This study examines how perceived institutional and social support systems, alongside engagement in environmental sustainability practices (ESP), influence eco-anxiety among Bangladeshi university students a population highly vulnerable to climate impacts, environmental degradation, extreme weather, and socio-economic stressors.
A cross-sectional quantitative design with purposive sampling collected data from 539 students across 30 higher education institutions in Bangladesh using a structured self-administered questionnaire over three months (mid-January to March 2025). Partial Least Squares Structural Equation Modeling (PLS-SEM) evaluated direct and mediating effects of teacher, administrative and social support on eco-anxiety through ESP.
Teacher support was the strongest predictor of reduced eco-anxiety, both directly and via ESP. Administrative support affected eco-anxiety indirectly through ESP, while social support directly reduced eco-anxiety but lacked mediation through behavioral pathways. These results support the combined utility of self-determination theory (SDT) and conservation of resources (COR) theory in understanding eco-anxiety in higher education.
Universities in developing regions should strengthen teacher-student relationships, promote experiential sustainability programs, and integrate mental health into environmental curricula. Policies should recognize eco-anxiety as a legitimate dimension of student well-being, requiring both emotional and behavioral interventions.
This study is among the first to empirically model ESP’s mediating role between perceived support systems and eco-anxiety in the Global South using SEM, providing a theoretically grounded, policy-relevant roadmap for addressing eco-anxiety through integrated psychosocial and behavioral strategies.
