ISSN: 2226-6348
Open access
This study explores the complex interplay between attitude, subjective norms, perceived behavioral control, organizational commitment, intention, and the adoption of sustainable development practices among academicians and non-academicians in online distance learning higher education institutions in Vietnam, Thailand, Malaysia, Philippines, and Indonesia. Through rigorous analysis of primary data collected from 1930 employees, the research utilizes structural equation modeling to uncover the intricate dynamics that shape sustainable behavior in this unique context. The findings of this study have significant implications for both theoretical and practical domains. The research expands our understanding of the factors influencing sustainable behavior in online higher education by examining the relationships among different variables. These insights inform the development of targeted interventions, policies, and initiatives to foster sustainability in online distance learning institutions. By identifying factors that positively influence the adoption of sustainable practices, administrators and policymakers can design strategies to enhance these factors, promoting sustainability among employees and leading to a positive environmental impact. The study's robust findings, with support for eight out of nine hypotheses, enhance the validity and confidence in the identified relationships. This study provides valuable empirical evidence that guides future investigations and serves as a foundation for evidence-based decision-making in the field of sustainable development in online higher education.
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In-Text Citation: (Osman et al., 2023)
To Cite this Article: Osman, Z., Nguyen, H.-A. T., Intaratat, K., Suhandoko, A. D. J., & Serrano, J. (2023). Unveiling the Catalysts of Sustainable Development Practices Adoption: Empirical Insights from Asian Online Distance Learning Higher Institutions. International Journal of Academic Research in Progressive Education and Development, 12(3), 423–438.
Copyright: © 2023 The Author(s)
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