Behavioral Expectations of Business School Students Concerning Extreme Climate Events: Regional Insights and Implications for Southeast Europe

Abstract

This article presents the role of environmental attitudes and self-efficacy in shaping the behavioral expectations of business students in Southeast Europe regarding extreme climate events. Conducted across twelve public and private business schools in five countries, the study provides a baseline for comparison with similar empirical research. Using multiple linear regression, we analyze the relationship between the pro-environmental attitudes and environmental self-efficacy to the students’ climate change expectations. Our results indicate that pro-environmental attitudes significantly predict the students’ expectations of extreme climate events, while environmental self-efficacy plays a secondary but statistically significant role. These findings extend the extant literature by focusing on the role of sustainability in business school curricula and the potential positive outcomes of experiential learning methods and approaches.

1. Introduction

In recent decades, humanity has been facing extreme climate events and weather conditions (hurricanes, floods, extreme heat, etc.), and such events will influence the everyday and working life of young adults, as well as form public opinion and the psychological and behavioral development of new generations [1]. This is the reason for focusing on business university students—members of Generation Z who are old enough to enter the world of work soon and have already gained the experience needed to form opinions about environmental and climate issues. This generation can also be expected to have significant influence on climate change.

Baiardi and Morana [2] find that climate concerns depend on multiple socioeconomic factors, including per capita income, in European countries over the 2009–2019 period. It can be considered logical that the rising living standards contribute to the awareness of environmental issues. In addition, political preferences and social trust matter: conservatives seem to be more engaged in ‘climate change denial’, with the opposing psychological and behavioral patterns for liberals. As expected, the share of young people in the total population also matters, and it increases the awareness of climate change.

However, our research has been motivated by an interesting finding from the discussed study, demonstrating the association of university (tertiary) education with the concern of climate change. This is why we focus on business students, who could become socially responsible business leaders and contribute to solving the climate issues. Simultaneously, criticisms have been directed at business schools for ignoring the implementation of business ethics and social responsibility [3]. Sharma and Hart [4] suggest that only a handful of business schools meet the responsibility and sustainability challenges, emphasizing the role of students’ attitudes and competencies as key variables, indicating their future managerial influence on environmental sustainability. Therefore, we address this study’s research question: how do pro-environmental attitudes and environmental self-efficacy affect business students’ expectations of significant climate changes?

2. Theoretical Background

2.1. Extreme Weather, Climate Anxiety, and Pro-Environmental Behavior: The Roles of Self-Efficacy and Social Responsibility

Weather and climate conditions (such as temperature, humidity, atmospheric pressure, winds, etc.) play an important and vital role in individuals’ perceptions and interpretations of the world they live in, and are associated with the beliefs of individuals and society, as well as social narratives and rituals [5].

The role of extreme weather events and weather-related conditions and crises have been, in general, among the whole population, linked to several health and mental disorders, even trauma and post-traumatic stress disorders [6]. However, Akerlof et al. [5] indicated that most of their respondents did not have any personal experience with global warming, which reflects the difficulties of detecting and attributing weather conditions and their effects. Even if young adults aren’t immediately experiencing extreme climate change, many still feel anxious and helpless when they consider its long-term impacts on society and the economy [6]. Although large parts of the general population might underestimate the risks of climate change, some individuals and groups might exaggerate it, especially if they have recently experienced extreme climate change events [7]. Both the experiences of extreme weather and their generalizations, regardless of how realistic they might be, already serve as a source of anxiety and a factor of mental health issues for children and young adults [8].

A study conducted during the COVID-19 pandemic [8] shows that negative emotional responses associated with mental health were connected not only to the pandemic but also to environmental topics. The anxiety and grief arising from the pandemic and social isolation, as well as emotions concerning climate issues, were associated with guilt and helplessness. Interestingly, more stress and intense distress among young adults was associated with climate change expectations rather than the COVID-19 pandemic.

Climate changes and extreme weather conditions should also be analyzed from the point of view of social responsibility, concerning the cooperation of individuals and responsible corporate behavior. In the higher education context, business school students, assuming their role of future leaders, need to acknowledge the ethical and philanthropic aspects of their future responsibilities in corporate roles. Their expected behaviors are associated with attitudes, i.e., affective reactions and evaluative beliefs [9], leading to behavioral responses.

