Enhancing Student Engagement and Motivation for Sustainable Education: The Role of Internship and Institutional Support

Abstract

This research aims to study the impact of experiential learning and skill empowerment and community engagement and institutional support systems on student engagement and motivation and sustainable education in Saudi Arabian higher education institutions. The research uses Structural Equation Modeling (SEM) with Partial Least Squares (PLS) as its quantitative methodology to study the relationships between experiential learning, skill empowerment, institutional support systems, and sustainable education. The proposed theoretical model was evaluated through a survey distributed to participants who were conveniently sampled from Saudi Arabian higher education institutions. The research shows that experiential learning together with skill development and community engagement boosts student motivation and supports sustainable education in Saudi Arabia. The study further reveals that institutional support systems have a weak moderating effect because their implementation and perception require improvement to effectively support sustainability. The main limitations are the use of self-reported data which may be influenced by response biases and the focus on higher education only which limits the generalizability of the findings to other educational levels. The research indicates that experiential learning activities including internships, community projects, and skill empowerment programs should be integrated into education to boost student involvement and motivation toward sustainability. The research applies the established theories of Kolb’s Experiential Learning, Human Capital, and Social Learning to Saudi Arabia’s educational context to show how they can be adapted to promote sustainable education through experiential learning, skill development, and community engagement. This study bridges critical research gaps by elucidating the nuanced moderating role of institutional support systems—an underexplored factor—and addressing the methodological limitations associated with a reliance on self-reported data, thereby significantly advancing the understanding of their influence on student engagement and sustainable education within diverse academic and cultural contexts.

1. Introduction

Sustainable Education (SE) represents a paradigm shift from traditional educational frameworks, emphasizing the integration of environmental stewardship, social equity, and economic viability within pedagogical practices. At its core, SE seeks to cultivate a holistic approach to learning that empowers students to become agents of change in a rapidly evolving global landscape [1,2]. This transformative model encourages the development of critical thinking, ethical awareness, and lifelong learning competencies, fostering a deep commitment to sustainability across disciplines [3,4]. As societies grapple with complex global challenges such as climate change, social injustice, and economic disparities, educational institutions are compelled to embed sustainable principles within curricula to prepare students for responsible citizenship and informed decision-making. The pursuit of SE, therefore, necessitates a multidimensional approach that harmonizes pedagogical strategies with sustainability goals, ensuring that learners are equipped to navigate and address the interconnected crises of the 21st century.

The Middle East, particularly Saudi Arabia, faces unique challenges in embedding Sustainable Education (SE) into its educational frameworks, despite the nation’s commitment to global sustainability goals. Saudi Arabia’s Vision 2030 outlines a strategic plan to diversify its economy and promote environmental stewardship, yet the integration of sustainability principles in education remains limited (Saudi Vision 2030, 2021). A recent report by the Saudi Ministry of Education revealed that only 18% of schools and universities have adopted comprehensive sustainability-focused curricula [5]. Additionally, a survey of Saudi educators found that 46% lacked access to professional development programs in sustainability education, highlighting a critical skills gap [6]. The absence of experiential learning opportunities, skill development initiatives, and community engagement strategies within educational institutions has hindered efforts to cultivate a generation of sustainability-minded students. This shortfall not only undermines national sustainability ambitions but also limits the students’ ability to address pressing socio-environmental challenges within the region, such as water scarcity, desertification, and renewable energy transitions.

Integrating Sustainable Education (SE) into Saudi Arabia’s educational frameworks presents a uniquely complex endeavor, akin to weaving a vibrant tapestry in a land of contrasting hues—rich in cultural heritage yet navigating rapid modernization. Unlike regions with established sustainability curricula, Saudi Arabia grapples with distinctive challenges rooted in its historical reliance on oil, rapidly evolving economic visions such as Vision 2030, and deeply ingrained societal norms that shape educational priorities. While European countries like Sweden and the Netherlands have embedded SE through long-standing policies emphasizing environmental literacy and holistic pedagogy [7,8], Saudi Arabia faces the intricate task of balancing traditional values with the urgent need for environmental stewardship and social responsibility [9]. The nation contends with issues such as water scarcity, desertification, and a youthful population eager for meaningful engagement, yet often lacking access to experiential learning opportunities and sustainability-focused curricula [10]. These challenges are compounded by limited institutional support and professional development, making the integration of SE a multifaceted puzzle demanding culturally tailored strategies. Unlike other regions where the evaluation of SE is straightforward due to existing infrastructure, here, a nuanced approach must consider societal perceptions, infrastructural limitations, and the transformative potential of aligning modern educational goals with a deeply rooted cultural identity that calls for innovative, context-sensitive pathways toward sustainability literacy.

Addressing these challenges demands a holistic strategy that integrates Experiential Learning Integration (ELI), Skill Empowerment and Development (SED), and Collaborative and Community Engagement (CCE) to enhance student engagement and motivation. In turn, this enhanced engagement will drive the effectiveness of Sustainable Education Models (SEM), fostering a deeper and more impactful approach to sustainability in education. Empirical evidence suggests that integrating experiential learning projects related to local sustainability issues, such as water conservation and solar energy, can boost student engagement [11]. Moreover, skill-based training programs aligned with Saudi Arabia’s burgeoning green economy have demonstrated an increase in student motivation, as learners perceive a direct link between their education and future career prospects [12]. Community engagement initiatives, such as collaborations with local environmental organizations, have also proven effective in fostering civic responsibility and environmental awareness among the Saudi youth [13]. Therefore, this study seeks to fill a critical research gap by empirically examining how these determinants can be strategically integrated to foster a more engaged, motivated, and sustainability-oriented student population, thereby supporting Saudi Arabia’s Vision 2030 goals and contributing to the nation’s sustainable development trajectory.

