The impact of sustainability literacy, social support, and attitudes towards innovation on sustainable energy consumption among Indonesian youth

Sustainable energy consumption has become an essential goal in addressing climate change and reducing environmental degradation. Despite increasing awareness, behavioural change toward sustainable energi use, especially among youth, remains limited. Existing studies often focus on either individual knowledge or social environments in isolation, leaving a gap in understanding how sustainability literacy and social support jointly influence sustainable energy consumption behaviour. This study aims to explore these relationships in an educational context, focusing on university students as future agents of sustainable transformation. This research employed a quantitative approach using Covariance-Based Structural Equation Modeling (CB-SEM). Data were collected from 337 undergraduate students enrolled in business and economics programs at three Indonesian universities. The analysis examined the direct effects of sustainability literacy and social support on sustainable energy consumption behaviour. The findings reveal that both sustainability literacy and social support significantly and positively impact students’ sustainable energy consumption behaviour. Sustainability literacy equips students with knowledge to make informed energy choices, while social support reinforces these choices through motivation and affirmation from peers and social networks. These results highlight the importance of combining educational interventions and social reinforcement to foster behavioural change. Universities play a strategic role in embedding sustainability knowledge and cultivating supportive communities that enable sustainable lifestyles.

1 Introduction

Residential and commercial energy usage forms a significant portion of electrical system demand (Pérez-Lombard et al., 2008). Most of the energy is used to maintain an acceptable indoor atmosphere through ventilation, heating, and air conditioning, along with additional requirements for lighting, hot water, and a variety appliances (Chel and Kaushik, 2018). Consumers play a crucial role in managing energy demand, particularly given the unpredictable nature of renewable energy sources such as solar and wind (Wall et al., 2021).

There has been an increase in energy consumption in Indonesia in various energy sources (Ritchie et al., 2022b; Hilmiyati-Mas’adah et al., 2024; Kanugrahan et al., 2022; Kanugrahan and Hakam, 2023; Paradongan et al., 2024; Pramana et al., 2024). Increasing domestic energy consumption in developing countries, such as Indonesia, has a significant impact at the global level, as it affects trade flows, investment, and the climate (Darrian et al., 2023; Elfaki et al., 2021). Thus, there is an entanglement between energy and development in developing countries. Balancing energy use requires the integration of environmental sustainability, technological progress, and economic growth (Qian and Ji, 2022). Meeting the demands of society and business while keeping a closer eye on the environmental impacts of energy generation presents two significant challenges for the energy sector (Zakharov et al., 2022).

When fossil fuels are burned, harmful gases like carbon dioxide (CO₂), sulfur dioxide (SO₂), carbon monoxide (CO), nitrogen oxides (NOx), particulate matter (PM), and heavy metals are released. These gases can have detrimental effects on the environment, including global warming and climate change. Fuel burning will require more electricity to be produced when energy consumption rises, which could result in higher emissions (Gasparotto and Da Boit Martinello, 2021; Perera, 2018). Indonesia’s GDP expanded dramatically from 1990 to 2022, accompanied by a 370% increase in total CO₂ emissions. According to the findings, Indonesia’s rapid economic growth has had a significant impact on CO₂ emissions. As a result, the nation needs to work harder to mitigate the adverse environmental effects of its rapid economic growth by implementing policies and initiatives that reduce CO₂ emissions and enhance energy efficiency (Darrian et al., 2023; Ritchie et al., 2022a).

Sustainability is a broad concept that includes economic, social, governance, and environmental aspects, all of which interact to influence how people use energy (Najjar, 2022). Energy-saving practices are closely linked to sustainability values (Bian, 2020; Fraj and Martinez, 2006). Although prior research has demonstrated a positive correlation between Sustainable Energy Consumption Behavior, Sustainability Literacy, and Social Support, it frequently neglects to examine the mediating role of Attitude Towards Sustainable Innovation in this context (Acquadro Maran et al., 2023; Chel and Kaushik, 2018; Fischbach and Yauney, 2023).

This study aims to fill the gaps by investigating the intricate relationships between social Support, sustainability literacy, and attitudes toward sustainable innovation in influencing young Indonesians’ sustainable energy consumption behavior. The study will provide insights for developing sustainable policies, energy-efficient products, and educational initiatives that promote sustainability in Indonesia, utilizing structural equation modelling (SEM).

