The effect of social innovation education on sustainability learning outcomes: the roles of intrinsic learning motivation and prosocial motivation

Abstract

Purpose The purpose of this study is to reveal the influence mechanism of social innovation education (SIE) on sustainability learning outcomes and analyze the roles of intrinsic learning motivation and prosocial motivation. Design/methodology/approach A sample of 322 undergraduates from one higher education institution in Tianjin was used to test the hypotheses. Findings This study found that SIE positively affected sustainability learning outcomes, and intrinsic learning motivation mediated the relationship between them. The results showed that prosocial motivation positively moderates the positive effect of SIE on intrinsic learning motivation and the overall mediation model. Practical implications The findings have important practical implications for higher education institutions to carry out SIE. Higher education institutions should focus on integrating social innovation and sustainability into top-level design. Furthermore, higher education institutions should focus on stimulating students’ intrinsic learning motivation and cultivating their prosocial motivation. Originality/value This study identified the relationship between SIE and sustainability learning outcomes and clarified the influence mechanism of SIE on sustainability learning outcomes. Moreover, this study emphasized the importance of prosocial motivation as a key boundary condition of SIE.

Individuals' sustainability orientation and entrepreneurial intentions: the mediating role of perceived attributes of the green market

“…As documented in previous literature, students are the most likely members of society to become entrepreneurs (Bergmann et al, 2016;Souitaris et al, 2007). Consequently, it is imperative for students' educational training to be oriented toward sustainability in a manner that fosters entrepreneurial activities capable of embracing environmental challenges (Duong, 2021;Qazi et al, 2020;Wang et al, 2022). Extant studies have found that non-business students have stronger sustainability beliefs, as they are not aware of concepts such as profit maximization, whereas business students have a more profit-oriented mindset (Kuckertz and Wagner, 2010).…”

“…Several studies focus on the moderating role of the field of study in predicting entrepreneurial intentions among students (Duong, 2021; Wang et al. , 2022).…”

“…In addition, research has revealed that sustainability orientation and entrepreneurial intentions are determined by individuals' knowledge accumulation (Duong, 2021;Maresch et al, 2016;Sun et al, 2017;Wang et al, 2022). The context of the field of study therefore acts as a crucial circumstantial element for understanding the link between sustainability concerns and entrepreneurial intentions (Duong, 2021).…”

“…Several studies focus on the moderating role of the field of study in predicting entrepreneurial intentions among students (Duong, 2021;Wang et al, 2022). For example, Kuckertz and Wagner (2010) reveal that the sustainability orientation of non-business students is more potent than that of business students.…”

“…Consequently, it is imperative for students' educational training to be oriented toward sustainability in a manner that fosters entrepreneurial activities capable of embracing environmental challenges (Duong, 2021; Qazi et al. , 2020; Wang et al. , 2022).…”