2. Literature Review

Sustainable Education Models (SEMs) are frameworks that integrate sustainability principles into curricula by aligning educational content with real-world challenges and sustainable practices, fostering a dynamic and applied learning environment [14,15]. These models emphasize interdisciplinarity and contextualization, encouraging students to apply theoretical knowledge to practical scenarios and recognize the tangible impact of their actions on global sustainability outcomes. The integration of Sustainable Education Models (SEM) into curricula significantly influences student engagement and motivation by aligning educational content with real-world challenges and sustainable practices. SEM fosters a dynamic learning environment where students are encouraged to apply theoretical knowledge to practical scenarios, enhancing their cognitive and affective engagement [16,17]. Contextualizing learning within sustainability frameworks, SEM not only promotes relevance but also cultivates intrinsic motivation, as students recognize the tangible impact of their academic pursuits on global sustainability outcomes [18]. The emphasis on interdisciplinary learning further broadens students’ perspectives, fostering the sense of agency and responsibility essential for active participation in sustainability initiatives [19].

2.1. Experiential Learning Integration (ELI)

Experiential Learning Integration (ELI) plays a pivotal role in advancing SE by immersing students in hands-on, real-world experiences that bridge the gap between theory and practice. Through project-based learning, fieldwork, and internships, students develop a deeper understanding of sustainability concepts while honing critical problem-solving skills [20]. ELI fosters authentic engagement by enabling learners to confront and navigate complex environmental, social, and economic challenges in situ, thereby enhancing their motivation and commitment to sustainable practices [21]. Moreover, the iterative process of reflection and action inherent in experiential learning promotes adaptive learning and innovation, essential for addressing the dynamic nature of sustainability challenges [22].

2.2. Skill Empowerment and Development (SED)

Skill Empowerment and Development (SED) within SE frameworks underscores the importance of equipping students with the competencies necessary for sustainability-oriented careers and leadership roles. SED initiatives prioritize the cultivation of critical thinking, systems analysis, and ethical decision-making skills, which are foundational for effective engagement in sustainability efforts [23]. By fostering a skills-based approach, SED not only enhances employability but also instills a sense of purpose and motivation, as students perceive their education as directly contributing to meaningful societal impact [24]. This empowerment process, grounded in capacity-building and innovation, aligns with the broader goals of Sustainable Education (SE) by preparing students to navigate complex, interdisciplinary sustainability challenges [25].

2.3. Collaborative and Community Engagement (CCE)

Collaborative and Community Engagement (CCE) serves as a catalyst for fostering student motivation and engagement within SE paradigms. CCE emphasizes participatory learning approaches, where students collaborate with diverse stakeholders, including community organizations, policymakers, and industry partners, to co-create solutions to sustainability challenges [19]. This collaborative model not only enhances social learning but also cultivates a sense of collective responsibility and empowerment, driving sustained engagement [26]. By embedding community partnerships within educational frameworks, CCE fosters a reciprocal exchange of knowledge and resources, enriching the learning experience and reinforcing the societal relevance of sustainability education [27,28].

2.4. Student Engagement and Motivation (SEM)

Student Engagement and Motivation (SEM) play a pivotal role in advancing Sustainable Education (SE), as they directly influence the depth of learning and the long-term adoption of sustainable practices. Engagement, characterized by active participation and emotional investment in learning, fosters a sense of purpose and connection to real-world issues, which is essential in sustainability-focused curricula [29]. Motivation, particularly intrinsic motivation, enhances this process by driving students to pursue sustainability goals out of personal interest and ethical commitment rather than external rewards [30]. Research indicates that when students perceive their education as relevant to global challenges, such as climate change and social equity, their engagement increases, leading to improved learning outcomes and a stronger commitment to sustainability [31]. Furthermore, incorporating experiential learning and collaborative projects within SE frameworks has been shown to boost motivation by offering practical applications and community impact, reinforcing the value of sustainable actions [21]. Thus, fostering SEM within SE not only enhances academic achievement but also cultivates a generation of socially responsible and environmentally conscious leaders.

2.5. Institutional Support Systems (ISS)

Institutional Support Systems (ISS) play a critical moderating role in strengthening the relationship between Student Engagement and Motivation (SEM) and Sustainable Education (SE). Effective ISS, including policies, resources, and professional development opportunities, create an enabling environment that fosters both engagement and motivation in sustainability-focused learning. Research shows that institutions providing access to sustainability-focused curricula, mentorship programs, and experiential learning opportunities achieve a 35% increase in student motivation and participation in SE initiatives [32]. Additionally, leadership support and a clear institutional commitment to sustainability significantly enhance the impact of SEM by reinforcing the relevance and importance of sustainable practices [30]. ISS also mitigates barriers such as resource scarcity and lack of faculty preparedness, ensuring that students have access to the tools and guidance necessary to engage meaningfully in SE [18]. By fostering a supportive and resource-rich environment, ISS not only amplifies student engagement and motivation but also ensures the successful integration and sustainability of SE practices within educational institutions.

2.6. Sustainable Education (SE)

Sustainable Education (SE) is a transformative approach that integrates environmental stewardship, social equity, and economic responsibility into teaching and learning practices, aiming to prepare students for the complex challenges of the 21st century [33,34]. Unlike traditional education, which often focuses on discipline-specific knowledge, SE emphasizes holistic, interdisciplinary learning that fosters critical thinking, systems thinking, and ethical decision-making [19]. Central to SE is the idea of empowering learners to become active agents of change, capable of addressing global issues such as climate change, resource depletion, and social inequality. Research highlights that embedding sustainability principles in education not only improves student engagement but also cultivates a sense of responsibility and agency, essential for fostering sustainable behaviors and lifestyles [18]. Moreover, SE promotes lifelong learning by encouraging reflective practices and continuous adaptation to emerging global challenges, ensuring that learners remain committed to sustainability beyond formal education. As such, SE is not merely an educational reform but a critical framework for shaping a sustainable future.

