Revisiting environmental education: risk perceptions, geography and TPB predictors of students’ pro-environmental intentions in higher education
Rusman Rasyid, Andi Tenri Pada Agustang, Wirawan SetialaksanaPurpose
This study investigates how psychological and contextual factors shape Indonesian university students’ pro-environmental intentions. Extending the theory of planned behaviour, it integrates anthropocentric and ecocentric risk perceptions, geographic background and environmental course participation.
Design/methodology/approach
Survey data were collected from 769 students across highland, island, coastal and lowland regions. Partial least squares structural equation modelling examined direct and indirect relationships among risk perceptions, TPB constructs and pro-environmental intentions.
Findings
Anthropocentric and ecocentric risk perceptions followed different pathways. Anthropocentric risk perception influenced intention mainly through attitude, whereas ecocentric risk perception directly predicted attitude and intention. Perceived behavioural control and injunctive norms strengthened intention, while descriptive norms were not significant. Environmental course participation showed a negative indirect association with attitude, although its total effect on intention was not significant. Geographic background mattered, with highland students reporting lower risk perception and weaker intention through direct and indirect pathways.
Practical implications
Environmental education should be solution-oriented, experiential, and locally relevant. Universities should strengthen sustainable behaviour through modelling by lecturers and student leaders, while policymakers should tailor adaptation strategies to upland, coastal and island communities.
Social implications
Embedding sustainability as a shared institutional value can normalise pro-environmental behaviour and transform individual intentions into collective responsibility.
Originality/value
By differentiating anthropocentric and ecocentric risk perceptions within TPB, this study offers a nuanced explanation of environmental decision-making in higher education. The distinction reflects a broader pattern in risk cognition rather than a context-specific Indonesian feature.