Therefore, the pro-environmental behaviors [10] and the subjective projection of how an individual feels effective in coping with future challenges, i.e., their environmental self-efficacy [11], were selected as key constructs in this study. While perception and values also strongly influence pro-environmental behavior [12], Grothmann and Patt [13] believe that proactive adaptation requires several factors, focusing on perceived adaptation efficacy and self-efficacy, which justifies our choice of key research constructs.

The extant theory has partially addressed this relationships, which shows that pro-environmental attitudes are a necessary antecedent of sustainable actions. However, they do not always translate into tangible behaviors due to various barriers, including a perceived lack of control or insufficient institutional support [12]. This study extends the extant literature by identifying the patterns of interactions among pro-environmental attitudes and self-efficacy, and their joint influence to business students’ expectations concerning extreme climate events. Its aim is to help untangling the interactions of cognitive and motivational factors underlying the formation of sustainable behavior.

2.2. Climate Change Expectations and Generation Z

The current university student generation (Generation Z) has excellent digital skills, which might promote their awareness of the need for environmental sustainability and strengthen their pro-environmental attitudes. In contrast, environmental efficiency still needs to be developed through educational and behavioral interventions aimed at their behaviors [14]. Namely, Skeiryte et al. [15] indicate the existence of differences in climate change perception, behavior, and social responsibility among the age groups, with a focus on Generation Z. While Generation Z in the EU is more aware of the climate changes and organizational responsibilities, and often participates in activities and organizations focused on the preservation of the natural environment, their behavior might not always be environmentally friendly. Therefore, there is ample space for further interventions toward the practical effectiveness of the young adults’ pro-environmental actions.

Based on a sample of Generation Z members, Juma-Michilena et al. [16] show the importance of environmental disengagement and intrinsic motivation in climate change attitudes, with previous participation in environmental actions catalyzing pro-environmental behavior. Since Anderson et al. [17] indicate the readiness of Generation Z to pay for socially and environmentally responsible products, it could be argued that young adults have internalized the need for corporate responsibility, which their future leadership roles will influence.

Along with environmental (in)action issues, Generation Z might misinterpret some complex aspects of climate change and extreme climate events [18]. In addition, there are new mental issues, i.e., climate anxiety (eco-anxiety) [19], including increased individual stress and anxiety concerning the feelings and perceptions of climate change and long-term weather consequences. This issue could be addressed by developing young adults’ environmental self-efficacy [20,21]. However, the eco-anxieties could even lead to inter-generational conflicts over climate change and the social framing of such conflicts [22]. Some experiences, such as those from the Australian health system, show the need for new mental health interventions [23].

Nevertheless, higher education must reflect on climate change-related emotions, attitudes, and behavior [24]. This recommendation is supported by the empirical findings [25] that Generation Z members need to seek the authenticity of Higher Education Institutions (HEIs) in addressing their perceived concerns. Torroba Diaz et al. [26] confirm the previously discussed findings by focusing on the central role of young adults’ environmental intelligence, defined in the terms of understanding the environmental changes and demonstrating sensitivity to those changes. In cases when the sole presence of environmental content in HEI curricula is expected to ‘automatically’ create pro-environmental effects, without considering the described individual factors or the social context, there seems to be little success [27].

3. Materials and Methods

In this paper, we used a non-systematic sampling approach to collect responses from 372 students studying in twelve private and public business schools across Slovenia, Croatia, Bosnia and Herzegovina (Federation of Bosnia and Herzegovina, and Republic Srpska), Montenegro, and Serbia.

This study focuses specifically on business school students as a subset of Generation Z for several compelling reasons. First, as members of Generation Z, business students represent a critical demographic whose values and competencies will shape future managerial practices and organizational responses to climate change [4]. Business schools are criticized for the lack of ethics and social responsibility in their programs [3]. Therefore, it is important to analyze how business education affects students’ views and actions on the environment.