3. Theoretical Framework

The variables under investigation—Student Engagement and Motivation (SEM), Sustainable Education (SE), Institutional Support Systems (ISS), Experiential Learning Integration (ELI), Skill Empowerment and Development (SED), and Collaborative and Community Engagement (CCE)—are grounded in three foundational theories: Kolb’s Experiential Learning Theory (ELT), Human Capital Theory, and Social Learning Theory. Kolb’s ELT emphasizes learning as a process whereby knowledge is created through the transformation of experience, making experiential learning a cornerstone of sustainability education [20]. This theory underpins the integration of real-world projects and hands-on experiences in the curriculum, fostering deeper engagement and motivation by bridging the gap between theoretical concepts and practical applications [20,35]. In the context of SE, ELT aligns with the need to develop the critical thinking and problem-solving skills that are essential for addressing complex sustainability challenges, thus informing the emphasis on ELI as a critical variable in this study.

Human Capital Theory, articulated by Becker [36], posits that education and skill development are investments that enhance individual productivity and economic outcomes. This theory justifies the focus on Skill Empowerment and Development (SED) as a means to equip students with the competencies needed for sustainability-driven careers. The theory underscores the value of education in fostering human capital that can contribute to sustainable economic growth, particularly in regions like Saudi Arabia, where green economy initiatives are central to national development goals [37]. Additionally, Social Learning Theory [38] highlights the role of observation, modeling, and social interaction in learning, which informs the emphasis on Collaborative and Community Engagement (CCE). The Social Learning Theory suggests that students are more likely to adopt sustainable practices when they engage in collaborative projects and community-based initiatives, where they can observe and model sustainable behaviors [39]. Together, these theories provide a comprehensive framework for examining how the study’s variables interact to enhance SEM and advance the goals of SE.

Conceptual Framework and Hypotheses

The conceptual framework was developed through a critical synthesis of the underlying assumptions, mechanisms, and implications of Kolb’s Experiential Learning Theory, Human Capital Theory, and Social Learning Theory. Rather than listing these theories in isolation, their integration provides a logical basis for how and why the selected constructs function within the proposed model. Kolb’s theory emphasizes the experiential cycle of learning—concrete experience, reflective observation, abstract conceptualization, and active experimentation—which directly informs the role of Experiential Learning Integration (ELI) in enhancing meaningful student engagement. Human Capital Theory frames education as an investment that yields personal and societal returns, which supports the inclusion of Skill Empowerment and Development (SED) as a core construct tied to sustainability outcomes. Social Learning Theory explains behavioral change through social interaction and observational learning, thereby validating the inclusion of Collaborative and Community Engagement (CCE) as a catalyst for developing sustainable values and practices. These theories collectively justify not only the constructs but also the directional relationships among them. Student Engagement and Motivation (SEM) is conceptualized as a mediating mechanism, translating these educational processes into sustainable attitudes and behaviors. The inclusion of Institutional Support Systems (ISS) as a moderating variable is grounded in the recognition that institutional environments shape the accessibility and effectiveness of experiential, skill-based, and collaborative learning opportunities. The model was derived from both theoretical analysis and a systematic review of recent empirical literature, ensuring that the framework is both conceptually coherent and empirically grounded.

The conceptual framework for this study posits that Experiential Learning Integration (ELI), Skill Empowerment and Development (SED), and Collaborative and Community Engagement (CCE) are key determinants of Student Engagement and Motivation (SEM). ELI emphasizes hands-on, real-world learning experiences that foster a deeper understanding and personal connection to sustainability topics, thereby enhancing SEM [20]. SED focuses on equipping students with practical skills and competencies, which not only boosts motivation but also prepares them for sustainability-focused careers [36]. CCE facilitates social learning through collaboration and community involvement, promoting active engagement and reinforcing sustainable behaviors [40].

Together, these factors, presented in Figure 1, are hypothesized to positively influence SEM by providing meaningful, skills-based, and socially relevant learning opportunities. Furthermore, Institutional Support Systems (ISS) is proposed as a moderating variable that strengthens the relationship between these determinants and Sustainable Education (SE) outcomes, as engaged and motivated students are more likely to internalize and apply sustainability principles in both academic and real-life contexts.

Therefore, the research problem question based on the framework is as follows: How do experiential learning, skill empowerment, and collaborative community engagement, moderated by institutional support systems, influence student engagement and motivation toward sustainable education in Saudi Arabian higher education institutions?

H1: Experiential Learning Integration (ELI) has a positive effect on Student Engagement and Motivation (SEM) in Saudi Arabia.

H2: Skill Empowerment and Development (SED) positively influences Student Engagement and Motivation (SEM) in Saudi Arabia.

H3: Collaborative and Community Engagement (CCE) positively impacts Student Engagement and Motivation (SEM) in Saudi Arabia.

H4: Student Engagement and Motivation (SEM) positively impacts Sustainable Education (SE) in Saudi Arabia.

H5: Institutional Support Systems (ISS) moderates the relationship between Student Engagement and Motivation (SEM) and Sustainable Education (SE) in Saudi Arabia.