This research also contributes to the development of literature on sustainability and consumption behavior. In this study, we focused on the main five research questions.

RQ1: Is there a relationship between Sustainability Literacy and Sustainable Energy Consumption Behavior?

RQ2: Is there a relationship between Social Support and Sustainable Energy Consumption Behavior?

RQ3: Is there a relationship between Attitudes Towards Sustainable Innovation and Sustainable Energy Consumption Behavior?

RQ4: Is there a mediating effect of Attitudes Towards Sustainable Innovation among Sustainability Literacy and Sustainable Energy Consumption Behavior?

RQ5: Is there a mediating effect of Attitudes Towards Sustainable Innovation among Social Support and Sustainable Energy Consumption Behavior?

This study is significant in the context of growing global concerns about sustainable behavior among young individuals, particularly university students who represent the future agents of change. Despite various educational campaigns, gaps remain in understanding how internal (e.g., sustainable literacy) and external (e.g., social support) factors jointly influence pro-environmental behaviors. By empirically examining the relationships among sustainable literacy, social support, and sustainable behavior, this study makes a significant contribution to both theory and practice.

The main contributions of this paper are threefold: (1) it extends the current literature by integrating social support into the framework of sustainable behavior modeling; (2) it empirically validates the mediating role of sustainable literacy and sustainable consumption behavior in shaping environmentally responsible actions; and (3) it provides actionable insights for educational institutions and policymakers to design more targeted sustainability interventions.

In addition to these contributions, this study provides several innovations that differentiate it from prior research. Most existing studies have examined the influence of social support and sustainable literacy in isolation. By contrast, our study integrates these variables into a comprehensive model that incorporates sustainable consumption behavior as a previously underexplored mediating factor. Moreover, by focusing on Indonesian university students, a population rarely examined in this context, the study offers context-specific insights. Finally, the use of a robust SEM technique with AMOS 28 enhances the methodological rigor of our findings, offering stronger empirical support than traditional regression-based approaches.

The remainder of this research is organized as follows. Literature Reviews are discussed in Section 2. Methods are discussed in Section 3. Section 4 examines the analysis of Covariance-based structural equation modelling (CB-SEM) results. Section 5 Discussion section interprets these findings, explores the causal relationships among constructs and highlights the theoretical and practical value of the research. The conclusion of the work is presented in Section 6.

2 Literature review

The literature review highlights previous results, as presented in Table 1. Studies on sustainability literacy emphasize the importance of promoting environmentally responsible consumption behaviors. Chamcham et al. (2024) illustrate how media literacy on sustainability in Iran enhances sustainable consumption behavior, while Brody and Ryu (2006) demonstrate how sustainability education positively affects students’ consumption behavior in the U.S. Pšurný et al. (2023) in the Czech Republic report the understanding food quality and reducing waste contribute to more responsible consumption, with Biswas (2020) in India also emphasizing the influence of environmental Literacy on healthier, sustainable lifestyle choices. Similarly, Tomás et al. (2022) highlight the impact of sustainability literacy on teachers’ pedagogical behaviors in Peru, demonstrating that an increased understanding of sustainability leads to more mindful consumption practices. These findings focus on the role of sustainability literacy in fostering environmentally responsible behaviors, which is significant to this study’s focus on Indonesian youth. These results underscore the importance of sustainability literacy in promoting environmentally responsible behavior, which is particularly relevant to the study’s focus on young Indonesians.

Table 1

Table 1. Literature review.

Another key factor in increasing sustainable consumption is social support. Research from Watkins et al. (2019) in New Zealand and Geng et al. (2017) in China shows that social support in sustainability education influences children’s sustainable consumption practices, which supports the findings of Al-Nuaimi and Al-Ghamdi (2022) that educational environments in Qatar encourage pro-environmental behavior among students. While Niamir et al. (2020), who studied families in the Netherlands and Spain, demonstrate that social norms and awareness lower energy use, Banyte et al. (2020) in the UK emphasize that excitement and support in the home and work environments increase sustainable behaviors. These research findings show that social Support, particularly in educational settings, can be critical in encouraging young people to engage in sustainable consumption, which is relevant to the Indonesian setting under discussion.