Additionally, the unique historical, cultural, and policy contexts of Southeast Europe may distinguish our results compared to other regions or studies with more diverse young adult populations.

Our sample has, therefore, been chosen to compare the environmental perspectives of business students with those of other university populations and broader segments of Generation Z. This way, we are able identify gaps in the existing educational practices and formulate relevant recommendations for business school administrators. While including non-business students or individuals without higher education into our sample might have offered some new perspectives, doing so could dilute our focus on clarifying the relationship between pro-environmental attitudes, self-efficacy, and the climate expectations of future business leaders.

This study was not pre-registered, as it was exploratory and aimed to establish an initial assessment of the relationship between pro-environmental attitudes, environmental self-efficacy, and climate change expectations among business students in Southeast Europe.

We employed cross-sectional design to answer the previously stated research question, focusing on environmental attitudes and self-efficacy in predicting the business students’ expectations of extreme climate events. Attitudes cannot be directly observed. They can only be measured through observable responses in questionnaires.

We employed a non-systematic sampling approach to collect responses from 372 students enrolled in twelve public and private business schools across five Southeast European countries: Slovenia, Croatia, Bosnia and Herzegovina (Federation of Bosnia and Herzegovina and Republika Srpska), Montenegro, and Serbia.

Table 1. Research sample.

Country	Freq.	%	Valid %
Croatia	74	19.9	19.9
Slovenia	63	16.9	16.9
Bosnia and Herzegovina	115	30.9	30.9
Serbia	34	9.1	9.1
Montenegro	86	23.1	23.1
Total	372	100.0	100.0

Source: Results of the empirical research.

provides a breakdown of the sample by country.

Participants were, on average, 24 years old (mean = 23.86 years), with 89 respondents (24%) identifying as male, 281 respondents (75.7%) as female, and two participants either declining to specify or identifying as gender-neutral. Additional demographic information is presented in

Table 2. Demographic information of the sample.

Age Group	Freq.	%	Valid %
Younger than 24	280	75.3	76.9
25–29	42	11.3	11.5
30–34	18	4.8	4.9
35 or older	24	6.5	6.6
Missing	8	2.2	/
Total	372	100.0	100.0
Gender	Freq.	%	Valid %
Male	89	23.9	24.0
Female	281	75.5	75.7
Gender neutral	1	0.3	0.3
Missing	1	0.3	/
Total	372	100.0	100.0
Level of study	Freq.	%	Valid %
Undergraduate (BSc)	223	59.9	61.3
Graduate (MSc)	102	27.4	28.0
Doctoral (PhD)	39	10.5	10.7
Missing	8	2.2	/
Total	372	100.0	100.0

Source: Results of the empirical research.

.

We measured the pro-environmental attitudes by using the widely accepted revised New Environmental Paradigm (NEP) scale, consisting of 15 items [28]. Environmental self-efficacy is based on Bandura’s self-efficacy theory [29], which has been previously applied in environmental psychology [30]. This construct has been operationalized by using the eight-item version of the New General Self-Efficacy Scale, originally developed by Chen et al. [31]. In both cases, we used the standard five-point Likert scale, ranging from “strongly disagree” to “strongly agree.” Items describing extreme climate change events were operationalized using the extant research from Blennow et al. [7] and Akerlof et al. [5], with the adaptation to the relevant regional context, based on Thiery et al. [32]. Those items included extreme heat, droughts, floods, wildfires, willingness to make personal sacrifices due to climate change, and negative impacts on one’s country and the countries in the Global South.

Data were collected using an anonymous online survey hosted by the QualtricsXM platform. Participants voluntarily completed the survey after providing informed consent. The questionnaire consisted of (optional) demographic questions, items related to pro-environmental attitudes, environmental self-efficacy, and expectations of extreme climate events. We conducted the statistical analysis using the IBM SPSS 25 software, specifically the linear correlation and multi-step linear regression procedures.

4. Results

First, we performed the correlation analysis to analyze the associations among the significant constructs in the empirical research (see

Table 3. Correlations among study constructs.