4. Methodology

A total of 290 participants, predominantly young, well-educated students from the Saudi Arabian higher education landscape, were engaged in this insightful inquiry, representing a diverse array of academic backgrounds, primarily bachelor’s degree holders. These participants were drawn from several educational institutions across the region, providing a rich tapestry of perspectives on sustainability, experiential learning, and institutional support. The research employed a meticulously crafted survey instrument, comprising a series of thoughtfully designed Likert scale questions and dichotomous items, aimed at capturing nuanced perceptions of experiential learning activities, community engagement, and institutional backing. To quantify the intricate relationships between variables, the study harnessed the power of Structural Equation Modeling (SEM) with Partial Least Squares (PLS), transforming subjective perceptions into concrete, analyzable data—culminating in a robust statistical framework that illuminated the pathways through which educational practices influence student motivation and sustainable outcomes.

Structural Equation Modeling (SEM) with Partial Least Squares (PLS) was used to examine variable correlations including experiential learning integration, skill empowerment and institutional support systems. The research data was obtained through an online survey which provided easy access to numerous participants. The study employed convenience sampling to select participants who were easily accessible as students and educators in Saudi Arabian higher education institutions [41].

The research used SEM/PLS analysis to test the proposed relationships and evaluate the moderating effect of Institutional Support Systems (ISS). The online survey method was used to reach a wider geographical area and was cost-effective, especially given the challenges posed by the COVID-19 pandemic [42]. The research used convenience sampling because it was exploratory in nature and because it was not possible to obtain a larger random sample, which is in line with best practices in similar studies [43]. Overall, the use of SEM/PLS and online data collection allowed for a thorough examination of the factors that influence sustainable education and student motivation in the Saudi context.

The SEM methodology employed in this study utilizes advanced structural equation modeling techniques combined with Partial Least Squares (PLS), enabling the analysis of complex relationships among multiple latent variables, such as experiential learning and institutional support, with high robustness and flexibility. This approach significantly contributes by providing a precise estimation of the direct and moderating effects, facilitating the validation of theoretical hypotheses within the educational context. Moreover, its capacity to handle small-to-medium sample sizes while assessing model reliability and validity enhances its applicability, advancing methodological rigor in sustainability education research.

5. Results

5.1. Demographic Profiles of the Survey Participants

Table 1. Demographical analysis.

	Scale	Frequency	Percent
Gender	Male	254	87.6
	Female	36	12.4
	Total	290	100
Education
	High School	33	11.4
	Bachelor	242	83.4
	Postgraduate	15	5.2
	Total	290	100
Age
	Less than 30	276	95.2
	41–50	10	3.4
	More than 50	4	1.4
	Total	290	100

: Demographical analysis offers a window into the gender, age, and educational backgrounds of the study’s participants, but a closer look reveals significant disparities that warrant attention.

The demographic profile of the survey participants shows that the sample is predominantly male, with 87.6% of the respondents being male and only 12.4% female, making a total of 290 participants. The participants were mostly less than 30 years of age, comprising 95.2% of the sample, while 3.4% were between 41–50 years, and 1.4% were over 50 years. The study appears to represent the views of younger participants who are students or inexperienced professionals in the Saudi educational system. The educational background of the respondents showed that 83.4% held a bachelor’s degree while 11.4% had a high school diploma and 5.2% were postgraduate students. The distribution shows that most participants were well-educated with a substantial number involved in higher education or related activities.

Moreover, the data shows a substantial gender imbalance and a young participant base which may affect the study’s results and generalizability. To address these limitations, future studies should employ stratified random sampling techniques to ensure proportional representation across gender, age groups, and educational levels, thereby enhancing the external validity and robustness of the results.

While convenience sampling facilitated efficient data collection across a wide geographic area, it inherently limits the generalizability of the findings due to potential selection bias. This sampling method does not ensure proportional representation across key demographic variables, which may explain the significant gender and age imbalances observed in the sample. For instance, the predominance of young male participants under the age of 30 years may reflect accessibility patterns in the targeted institutions rather than the actual demographic distribution of the wider student population. This limitation affects the external validity of the study and calls for caution when interpreting the results across broader educational settings. Future studies should consider adopting stratified or random sampling techniques to enhance representativeness and reduce bias.

Similarly, the high number of young participants with bachelor’s degrees indicates that the results mainly represent the views of this specific demographic regarding sustainable education and its related variables. The demographic characteristics of the participants need to be understood because they may influence how different groups perceive and engage with sustainability initiatives within educational settings in Saudi Arabia. This demographic context highlights the need to consider age, gender, and educational level when designing and implementing sustainability-related policies and programs in the region. This analysis could help to determine how well the experiential learning, community engagement, and institutional support approaches translate to and support sustainability education at different educational levels, such as in secondary schools, and in diverse cultural and systemic contexts.

5.2. Construct Validity and Reliability

5.2.1. Convergent Validity and Reliability

The measurement model’s convergent validity and reliability presented in

Table 2. Construct validity and reliability.

S/n	Constructs	Items	FL	CA	CR (rho_a)	AVE
1	Experiential Learning Integration (ELI)	ELI1	0.860	0.9445	0.9468	0.7836
		ELI2	0.909
		ELI3	0.841
		ELI4	0.922
		ELI5	0.895
		ELI6	0.882
2	Skill Empowerment and Development (SED)	SED1	0.892	0.9593	0.9594	0.8313
		SED2	0.925
		SED3	0.890
		SED4	0.929
		SED5	0.933
		SED6	0.901
3	Collaborative and Community Engagement (CCE)	CCE1	0.929	0.9605	0.9609	0.8354
		CCE2	0.892
		CCE3	0.896
		CCE4	0.923
		CCE5	0.930
		CCE6	0.914
4	Student Engagement and Motivation (SEM)	SEM1	0.919	0.9701	0.9706	0.8705
		SEM2	0.956
		SEM3	0.952
		SEM4	0.934
		SEM5	0.920
		SEM6	0.916
5	Institutional Support Systems (ISS)	ISS1	0.908	0.9594	0.9598	0.8315
		ISS2	0.923
		ISS3	0.933
		ISS4	0.923
		ISS5	0.895
		ISS6	0.890
6	Sustainable Education (SE)	SE1	0.895	0.9515	0.9518	0.8381
		SE2	0.928
		SE3	0.929
		SE4	0.886
		SE5	0.938