Sustainable consumption decisions are also significantly influenced by attitudes toward innovation. According to research conducted in India by Deka et al. (2023), children’s environmentally friendly activities are influenced by cognitive aspects, including self-regulation and receptivity to innovation. According to Dong et al. (2018), in China, sustainable consumption decisions are promoted by attachment to long-lasting products influenced by material values. In New Zealand, Lee et al. (2015) also demonstrates how place identification values can positively impact sustainable consumption. In Indonesia, Bui et al. (2022) also emphasize the role of consumer behavior and social impact in promoting the development of sustainable purchasing habits. According to these studies, a favourable attitude toward innovation, especially regarding sustainable goods and services, greatly influences consumers’ decisions to make environmentally friendly purchases. Showed important information for figuring out how young Indonesians feel about sustainability.

Furthermore, it has been discovered that technology and energy efficiency are crucial for promoting sustainable energy use. In the United States, Adua (2020) examines the efficacy of energy-saving devices, including insulation and programmable thermostats, concluding that they lower residential energy use but have some rebound effects. While Jailani et al. (2020) in Malaysia emphasize that increasing awareness of energy use patterns helps optimize home energy consumption, Masoodian and Luz (2016) offer a time-load visualization in New Zealand that improves public understanding of energy consumption. In Canada, Singh et al. (2022) investigate how geodemographic characteristics influence electricity use, while in Australia, Frederiks et al. (2015) discuss the impact of psychological and sociodemographic factors on energy use. These studies show how energy-efficient technologies and high literacy levels can help individuals manage their energy use more sustainably, which is essential for promoting sustainable practices among young Indonesians.

In summary, prior studies have indicated that social support plays a significant role in shaping environmentally responsible behaviors by providing emotional, informational, and instrumental resources. Sustainable literacy has also been identified as a key predictor of sustainable behavior, enabling individuals to understand environmental information better, evaluate it more effectively, and act upon it more effectively. Furthermore, sustainable consumption behavior is recognized as a mediating factor linking cognitive awareness and actual sustainable practices.

Based on the literature, the main hypothesized relationships examined in this study are as follows:

1. Social support has a positive effect on sustainable behavior.

2. Social support positively influences sustainable literacy.

3. Sustainable literacy positively affects sustainable behavior.

4. Social support has a positive impact on sustainable consumption behavior.

5. Sustainable consumption behavior has a positive effect on sustainable behavior.

These relationships form the theoretical foundation of our conceptual model, which integrates both personal and contextual factors in predicting sustainable behavior among university students.

3 Research methodology

The theoretical framework for examining the relationship between social Support, sustainability literacy, and sustainable energy consumption behavior with attitudes toward sustainable innovation acting as a mediating factor is depicted in Figure 1.

Figure 1

Figure 1. Theoretical framework for sustainable energy consumption behavior.

Covariance-based structural equation modeling (CB-SEM) was employed in this study for statistical analysis, implemented using IBM SPSS AMOS 28 to ensure analytical precision. This technique is well-suited for testing theoretical models involving latent variables and mediating relationships. It estimates model fit using the covariance matrix, allowing for a rigorous evaluation of how well the hypothesized structure aligns with the observed data. CB-SEM was applied to examine the interrelationships among attitudes toward sustainable innovation, social support, sustainability literacy, and sustainable energy consumption behavior. Before testing the structural model, a Confirmatory Factor Analysis (CFA) was conducted to validate the measurement model in terms of reliability and construct validity (see Figure 2).

Figure 2

Figure 2. Pooled confirmatory factor analysis.

In this study, Indonesian students enrolled in a business and economics program were selected for sampling using a probability-based approach. Students pursuing degrees in business and economics are given particular consideration due to their immense potential to impact people’s actions about using renewable energy. Since they will probably make decisions in the future and are expected to be knowledgeable and skilled in sustainability, these students make an ideal group to study attitudes and behaviors toward sustainable energy. Students with higher education, especially in business and economics, are better equipped to make judgments that promote sustainable growth, according to Žalėnienė and Pereira (2021). Additionally, business and economics curricula frequently address energy consumption, economic development, and social impacts, enhancing students’ understanding of and ability to persuade others to adopt sustainable practices (Ling et al., 2021). Social influences, innovation-friendly attitudes, and sustainability knowledge can be more directly linked to practical, sustainable energy practices thanks to the framework provided by their educational experience.

