University social responsibility (USR) represents a strategic approach for integrating sustainability in institutional culture and students’ development. This study aims to examine the relationship between USR and [Sustainable Development Goal (SDG) 3 well-being] and (SDG 4 quality education). This study further investigates the mediating role of psychological capital (PsyCap).
This study employed a quantitative cross-sectional research design to collect the data through a questionnaire survey from 720 undergraduate, master’s and doctoral students enrolled in degree programs in a large public sector university in Wuhan, China. Partial least squares structural equation modeling was used to test the study hypotheses.
USR was positively and significantly predicted (SDG 3 well-being) and (SDG 4 quality education), and also increased PsyCap, which partially mediated the relationship between USR and (SDG 3 and 4). The results support the Conservation of Resources (COR) theory, showing that the USR enhance students’ psychological resources, well-being and quality of education.
Integrating USR into university policy, curriculum and community engagement, along with regular PsyCap building activities such as mentoring, reflection and feedback, can enhance students’ well-being and quality of education.
Using the COR theory, to the best of the authors’ knowledge, this study is among the first to examine the relationship between USR and SDGs through PsyCap. It shows that USR builds students’ psychological resources and enhances health and learning.
