and sustainable behavior and whether this indirect effect is moderated by sustainability-related teaching experience.
Findings
Results indicate a positive relationship between social and environmental attitudes and sustainable behavior, mediated by PBC for knowledgeable sustainability educators. This relationship is stronger among lecturers who teach more sustainability-focused courses, suggesting that greater embedded knowledge enhances perceived control over sustainable behaviors.
Practical implications
The findings highlight the need to integrate sustainability-focused content into university curricula. Teaching sustainability not only enhances lecturers’ knowledge but also strengthens their sense of control over their behavior, ultimately promoting more sustainable practices. Universities are encouraged to increase mandatory sustainability courses and support faculty engagement to foster a sustainability-oriented academic culture.
Originality/value
This study shifts the focus from students and consumers to academic lecturers, who serve as educators, researchers and institutional actors. By revising the TPB framework, it underscores how sustainability knowledge, particularly when embedded in teaching, plays a pivotal role in bridging the attitude–behavior gap in higher education.