Sustainability Education as a Predictor of Student Well-Being Through Mindfulness and Social Support: A Mediated Moderation Model

Abstract

The students of the world face well-being-related issues due to tight competition among the students of higher educational institutions. The existing research suggests that sustainability education is helpful to enhance student well-being. To explore this relationship, the present study assesses the direct relationships between sustainability education and mindfulness, mindfulness and student well-being, and social support and student well-being. Moreover, this research examines the mediating role of mindfulness in the relationship between sustainability education and student well-being. Additionally, this research checks the moderating role of social support between mindfulness and student well-being. Through a purposive sampling technique, cross-sectional data were collected from 413 students studying in Beijing, China. This study uses SPSS v23 and SmartPLS v4.0.8 for data analysis. The results of this study show that all the direct relationships remain significant. Similarly, mindfulness significantly mediates the relationship between sustainability education and student well-being. However, the moderating relationship of social support remains non-significant. This study provides a unique theoretical combination of mindfulness-to-meaning theory and social support theory to assess the relationship among sustainability education, mindfulness, social support, and student well-being in the context of university education in Beijing, China. This research provides actionable insights for academicians and policymakers to design sustainability-focused curricula to enhance student love for the environment, which facilitates mindfulness and well-being, in the presence of social support.