Variable		Pro-Env. Attitudes (NEP Score)	Env. Self-Efficacy	Average Expectations of Extreme Climate Change
Pro-env. attitudes (NEP Score)	Pearson coefficient	1	0.107 *	0.558 **
	Sig. (2-tailed)		0.039	0.000
Env. self-efficacy	Pearson coefficient		1	0.224 **
	Sig. (2-tailed)			0.000
Average expectations of extreme climate change	Pearson coefficient			1
	Sig. (2-tailed)

Note: * Correlation is significant at the 0.05 level (2-tailed). ** Correlation is significant at the 0.01 level (2-tailed). Source: Results of the empirical research.

). All linear correlations, measured by the conventional Pearson coefficient, are statistically significant. With a statistical significance of 1%, results show an association between the pro-environmental attitudes and the expectations to live through extreme weather events during one’s lifetime. While this association has a relatively high strength, the association between environmental self-efficacy and the expectations of extreme weather events is moderate, although still significant at the 1% level. A statistically significant linear association exists between pro-environmental attitudes and environmental self-efficacy (at the 5% level). However, it is of moderate strength only.

The multi-step linear regression was used to assess the existence and verify our presumptions about the causality of the relationship between pro-environmental attitudes, self-efficacy, and the expectations of extreme climate change events (see

Table 4. Multi-step linear regression predicting climate change expectations.

Variable	Model 1	Model 2
Pro-env. attitudes (NEP Score)	β = 0.558 **	β = 0.540 **
Env. self-efficacy	N/A	β = 0.166 **
R2	0.311	0.338
ΔR2	N/A	0.027
F-value	167.235 **	94.394 **

Note: ** p < 0.01. Source: Results of the empirical research.

). In the first step, we used pro-environmental attitudes, measured by the revised NEP score, as a single predictor. The resulting linear regression model (Model 1) explained 31.1% of the variance and was significant at the 1% level (R² = 0.311, F = 167.235, p < 0.001), along with the standardized beta coefficient (β = 0.558, p < 0.001).

In the second step, we added an estimated pro-environmental self-efficacy as the predictor of the regression model (Model 2). The additional variance explained by introducing the second predictor equals 2.7% (ΔR² = 0.027). The second regression model is also statistically significant at the 1% level (F = 94.394, p < 0.001), with the standardized beta coefficient demonstrating a powerful influence on the pro-environmental attitudes on climate expectations (β = 0.540, p < 0.001). Environmental self-efficacy has a lower effect on predicting climate change expectations, as shown by the value of the standardized beta coefficient, which remains significant at the 1% level (β = 0.166, p < 0.001).

To ensure that our sample size was adequate, we performed a post hoc power analysis using the popular G*Power 3.1.9.6 software package. We specified the “Fixed model, R² increase” option to assess the effect of adding a predictor. We based our analysis on a partial R² of 0.338, corresponding to an effect size of 0.51. Setting α at 0.05 with N = 372, two predictors in the model (with one tested predictor), the analysis yielded a noncentrality parameter (λ) of 189.93, a critical F of 3.87 (numerator df = 1; denominator df = 369), and a power (1 − β) exceeding 0.99. These results confirm that our sample size is sufficient to detect the effect of interest.

The strong correlations between variables (see Table 3) match theoretical predictions, supporting the validity of the constructs. Regression models (see Table 4) explained 33.8% of the variance in climate expectations, with consistent beta coefficients (β), suggesting robustness despite the cross-sectional design.

5. Discussion

This study indicates that the business students’ expectations regarding extreme climate events are mainly associated with their pro-environmental attitudes, while environmental self-efficacy makes a secondary but statistically significant contribution [10,29]. Stern [10] claims that behaviors of environmental significance originate from personal norms and values. Our analysis shows that these attitudes account for 31.1% of the variance in climate expectations, meaning that the students’ perceptions of climate change are connected with their underlying value systems—systems likely influenced by academic experiences and broader societal discussions on sustainability [4]. In addition, the relatively modest impact of self-efficacy is consistent with Bandura’s view [29] that a supportive motivational and attitudinal framework is needed for personal confidence to translate into action.