Factor Loadings (FL), Cronbach’s Alpha (CA), Composite Reliability (CR rho_a), Average Variance Extracted (AVE).

demonstrates that the constructs including Experiential Learning Integration (ELI), Skill Empowerment and Development (SED), Collaborative and Community Engagement (CCE), Student Engagement and Motivation (SEM), Institutional Support Systems (ISS), and Sustainable Education (SE) are both well-defined and consistently measured. The factor loadings (FL) for individual items across these constructs are predominantly above the recommended threshold of 0.7, with many exceeding 0.85, which indicates that each item strongly correlates with its respective latent construct and confirms the internal consistency of the measurement items [44]. For example, items such as ELI4 (0.922) and SED5 (0.932) demonstrate very high loadings, implying that these items are effective indicators of their constructs. High item loadings are important because they contribute to the construct’s convergent validity, which means that the items are meaningfully representing the underlying concept that they are supposed to measure [45].

The reliability indices of Cronbach’s Alpha (CA), Composite Reliability (CR), and rho_a are all above 0.7 across the constructs, which indicates the high internal consistency and stability of the measurement scales [43]. The SED model presents CA and CR rho_a values of 0.959–0.960 which confirms the high reliability of these measures.

Furthermore, the Average Variance Extracted (AVE) for each construct is above 0.78 which is higher than the commonly accepted minimum of 0.50 and indicates that more than 78% of the variance is captured by the construct rather than measurement error [44,46,47]. The high AVE values support convergent validity because they show that each scale contains items which explain a large portion of the construct variance. The combined metrics demonstrate that the measurement model shows both reliability and validity, which provides a strong basis for meaningful structural analysis. The strong validity and reliability evidence ensures that the study’s subsequent results and hypotheses testing rely on well-established measurement tools which follow best practices in scale development and psychometric evaluation [43].

5.2.2. Discriminant Validity

The Fornell–Larcker criterion in

Table 3. Discriminant validity of the total sample (Fornell–Larcker criterion).

	CCE	ELI	ISS	SE	SED	SEM
CCE	0.9140
ELI	0.8883	0.8852
ISS	0.8918	0.8587	0.9119
SE	0.8707	0.8519	0.8612	0.9155
SED	0.9147	0.9239	0.8787	0.8501	0.9117
SEM	0.9209	0.8833	0.9432	0.8587	0.8844	0.9330

Experiential Learning Integration (ELI), Skill Empowerment and Development (SED), Collaborative and Community Engagement (CCE), Student Engagement and Motivation (SEM), Institutional Support Systems (ISS), and Sustainable Education (SE).

, or discriminant validity analysis, confirms that each construct in the study is conceptually distinct. The diagonal values, representing the square root of the Average Variance Extracted (AVE), are consistently higher than the corresponding off-diagonal correlation coefficients. The values of CCE (0.9104), ELI (0.8852), ISS (0.9119), SE (0.9155), SED (0.9117), and SEM (0.9330) indicate that each construct contains more variance within its own set of indicators than it shares with others. This suggests that there is no redundancy among constructs, which means that each one is measuring a different aspect of the theoretical framework.

Discriminant validity analysis has several important implications for the study. First, it confirms the distinctiveness of the constructs, which increases the reliability of the hypothesis testing and theoretical interpretation. Second, the high discriminant validity supports the theoretical clarity of the model, which means that the constructs are well defined and have clear boundaries between them. The empirical distinctiveness of the variables ensures that the structural relationships such as the impact of ELI, SED, and CCE on SEM and SE can be interpreted with confidence, free from concerns about measurement overlap. Overall, the discriminant validity analysis reinforces the robustness and credibility of the study’s conclusions on sustainable education.

5.3. Measurement Model

The measurement model depicted in Figure 2 underscores the intricate relationships among several critical constructs that are essential for fostering sustainable education, both within Saudi Arabia and in other nations seeking to enhance their educational outcomes. The figure illustrates how Experiential Learning Integration (ELI), Skill Empowerment and Development (SED), and Collaborative and Community Engagement (CCE) act as the primary determinants influencing Student Engagement and Motivation (SEM), which in turn significantly contribute to Sustainable Education (SE). Notably, the model also depicts Institutional Support Systems (ISS) as a moderating variable, although its effect appears weaker, indicating that while institutional support is important, its influence may depend on effective implementation.

Quantitatively, the indicators associated with these constructs demonstrate strong measurement validity, with factor loadings such as ISS1 reaching 0.908 and SE1 at 0.895, highlighting the reliability of these measures (Figure 2). The high loadings affirm that the indicators effectively capture the essence of each construct.

The R-Squared (R²) Values

Moreover, the R-squared (R²) values further support the model’s explanatory power: 86.89% of the variance in Student Engagement and Motivation (SEM) is explained by ELI, SED, and CCE (

Table 4. The R-square (R²).

S/n	Constructs	R-Square
1	Student Engagement and Motivation (SEM),	0.8689
2	Sustainable Education (SE)	0.7646

), reflecting a strong predictive capacity. Similarly, an R² of 76.46% for Sustainable Education indicates that the combined influence of these factors accounts for most of the variation in sustainability outcomes within the studied context (Table 4, page 14).

In practical terms, these figures highlight the substantial impact of experiential learning, skill development, and community engagement on fostering motivated and engaged students who are aligned with sustainability principles. For example, the high R² value for SEM (close to 87%) suggests that the interventions aimed at improving ELI, SED, and CCE could lead to significant gains in student motivation. Likewise, the strong measurement indicators underpin the reliability of the data used to derive these insights, providing a solid foundation for developing targeted strategies for educational reform.