The minimal sample size is defined as the result of GPower 3.1, a tool frequently used in psychological and economic studies (Hakam D. F. et al., 2024; Hakam L. I. et al., 2024). The data collection was carried out by trained enumerators who distributed standardized questionnaires to students across three different higher education institutions. These enumerators were instructed to assist respondents throughout the process to ensure clarity and accuracy in their responses. A total of 350 initial responses were collected, of which 337 were retained after data cleaning, resulting in a valid response rate of 96.28%.

The final sample comprised 337 university students. Of these, 198 (58.75%) were female and 139 (41.25%) were male. Participants ranged in age from 18 to 25 years, with a mean age of 20.4 years. All respondents were enrolled in undergraduate programs, primarily in fields related to economics, education, and environmental sciences. Approximately 62% of the students had previously participated in sustainability-related courses or programs. To minimize potential bias, instructors from the respective institutions facilitated the distribution process and provided support to students as they completed the questionnaires.

Previous research was adapted to create and develop questionnaires. A 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree), and a score calculation using an assessment method in the form of positive questions were employed to measure the four variables included in this study. We adapted the items aimed at measuring Sustainability Literacy from Ozdemir (2024) and Sousa et al. (2021) items aimed at measuring Social Support were taken from Abdullah et al. (2022) and Benazzi et al. (2006). We adapted the Attitudes Towards Sustainable Innovation construct items from Ahn et al. (2020) and Jiang et al. (2022). The Sustainable Energy Consumption Behavior construct items were modified from Hasan (2024) and Hasibuan and Judijanto (2023). To improve understanding of the questionnaire and translation errors, experts repeatedly validated the translation of the instrument from English to Indonesian.

We involve professionals in the fields of economics, business, and education in the development of the items used in the questionnaire. This professional involvement ensures the relevance and depth of the questionnaire items. To validate the instrument, we conducted a pilot study involving 100 participants and conducted an Exploratory Factor Analysis (EFA). Through the pilot study, we refined the questionnaire items based on empirical evidence. EFA findings provide a basis for field studies, enabling the application of Structural Equation Modelling (SEM) and Confirmatory Factor Analysis (CFA).

We adapted the two-phase SEM model developed by Anderson and Gerbing (1988). The first phase involves assessing the measurement model by validating the validity of the constructs used. The second phase consists of assessing the structural model, which determines the relationships between latent variables. These two phases demonstrate the importance of validating the measurement model before evaluating the structural model, thereby increasing the reliability and validity of this research.

A technique was used in the study that concurrently assesses first- and second-order factor loadings. We can gain a deeper understanding of the structure and effectiveness of the proposed measurement model by employing Confirmatory Factor Analysis (CFA). Validity, reliability, normality, and one-dimensionality are characteristics of this methodology. Measures must fulfil specific criteria to be reliable and accurate. CFA conducts a thorough evaluation of the model’s overall effectiveness and performance.

The structural model analysis aims to assess predictive correlations and investigate interactions among constructs to gain insight into the overall structural dynamics of the model. This method enables the examination of both direct and indirect effects, particularly when attitudes toward sustainable innovation are used as a mediator. The proposed hypotheses guiding this analysis are presented in Table 2.

Table 2

Table 2. Hypothesis.

Hypothesis 1: Indonesian youth with greater sustainability literacy are more likely to engage in sustainable energy consumption practices. Few studies highlight the link between environmentally conscious behavior and sustainability literature. Media literacy on sustainability improves sustainable behavior, suggest Chamcham et al. (2024). In a similar vein, Brody and Ryu (2006) demonstrate that sustainability education has a positive impact on the purchasing behavior of American students. By bridging the information and action gap, an awareness of sustainability promotes responsible behaviors (Pšurný et al., 2023). There are also counterarguments that, without encouraging social frameworks, greater Literacy might not be enough to influence behavior (Muslimah and Muhyidin, 2024). As a result, opinions on how sustainability literacy influences sustainable consumption habits vary.

Hypothesis 2: Among Indonesian teenagers, higher levels of social Support are associated with higher levels of sustainable energy use behavior. Research has indicated a robust association between sustainable consumption and social Support. For instance, Watkins et al. (2019) in New Zealand and Geng et al. (2017) in China show how social Support has a significant impact on the sustainable behaviors of young people. Studies conducted in the Netherlands and Spain have shown that social norms and household encouragement can further boost sustainable actions (Niamir et al., 2020). However, sustainable consumption might not be viable in the long run if social reinforcement is inconsistent. Although social networks are essential for promoting sustainable behavior, their effects can differ based on the type and degree of Support received.

