Although previous research projects have highlighted the pro-environment and pro-sustainability attitudes of traditional spirituality and religions, there is a lack of studies that explore the way in which expressions of different types of religion and spirituality, as well as measures of belief and non-belief, are related to the evocation of sustainable behaviors. This study, conducted with emerging adults, analysed the relationships between measures of the image of God, religious orientation, the importance of religion and spirituality, religious/spiritual experience, paranormal beliefs and non-belief (religious, spiritual and atheism), as well as altruistic, frugal, environmentally-friendly and equitable behaviors. The results were found to be consistent with the pro-environment character attributed to religion, as well as non-traditional forms of spirituality, indicating their link with sustainable behavior, particularly the measures focusing on belief/non-belief. They also highlighted an effect of the measures of religion/spirituality, indicating the benefit of using multivariate approaches of a qualitative and quantitative nature.

In this empirical study, we address the relationship between the dimensions of learning in higher education (i.e., student engagement, approaches to learning, and satisfaction with learning) and sustainability (i.e., austerity altruistic, pro-ecological and equitable behavior). The results demonstrate that there is a positive linear relationship between engagement with learning and deep and strategic approaches, motivation and strategies, and altruistic, equitable and pro-ecological behavior. Austerity, however, only correlated with high dedication to learning. Satisfaction with learning was associated with altruistic and equitable behavior and an overall measure of sustainability, and was independently associated with austerity and pro-ecological behavior. Engagement with learning was associated with sustainable behavior, especially with altruistic and pro-ecological behavior in its three expressions, namely, vigor, absorption and dedication. In contrast, austerity was found to be only associated with engagement with learning. As a whole, and in line with Bronfenbrenner’s theory, the results of this study suggest that the aforementioned systems are interconnected and mutually influence each other.

Although some research has suggested means of promoting spiritual development in higher education, no systematic studies or literature reviews have been conducted to know what sources are most used for the spiritual growth of university students. This aspect was studied in a sample of 309 Spanish university students (Mean age = 21.40, range 18-25). The used sources were (in descending order) as follows: the practice of a virtuous behavior, cognitive-reflexive, nature-based, cultural, and religious sources. Women showed a higher use of cognitive-reflective and virtuous behavior-based sources. Age was related only and negatively to the use of religious sources. These results are consistent with previous studies indicating a greater religiosity in women and a lesser importance of religion in contemporary society and, particularly, in the life of young adults. However, taken as a whole, they indicate the importance of sociological and cultural aspects, in particular of the movement from traditional religiosity to religious indifference and dissatisfaction with institutional religion and/or toward spiritual movements linked to humanistic religions and spiritualities of life. It also points out the need to use a variety of strategies to foster the spiritual development of students.