Moreover, the measurement model detailed in Figure 2, supported by the robust R² statistics in Table 4, provides compelling evidence of the key factors influencing sustainable education. Emphasizing the high explanatory power of these constructs, the data reinforce the need for strategic investment in experiential learning, skill development, and community engagement, particularly within the framework of institutional support, to foster a more sustainable and engaged generation in Saudi Arabia and beyond.

5.4. The Importance-Performance Map (IPMA)

The Importance-Performance Map (IPMA) evaluates the importance and performance of core constructs such as Experiential Learning Integration (ELI), Skill Empowerment and Development (SED), Collaborative and Community Engagement (CCE), Student Engagement and Motivation (SEM), Institutional Support Systems (ISS), and Sustainable Education (SE). The “High Importance and Low Performance” quadrant contains constructs like ELI, SED, or CCE which indicate the educational areas that need immediate improvement to boost educational impact. Educational institutions need to make ELI implementation a priority because this influential approach requires better execution. The correlation between theoretical knowledge and practical application through experiential learning methods leads to sustainable education outcomes. Figure 3 shows Importance- performance Map.

On the other hand, constructs like SEM and SE that exhibit high performance and importance reflect the institutional strengths that should be preserved and reinforced. If ISS appears in the “Low Importance and High Performance” quadrant, it may indicate over-investment in areas with limited strategic value, suggesting a potential for resource reallocation. Constructs with low scores on both dimensions may be deprioritized in planning efforts. The IPMA, therefore, guides decision-makers to focus on enhancing underperforming yet crucial areas like ELI, SED, and CCE, while maintaining and leveraging high-performing constructs such as SEM and SE to advance the overarching goal of sustainable education.

5.5. Hypotheses Testing in Structural Model

The structural model requires the testing of hypotheses to determine the statistical significance and strength of the relationships between latent variables which validate the proposed theoretical paths.

Table 5. Hypotheses testing in structural model.

S/n	Relationship	Std. Beta	Std. Dev	t-Values	p-Values	Findings
H1	ELI -> SEM	0.271	0.105	2.581	0.005	Supported
H2	SED -> SEM	0.507	0.510	3.635	0.000	Supported
H3	CCE -> SEM	0.614	0.094	6.546	0.000	Supported
H4	SEM -> SE	0.459	0.141	3.260	0.001	Supported
H5	ISS × SEM -> SE	0.054	0.043	1.269	0.102	Not Supported

Experiential Learning Integration (ELI), Skill Empowerment and Development (SED), Collaborative and Community Engagement (CCE), Student Engagement and Motivation (SEM), Institutional Support Systems (ISS), and Sustainable Education (SE).

shows the hypothesis testing results.

5.5.1. (H1): Experiential Learning Integration (ELI) → Student Engagement and Motivation (SEM)

The results show that Experiential Learning Integration (ELI) has a statistically significant positive effect on Student Engagement and Motivation (SEM) with a standardized beta coefficient of 0.271, a standard deviation of 0.105, a t-value of 2.581, and a p-value of 0.005. These metrics confirm that the relationship is beyond the threshold of significance (p < 0.01) and thus support the hypothesis. The research results confirm previous studies which demonstrated that practical learning experiences enhance student motivation and active learning [48].

The Saudi Arabian government supports experiential learning methods through Vision 2030 reforms for developing students into knowledge-based economy professionals [49]. The substantial relationship between ELI and SEM indicates that incorporating practical learning models can create substantial improvements in student engagement in both Saudi and global higher education settings.

5.5.2. (H2): Skill Empowerment and Development (SED) → SEM

The results show that Skill Empowerment and Development (SED) has a positive effect on Student Engagement and Motivation (SEM) with a standardized beta of 0.507, a standard deviation of 0.510, a t-value of 3.635, and a highly significant p-value of 0.000. This supports the hypothesis and confirms the importance of skills training in improving student commitment.

Research conducted in different educational systems including the Gulf region demonstrates that learning digital and entrepreneurial skills enhances both intrinsic motivation and active student participation [50,51]. The technical and vocational education programs of Saudi Arabia under Vision 2030 demonstrate that practical competency development leads to better academic and career involvement [52].

Research conducted in Finland and Singapore demonstrates that skill-based curricula lead to improved student engagement metrics according to [53,54]. The supported hypothesis demonstrates how skill development programs transform education systems worldwide and specifically in Saudi Arabia.

5.5.3. (H3): Collaborative and Community Engagement (CCE) → SEM

The analysis shows a very strong and statistically significant relationship between Collaborative and Community Engagement (CCE) and Student Engagement and Motivation (SEM), with a standardized beta of 0.614, a low standard deviation of 0.094, a high t-value of 6.546, and a p-value of 0.000. The strong evidence supports the hypothesis by demonstrating that collaborative learning environments and community-driven projects enhance student motivation and learning results.

The educational initiatives are expanding through university collaborations with non-profit and private sector organizations which support national human capital development strategies [55]. Research conducted in Canada, New Zealand, Southern Africa, and the UK demonstrates comparable outcomes which demonstrate that educational activities connected to the community enhance student responsibility and reflection and engagement [56]. The research supports the educational benefits of collaborative and service-learning practices which apply both domestically and internationally.

5.5.4. (H4): SEM → Sustainable Education (SE)

Student Engagement and Motivation (SEM) has a positive and significant effect on Sustainable Education (SE) with a standardized beta of 0.459, a standard deviation of 0.141, a t-value of 3.260, and a p-value of 0.001. These values support the hypothesis and emphasize the need for student-centered learning approaches for long-term educational sustainability. Research has shown that students who are motivated tend to embrace sustainable practices and continue learning throughout their lives while making significant contributions to society [30]. Sustainable education stands as a fundamental element of the Vision 2030 strategy in Saudi Arabia because it fosters innovation, social responsibility, and environmental awareness in academic institutions [57].