Our findings support the model proposed by Grothmann and Patt [13]. They suggest that self-efficacy is significant for proactive behavior, and our results align with that idea. Within the specific sample of university students at business schools, there could be more reliance on attitudes rather than on self-efficacy. Since a business education tends to prioritize strategic and systemic approaches, this could result in the reduced emphasis on the role of individual responsibilities and actions in developing young adults’ environmental orientation. Such a proposition is confirmed by Sigurjonsson et al. [3] concerning the limited integration of ethics in business curricula. In addition, the moderate correlation we observed between pro-environmental attitudes and self-efficacy supports Chen et al. [11]’s argument that while these constructs are connected, they are not identical, since self-efficacy could motivate pro-environmental behavior, especially if a strong environmental identity exists.

Comparisons with the extant literature show both similarities and differences. Skeiryte et al. [15] found that while Generation Z in the EU is highly aware of climate issues, their behavioral changes remain limited. Our data follow this pattern, showing a stronger focus on attitudes rather than immediate self-efficacy. Similarly, Juma-Michilena et al. [16] pointed to cultural and institutional factors as key moderators of pro-environmental behavior among Generation Z, which could help explain some of the regional differences observed in our Southeast European sample. For instance, a higher proportion of students from Montenegro (23.1%), a country increasingly focused on sustainable tourism [33], may explain the somewhat stronger climate expectations compared to students from Bosnia and Herzegovina (30.9%), where there might be a focus on post-conflict economic priorities.

Alternatively, Meyer [34] found that education is a stronger predictor of pro-environmental behavior than attitudes alone. This empirical result applies especially to business students, who often focus on economic and strategic perspectives over ecological ones, which may be different from that of students in environmental sciences or STEM fields [35]. The mentioned finding aligns with the previous results of empirical research, proposing that the business students’ expectations are significantly shaped by professional socialization that emphasizes risk assessment and long-term planning [25]. On the other hand, Thiery et al. [32] stress the importance of intergenerational equity in climate exposure, which might not be as relevant for business and economics students.

The gender imbalance in our sample (75.7% female) also needs to be discussed, particularly in relation to the climate anxiety. Previous research shows that young women often experience more significant climate-related distress, which may be linked to more pronounced pro-environmental attitudes [19,20]. Although this investigation did not directly assess climate anxiety, the predominance of female participants could help explain the strong influence of attitudes observed here. Lee et al. [18] found that gender-specific socialization processes can contribute to increased environmental concerns. Subsequent studies should analyze the gender differences by directly contrasting the perspectives of male and female students and using qualitative approaches to uncover the full range of their emotional responses.

Comparing with the discussion of gender differences concerning climate perceptions in the extant literature shows similarities, as well as some differences. Research from societies in the Western countries often shows that women express stronger pro-environmental attitudes, although there might be much less differences in pro-environmental behaviors [15]. Gender influences attitudes and shapes the social and cultural context of climate expectations. Future studies could, therefore, employ qualitative approaches, such as in-depth interviews and focus groups, to explore how male and female students reconcile personal climate concerns with profit-oriented objectives within the corporate sector—an issue that remains underexplored in the current literature.

This study’s relatively modest predictive power of self-efficacy indicates that business education should incorporate teaching methods that connect theoretical attitudes with tangible skills. For example, service-learning programs that integrate community projects into the curriculum have proven effective [36]. Other innovative approaches to academic teaching and learning concerning sustainability could also be applied. Sustainability case studies provide students with experiential skills in balancing profitability with environmental and social responsibilities [37]. Experiential approaches like service-learning have also improved teachers’ engagement with innovative teaching practices [38]. This kind of hands-on learning not only enriches general academic experiences but could also offer valuable benchmark for sustainability education. Using other experiential learning methods, such as business simulations, could also help address challenges of teaching sustainability in business schools. These tools allow students to practice decision-making concerning climate risks and resource constraints, preparing them to contribute to organizational sustainability efforts upon entering the workforce.

Instead of relying on superficial methods [4], business schools should fully integrate climate- and sustainability-related themes into their curricula, including topics, such as green investment strategies, addressing green consumer interest, etc. This comprehensive change of curricula would reflect Pellitier et al.’s [24] call for instructional practices that merge analytical rigor with emotional and ethical dimensions.

