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Connecting Civic Responsibility and Individual Agency: Exploring Sustainable Development Practices among University Students in Taiwan

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Title: Connecting Civic Responsibility and Individual Agency: Exploring Sustainable Development Practices among University Students in Taiwan
Language: English
Authors: Shu Ching Yang, Yi-Fang Luo, Kun Yi Chou, Tzu-Lin Lin
Source: International Journal of Sustainability in Higher Education. 2026 27(4):1013-1031.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Personal Autonomy, Sustainable Development, Citizenship Responsibility, Foreign Countries, Student Attitudes, Government Role, Student Behavior, Sustainability, Psychological Patterns, College Students
Geographic Terms: Taiwan
DOI: 10.1108/IJSHE-07-2024-0475
ISSN: 1467-6370
1758-6739
Abstract: Purpose: This study uses a questionnaire survey to investigate the relationships among students' Perceived Government Commitment to the Sustainable Development Goals (SDGs), their Sustainable Citizenship Awareness, their Individual Agency and the psychological factors that influence the shift from civic awareness to personal action. Design/methodology/approach: Various tools were used in this research: the Sustainable CAB_EES Scale to assess Cognition, Attitude and Behavior toward the Sustainable Development Goals (SDGs); the Perceived Government Commitment to SDGs Scale; and the SDG Psychological Characteristics of Sustainable Conation Scale, which evaluates interest, motivation, attitudes and self-efficacy. In addition, the Sustainable Citizenship Awareness Questionnaire was used to assess participants' awareness, responsibility and leadership in real-life sustainability challenges. Findings: The results indicate that Sustainable Citizenship Awareness, Conation, Cognition and Affect significantly influence Sustainable Behavior, accounting for 73% of its variability. Perceived Government Commitment enhances Sustainable Citizenship Awareness, fostering individual responsibility and engagement. Government initiatives shape public awareness, whereas Sustainable Conation connects knowledge and emotional commitment. Affect strongly motivates Sustainable Behavior, and Sustainable Citizenship Awareness mediates the relationship between Government Commitment and Behavior, highlighting the importance of awareness and psychological readiness. Originality/value: This study introduces an integrated framework that examines how Sustainable Citizenship Awareness, Conation, Cognition and Affect collectively influence Sustainable Behavior among university students. By highlighting the role of Perceived Government Commitment in shaping individual motivations and engagement, this research provides new insights into the connection between civic awareness and personal action. The framework emphasizes both Individual and Collective Agency in driving Sustainable Behavior, illustrating how psychological engagement and awareness contribute to environmental responsibility. This study has valuable implications for promoting Sustainable Citizenship through education and policy development.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505821
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Connecting Civic Responsibility and Individual Agency: Exploring Sustainable Development Practices among University Students in Taiwan
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Shu+Ching+Yang%22">Shu Ching Yang</searchLink><br /><searchLink fieldCode="AR" term="%22Yi-Fang+Luo%22">Yi-Fang Luo</searchLink><br /><searchLink fieldCode="AR" term="%22Kun+Yi+Chou%22">Kun Yi Chou</searchLink><br /><searchLink fieldCode="AR" term="%22Tzu-Lin+Lin%22">Tzu-Lin Lin</searchLink>
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  Label: Source
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Sustainability+in+Higher+Education%22"><i>International Journal of Sustainability in Higher Education</i></searchLink>. 2026 27(4):1013-1031.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+Development%22">Sustainable Development</searchLink><br /><searchLink fieldCode="DE" term="%22Citizenship+Responsibility%22">Citizenship Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Government+Role%22">Government Role</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/IJSHE-07-2024-0475
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1467-6370<br />1758-6739
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study uses a questionnaire survey to investigate the relationships among students' Perceived Government Commitment to the Sustainable Development Goals (SDGs), their Sustainable Citizenship Awareness, their Individual Agency and the psychological factors that influence the shift from civic awareness to personal action. Design/methodology/approach: Various tools were used in this research: the Sustainable CAB_EES Scale to assess Cognition, Attitude and Behavior toward the Sustainable Development Goals (SDGs); the Perceived Government Commitment to SDGs Scale; and the SDG Psychological Characteristics of Sustainable Conation Scale, which evaluates interest, motivation, attitudes and self-efficacy. In addition, the Sustainable Citizenship Awareness Questionnaire was used to assess participants' awareness, responsibility and leadership in real-life sustainability challenges. Findings: The results indicate that Sustainable Citizenship Awareness, Conation, Cognition and Affect significantly influence Sustainable Behavior, accounting for 73% of its variability. Perceived Government Commitment enhances Sustainable Citizenship Awareness, fostering individual responsibility and engagement. Government initiatives shape public awareness, whereas Sustainable Conation connects knowledge and emotional commitment. Affect strongly motivates Sustainable Behavior, and Sustainable Citizenship Awareness mediates the relationship between Government Commitment and Behavior, highlighting the importance of awareness and psychological readiness. Originality/value: This study introduces an integrated framework that examines how Sustainable Citizenship Awareness, Conation, Cognition and Affect collectively influence Sustainable Behavior among university students. By highlighting the role of Perceived Government Commitment in shaping individual motivations and engagement, this research provides new insights into the connection between civic awareness and personal action. The framework emphasizes both Individual and Collective Agency in driving Sustainable Behavior, illustrating how psychological engagement and awareness contribute to environmental responsibility. This study has valuable implications for promoting Sustainable Citizenship through education and policy development.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2026
– Name: AN
  Label: Accession Number
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  Data: EJ1505821
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505821
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1108/IJSHE-07-2024-0475
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 1013
    Subjects:
      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Sustainable Development
        Type: general
      – SubjectFull: Citizenship Responsibility
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Government Role
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Taiwan
        Type: general
    Titles:
      – TitleFull: Connecting Civic Responsibility and Individual Agency: Exploring Sustainable Development Practices among University Students in Taiwan
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            NameFull: Shu Ching Yang
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            NameFull: Yi-Fang Luo
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            NameFull: Kun Yi Chou
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            NameFull: Tzu-Lin Lin
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            – TitleFull: International Journal of Sustainability in Higher Education
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