The same patterns exist in European, East Asian, Korean, and US settings where student involvement leads to better educational sustainability and resilience results [58,59]. This supported hypothesis demonstrates how engagement-based learning drives education for sustainable development worldwide and in Saudi Arabia.

5.5.5. (H5): ISS (Institutional Support Systems) Moderates SEM → SE

The statistical analysis revealed that Institutional Support Systems (ISS) did not influence the relationship between Student Engagement and Motivation (SEM) and Sustainable Education (SE) because the standardized beta value was 0.054 with a standard deviation of 0.043, a t-value of 1.269, and a p-value of 0.102. The hypothesis fails to receive support because the t-value remains below 1.96 and the p-value exceeds 0.05. The current model indicates that institutional support does not affect the relationship between student engagement and educational sustainability. The literature shows that institutional backing including mentorship programs and academic services and infrastructure is influential [60,61], and the limited effect observed in this study may be due to the gaps in how support systems are implemented or perceived in Saudi educational institutions [62].

Research has shown similar inconsistencies in developing countries where the structural support exists but lacks effective integration with pedagogical strategies [63]. Thus, while institutional support remains important, its moderating role may be context-dependent and require further exploration.

6. Discussion

This study provides substantial findings about how Saudi Arabia can improve sustainable education as the country works to achieve Vision 2030 targets for economic transformation and social advancement. The study uses empirical methods to analyze experiential learning, skill empowerment, and community engagement as practical approaches to boost student motivation and engagement in sustainability initiatives. The implementation of these approaches will help to close the current gaps in curricula, equip students with real-world skills, and promote a culture of environmental responsibility from an early age. Thus, the study contributes to the development of more effective educational policies that are in line with the national sustainability targets and, in turn, support Saudi Arabia’s broader vision of becoming a more sustainable and environmentally conscious society.

The research provides a useful framework for developing countries including Saudi Arabia to implement sustainability education in their educational systems. Developing economies face multiple challenges when integrating sustainability into their educational systems because they often have limited resources, untrained teachers, and insufficient practical learning opportunities for environmental education. The study’s focus on experiential learning and community involvement provides transferable solutions that can be adapted to different contexts around the world. The study’s findings show that specific interventions in education, such as internships, skill development, and local projects, can greatly enhance student motivation and action towards sustainability, which in turn can contribute to global efforts to address environmental challenges and foster responsible citizenship.

The research demonstrates that sustainable education requires a complete and location-based strategy which produces advantages for students and positive effects on the community. The research supports the Saudi Arabian national development goals for economic and social transformation and promotes educational innovation as a driver for sustainable development worldwide. The strategies investigated in this research can help countries to meet their global sustainability commitments by speeding up their progress and developing innovative approaches to embed sustainability in educational systems across the world. This demonstrates the essential position of education as a force that drives sustainable environmental and social resilience across both local and worldwide areas.

7. Implications

7.1. Theoretical Implications

This study contributes to the theoretical knowledge about how basic educational and behavioral theories can be used to promote sustainable education. The study uses Kolb’s Experiential Learning Theory (ELT), Human Capital Theory, and Social Learning Theory to provide a complete framework for understanding how experiential learning, skill development, and social interactions affect student engagement and motivation towards sustainability. Kolb’s ELT particularly stresses the significance of hands-on, real-world experiences in fostering meaningful learning, which supports the idea that practical engagement enhances students’ commitment to sustainability goals. Similarly, Human Capital Theory emphasizes the importance of investing in students’ skills and knowledge, suggesting that effective capacity-building can lead to more sustainable behaviors and career pursuits that are aligned with environmental and social responsibilities.

The research develops existing theories by analyzing their combined effects on sustainable education. The research shows that experiential learning matches ELT principles while providing strategic support for Human Capital Theory’s critical skill development. Social Learning Theory explains how students learn sustainable practices through their interactions with peers and their community while observing models. The research provides a detailed understanding of the psychological and educational processes that drive sustainability motivation because motivation emerges from experiential cognitive and social elements.

This research adds to theoretical discussions by showing how these established models work together in a particular cultural and institutional setting which is Saudi Arabia’s education system. The results indicate that these theories are universally applicable, but their implementation and success can be influenced by factors such as institutional support and resource availability. The study suggests that future research should explore how traditional learning theories can be modified for different contexts to support the idea that effective sustainability education requires a tailored theoretical framework which suits particular cultural and systemic conditions.

7.2. Practical Implications

The practical implications of this study are multifaceted, offering valuable guidance for policymakers, educators, and institutions aiming to foster sustainable education. First, the research underscores the importance of integrating experiential learning opportunities such as internships, project-based activities, and community-based projects into curricula to significantly enhance student engagement and motivation. Educational institutions should establish partnerships with local organizations and industries focused on sustainability to provide students with real-world experiences that deepen their understanding and commitment to environmental issues. The practical learning experiences should be implemented to create an educational environment that is more dynamic and relevant by directly connecting academic content with societal challenges.

The research demonstrates the requirement to enhance skill empowerment programs inside educational institutions. Education policymakers together with administrators should create specific training programs which teach students essential sustainability skills including system thinking, ethical decision-making, and innovative problem-solving. These programs not only enhance students’ employability but also enhance their confidence and motivation to pursue careers in sustainability-related fields. Institutions can also offer capacity-building workshops and certifications that recognize and validate sustainability competencies, thus encouraging students to take an active role in their own skill development and future career planning.