First, this study’s cross-sectional design limits the ability to draw causal conclusions between the variables examined. In addition, a longitudinal research design should be used to provide a better view of how attitudes and self-efficacy develop as students acquire work experience and, eventually, transition into leadership roles. Second, the gender imbalance in this sample —a common occurrence in social science research [25]—may limit the generalizability of our results. Third, regional factors—such as the post-socialist economic transitions in Southeast Europe—could influence environmental attitudes differently compared to Western contexts, suggesting the need for cross-cultural comparisons.

New studies should focus on the extreme climate expectations’ influence on behavioral patterns. Pro-environmental attitudes could be combined with measures of participation in campus sustainability initiatives to develop insights into the consistency between attitudes and actions. In addition, qualitative approaches—such as focus groups—could provide a deeper understanding of how students reconcile personal climate concerns with the profit-oriented objectives of the corporate sector, an issue that remains underexplored.

In summary, this study enhances our understanding of the psychological factors underlying the business students’ expectations concerning extreme climate events by demonstrating that pro-environmental attitudes are the primary predictor, with self-efficacy contributing in a supportive capacity. By situating our results within the frameworks proposed by Stern [10] and Bandura [29], we emphasize the importance of a business education in cultivating value-driven perspectives and practical skills.

6. Conclusions

This study shows that the business students’ expectations about extreme climate events are closely linked to their pro-environmental attitudes. At the same time, environmental self-efficacy plays a more modest role [10,29], which is still statistically significant in our empirical results. These findings imply that an environmental education should be a central element of business curricula rather than an afterthought. Mashne and Baracskai [39] remind us that the mental frameworks held by senior managers—shaped by generational values—are fundamental in influencing corporate social responsibility.

Academic teaching and learning strategies, combining classroom theory with practical experiences, could be extremely valuable. For example, service-learning projects and case studies on topics such as green investment strategies and effective responses to climate risks can enable the students to convert abstract environmental ideas into practical applications [34,35]. These hands-on learning opportunities may help reconcile the observed discrepancy in our sample, where environmental self-efficacy, though statistically significant, does not have the same predictive force as pro-environmental attitudes.

Outside the classroom, the Southeast European region provides a rich setting for further inquiry. In Croatia, the recent measures taken to regulate short-term tourist rentals have ignited debates over sustainable tourism development, as policymakers work to reconcile the economic benefits with the residents’ quality of life [40]. Likewise, Montenegro’s coastal areas contend with issues stemming from seasonality and the need to align tourism practices with economic and social priorities [33]. Given that many countries in this and neighboring regions operate their tourism sectors with suboptimal productivity and efficiency [41], there is a relevant argument for regional business education programs to incorporate modules on sustainable tourism management. The sample implication applies to other countries in the region, such as Albania, which has not been included in this study.

Drawing on insights from the research into managerial mindsets [39] and on the evidence from Southeast European contexts, our study advocates for substantial changes in regional business education. Academic programs should be redesigned to include in-depth courses on environmental and sustainability topics that provide students with the practical skills to manage regional, tourism-oriented economies and support sustainable development effectively. Also, business schools should enter into partnerships with research institutions and corporations to make sustainability education more practical and relevant. These partnerships can help enhance academic teaching and learning about sustainability.

The findings of this study have a generalization potential beyond Southeast Europe, focusing on the relationship between environmental attitudes and (future) leadership behaviors of business students, as they enter the world of work. Beyond the tourism sector, these insights may extend to other industries and regions. Existing research [42] backs up this broader impact, while environmental sustainability is increasingly seen as a key force in modern business [43].

Therefore, business schools should focus on “normalizing” sustainability and positioning it as a strategic imperative rather than a peripheral concern belonging to the business ethics and social responsibility fields. This way, business schools can improve the skills and competencies of future business leaders to drive innovation while still following the ideas of sustainability and applying specific frameworks of sustainable development, such as the UN Sustainable Development Goals (SDGs). This approach addresses both regional and global priorities of sustainable and inclusive development.