Abstract
Studies on education for sustainable development highlight the gap between sustainability education (SE) and social sustainability behaviors (SSBs), particularly behaviors implemented after the completion of business degrees. This is understandable considering current business courses emphasize students’ sustainability knowledge development, with limited attention paid to how SSB might be developed among students to make them capable change agents who will be able to positively influence others’ SSB. To address this limitation, the SE approach presented in this chapter adds value by developing and empowering students to influence their own and others’ SSB. Specifically, by applying the theory of planned behavior, we explore how SE can drive students’ attitudes, intentions, and finally SSB. The chapter relates to the United Nations’ Sustainable Development Goals (SDGs) regarding quality SE (SDG 4), responsible and sustainable practices (SDG 12), students improving the wellbeing of the community (SDG 11) and influencing others to promote decent work for all (SDG 8). From this chapter, educators in business schools can gain an understanding of the importance of socio-cognitive factors such as attitudes, subjective norms, perceived behavioral control, and intentions, in influencing students’ behaviors beyond courses and identifying the separate roles of educators and peers in shaping students’ SSB.
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Bhattacharya, A., Au, W.C., Croy, G. (2024). Using the Theory of Planned Behavior to Develop Business Students into Capable Change Agents for Socially Sustainable Development. In: Šilenskytė, A., Cordova, M., Schmitz, M.A., Toh, S.M. (eds) The Palgrave Handbook of Social Sustainability in Business Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-50168-5_25
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