Hypothesis 3: A positive attitude toward sustainable innovation implies higher Sustainable Energy Consumption Behavior. Choices on sustainable consumption are influenced by attitudes toward innovation, particularly in sustainable technology and products. Sustainable behavior in New Zealand is significantly influenced by place identification and values, according to Lee et al. (2015). Karmokar et al. (2021) further emphasize that an environmentally friendly attitude is encouraged by a favourable attitude toward sustainable products. However, some research indicates that adoption rates of innovations may vary without continuous engagement and reinforcement.

Hypothesis 4: The impact of Sustainability Literacy on sustainable energy consumption behavior is mediated by attitudes toward sustainable innovation. According to this hypothesis, people are more likely to engage in sustainable energy practices if they have a favourable attitude toward innovation and a high level of sustainability literacy. Englis and Phillips (2013) point out that innovation amplifies the impact of perceptions about the environment on behavior. The effect of Literacy on behavior is also strongly mediated by attitudes toward sustainability, according to Danish Habib et al. (2021).

Hypothesis 5: The relationship between social Support and sustainable energy consumption behavior is mediated by attitudes toward sustainable innovation. Positive views on sustainable innovation can be fostered by social Support, which in turn promotes sustainable consumption. Although Xiao and Su (2022) further reinforce the relevance of social structures in promoting sustainability-related behaviors, Wyrwa et al. (2023) highlight how social influence can form sustainable attitudes.

4 Results

The results from Table 3 show the reliability analysis using Cronbach’s Alpha Value method, which compares the number of shared variables between items and forms an instrument with a total number of variables (Cho and Kim, 2015; Christmann and Van Aelst, 2006). This analysis is conducted on variables such as Sustainability Literacy (0.72), Social Support (0.74), Attitudes Towards Sustainable Innovation (0.78), and Sustainable Energy Consumption Behavior (0.75). The results of this analysis revealed significant findings obtained using valid measurement instruments. Apart from that, Table 3 also presents the results of descriptive statistics, which provide information about the main trends and variability in the dataset by measuring the average value and standard deviation. The following are the average results of variable data, ranging from high to medium perception, including Sustainable Energy Consumption Behavior (M = 3.9), Social Support (M = 3.8), Attitude Towards Sustainable Innovation (M = 3.7), and Sustainability Literacy (M = 3.5).

Table 3

Table 3. Analysis of reliability and descriptive statistics.

Confirmatory factor analysis (CFA) serves as validation of a hypothesized model consisting of one or more latent variables, which are measured by one or more indicator variables, including Sustainability Literacy, Social Support, Attitudes Towards Sustainable Innovation, and Sustainable Energy Consumption Behavior (Kyriazos, 2018). CFA factor analysis is conducted to assess the accuracy and suitability of the proposed model from a study. The variables in this study are used to evaluate the fitness of the confirmatory factor analysis (CFA) model. Bentler (1990) introduced the Comparative Fit Index (CFI), categorized as an Incremental Fit measure, which assesses how well the hypothesized model compares to a baseline model. A CFI value above 0.90 indicates a good fit, and in this study, the obtained value is 0.93, reflecting a satisfactory model fit. Browne and Cudeck (1992) proposed the Root Mean Square Error of Approximation (RMSEA) as an Absolute Fit index, which evaluates how well the model fits the data directly. An RMSEA value below 0.08 is considered good, and the obtained value of 0.07 suggests an adequate fit. Hu and Bentler (1999) discussed the Chi-Square to Degrees of Freedom ratio (Chisq/df), an index of Parsimony Fit, where a ratio below 3 indicates a simple and well-fitting model. The obtained Chisq/df value is 2.52, indicating that the model is adequately parsimonious. Overall, based on these three fit indices (CFI, RMSEA, and Chisq/df), the tested model meets the criteria for good fit and is considered suitable for the analyzed data.

Table 4 presents the factor loadings obtained from the Confirmatory Factor Analysis (CFA) for the measurement model used in this study. The items are grouped under four latent constructs: Sustainability Literacy, Social Support, Attitude Toward Sustainable Innovation, and Sustainable Energy Consumption Behavior. All factor loadings exceed the acceptable threshold of 0.60 (Hair et al., 2019), indicating strong convergent validity for each item in measuring its respective construct.

