This study examines the effect of specific curriculum drivers on the sustainability literacy of engineering students across Malaysian Technical University Network (MTUN) institutions using an extended theoretical framework integrating transformative learning theory and the theory of planned behavior.
A structured questionnaire was administered to 430 engineering students across four MTUN universities; data were empirically validated using a two-stage methodology involving partial least squares structural equation modeling (SEM) followed by artificial neural network analysis.
Pedagogical approaches exerted the strongest influence on sustainability literacy development (β = 0.393), followed by learning outcomes (β = 0.330), teaching competencies (β = 0.220) and integration strategies (β = 0.190). The model explains 64.4% of the variance in sustainability literacy, with significant partial mediation effects of pedagogical approaches between other curriculum drivers and sustainability outcomes. Neural network analysis confirmed pedagogical approaches as the most influential predictor (100% normalized importance), followed by learning outcomes (80%), teaching competencies (72%) and integration strategies (61%).
The findings would facilitate curriculum developers and engineering educators in designing more effective sustainability education initiatives in technical universities across developing countries like Malaysia.
The originality of this study lies in its twofold contributions. First, it empirically validates curriculum drivers influencing sustainability literacy using linear and nonlinear analytical approaches. Second, by using a two-staged SEM-neural network analysis, this study advances the understanding of how pedagogical approaches mediate the relationship between curriculum elements and sustainability literacy outcomes in engineering education.