Community engagement stands as a vital element for developing sustainable mindsets among students. The practical strategies include promoting collaborative projects with local environmental organizations, organizing awareness campaigns, and involving students in community service initiatives related to sustainability. Such activities enhance civic responsibility, social connectedness, and the internalization of sustainable values. Educational institutions should foster an environment that promotes active participation in sustainability initiatives by using community resources and stakeholders to extend learning beyond the classroom walls. These practical measures work together to establish a complete sustainability education system that combines experiential learning with skills development and community involvement which will help to create an environmentally conscious and responsible new generation.

8. Limitations & Directions for Future Research

The empirical study results reveal multiple research constraints and future research directions which guide the development of sustainable education and student engagement in Saudi Arabian educational settings and comparable environments.

The main limitation arises from the minimal impact of Institutional Support Systems (ISS) on the relationship between Student Engagement and Motivation (SEM) and Sustainable Education (SE). The study did not find any statistically significant moderation despite the theoretical support for institutional frameworks to create sustainable learning environments. The results may stem from differences in how Saudi universities conceptualize, deliver, and perceive institutional support systems. The leadership style differences, institutional priorities, and support accessibility issues may have reduced ISS’s measurable impact. Future research should investigate these contextual variances more deeply, possibly through case studies or mixed-methods research to identify institutional characteristics that enhance or hinder the role of ISS.

The study faces a further limitation because it depends on self-reported data obtained through standardized survey instruments. The standardized tools provide consistency and comparability, yet they fail to fully represent the complete range of students’ real-life experiences and their personal drive. The way participants report their engagement and support perceptions might be affected by response biases including social desirability and acquiescence bias. Future research should incorporate qualitative methods including interviews or focus groups to obtain detailed information about student motivation and institutional dynamics. The study’s exclusive focus on higher education restricts the ability to generalize its findings. The motivational factors of university students differ from those of secondary school students and vocational training participants because experiential learning and institutional influence work differently in these educational settings. Future research should expand its focus to include younger students and educational populations that are more diverse.

Future research needs to explore the particular contextual elements which determine ISS effectiveness. Leadership commitment to sustainability along with institutional culture, staff engagement, and resource distribution represent critical factors that either enable or block sustainability initiatives. Qualitative case studies of institutions with different sustainability performance levels would expose patterns which quantitative analysis cannot detect. The adoption of longitudinal and experimental research designs would help to establish causality and understand developmental trajectories over time. Tracking student engagement and sustainability attitudes across semesters or implementing targeted interventions (e.g., skill-based workshops or service-learning programs) would offer stronger causal inferences.

The next important step involves increasing the number of participants in the study. Using probabilistic sampling across regions, education levels, and cultural contexts both within Saudi Arabia and in comparative international settings can increase the external validity of the findings. This will also enable researchers to explore cultural or systemic factors that may mediate or moderate the relationships under investigation. Future research should also test alternative moderating and mediating variables because ISS is not a significant moderator. These might include individual-level factors such as prior sustainability awareness, personal values, or academic self-efficacy, which could influence how student engagement translates into sustainable outcomes.

The evaluation of particular interventions represents the last step. Experimental studies examining experiential learning models, technical skill-building curricula, or community-based educational programs will help to identify the best practices that educators can adopt. These interventions should be assessed not just for their immediate impact on motivation, but also for their longer-term contributions to sustainability competencies. Future research needs to advance from general constructs by studying the cultural elements, institutional specifics, and personal factors which support sustainable education in Saudi Arabia and other regions.

9. Conclusions

This study embarked on a transformative journey into the realm of sustainable education within Saudi Arabian higher institutions, addressing the pressing challenge of how experiential learning, skill empowerment, and community engagement can ignite student motivation toward sustainability goals. Utilizing a rigorous quantitative approach through Structural Equation Modeling (SEM) with Partial Least Squares (PLS), the research meticulously analyzed survey responses from 290 students across multiple universities, translating their perceptions into measurable data. The results illuminated a compelling narrative: experiential activities and community involvement significantly bolster student engagement, though institutional support systems showed a surprisingly modest moderating effect—highlighting both the power and the gaps within the current educational landscape. These insights not only reinforce the vital role of practical, social, and skill-based learning in cultivating sustainability-minded learners but also pave the way for future research to explore contextual nuances, refine institutional frameworks, and develop targeted interventions. As the path forward unfolds, integrating qualitative methods and expanding participant diversity will be crucial to deepen our understanding and craft innovative strategies that ensure sustainable education becomes an indelible part of educational curricula globally.

The research underlines the necessity of improving student motivation and participation to support sustainable education in Saudi Arabia. The research shows that experiential learning, skill development, and community involvement are the main factors that lead to the development of active and committed learners who are in line with sustainability principles. The strong relationships identified between these factors and sustainable education highlight the need for educational institutions to create meaningful, skills-based, and socially relevant learning experiences that motivate students to engage deeply with sustainability issues.

The research shows that institutional support systems have a weak moderating effect on these relationships in the Saudi context. This means that while institutional support is important, its implementation and perception need to be improved to effectively support student engagement and sustainability efforts. The future development of education requires policymakers and educators to implement comprehensive strategies which combine experiential learning with skill empowerment, community engagement, and strengthened institutional support to produce students who can support sustainable development. Further research needs to be conducted to identify the specific contextual elements that affect these dynamics so that effective targeted interventions can be developed to achieve meaningful progress in sustainability education.

By April 2025, implementing targeted strategies to enhance the experiential learning, skill development, and community engagement areas identified as high-importance, low-performance constructs can potentially elevate student motivation and sustainability outcomes, given that the model explains up to 87% of the variance in student engagement. These findings provide a compelling framework for policymakers and educators to prioritize interventions that are projected to produce measurable improvements in sustainable education within the next two years.