Table 4

Table 4. Factor loading of items.

For Sustainability Literacy, factor loadings range from 0.66 to 0.80, reflecting consistent agreement among items measuring awareness and concern toward environmental sustainability. The construct also demonstrates acceptable reliability with a Cronbach’s alpha of 0.72. Social Support includes items with loadings between 0.63 and 0.83, capturing the influence of peers, family, and social networks on individuals’ pro-environmental behaviors. This construct shows a reliability coefficient of 0.74. Items under “Attitude Toward Sustainable Innovation” demonstrate strong loadings, ranging from 0.70 to 0.85, indicating that respondents have positive perceptions of environmentally sustainable technologies and products. The internal consistency of this scale is also acceptable, with a Cronbach’s alpha of 0.78. Finally, Sustainable Energy Consumption Behavior, the behavioral outcome construct, includes eight items with extreme loadings ranging from 0.68 to 0.89. The reliability score for this construct is 0.75, indicating high internal consistency and supporting the robustness of the behavioral measurements. Overall, the CFA results confirm that all four constructs demonstrate both convergent validity and internal consistency, making them suitable for use in the subsequent structural model analysis.

Table 5 presents the results of the HTMT ratio of correlations analysis, which is used to assess the discriminant validity of the latent constructs in the measurement model. The HTMT ratio evaluates whether the constructs are empirically distinct from one another by comparing the average correlations across constructs with those within the same construct.

Table 5

Table 5. The Heterotrait-Monotrait (HTMT) ratio of correlations analysis.

All HTMT values in Table 5 are below the conservative threshold of 0.85 (Henseler et al., 2015), which suggests that discriminant validity is established. Specifically, the HTMT values range from 0.06 to 0.31, indicating that each construct —Sustainability Literacy, Social Support, Attitudes Toward Sustainable Innovation, and Sustainable Energy Consumption Behavior —measures a unique concept and is not overly correlated with the others. For example, the HTMT ratio between Sustainability Literacy and Social Support is 0.31, which is well below the threshold. In contrast, the ratio between Attitudes Toward Sustainable Innovation and Sustainable Energy Consumption Behavior is the lowest at 0.06, indicating a clear conceptual distinction between these constructs. These results confirm that the measurement model exhibits strong discriminant validity, supporting the use of these constructs in the structural equation modeling analysis.

This study employed one representative indicator from each of the three significant categories of model fit: parsimony fit, incremental fit, and absolute fit (Bentler, 1990). For incremental fit, the Comparative Fit Index (CFI) exceeded the recommended threshold of 0.90 with a value of 0.91, indicating a strong model fit. Regarding absolute fit, the Root Mean Square Error of Approximation (RMSEA) was 0.07, which falls within the acceptable range below 0.08 (Browne and Cudeck, 1992). For parsimony fit, the Chi-Square to Degrees of Freedom Ratio (χ²/df) was 1.90, well below the cut-off of 3.0, suggesting a parsimonious model (Hu and Bentler, 1999). Collectively, these indices confirm that the model provides an adequate and theoretically sound fit to the data.

The direct effect of the independent variables on the dependent variable is illustrated in Figure 3. The path analysis diagram in this figure excludes the mediator variable, which would have revealed the direct association between the independent and dependent variables (Wang et al., 2021). Variable Sustainability Literacy has a direct influence, with a coefficient value of 27, on Sustainable Energy Consumption Behavior compared to social Support, which has a coefficient value of 20. Between the two factors, Sustainability Literacy and Social Support have a considerable correlation of 31, which shows that the two factors are interrelated. The model shown in Figure 4 indicates that the higher the Sustainability Literacy and Social Support, the greater the tendency for a person to Exhibit Sustainable Energy Consumption Behavior.

Figure 3

Figure 3. Direct influences in path analysis.

Figure 4

Figure 4. Direct and indirect influences in path analysis.

The indirect effects are shown in Table 6. Significant relationships are observed between Attitudes Towards Sustainable Innovation, Sustainable Energy Consumption Behavior, Sustainability Literacy, and social support, as hypothesised in H1, H3, and H5. The standardized estimates and p-values highlight the strength and statistical significance of the connections (Prior et al., 2016).

Table 6

Table 6. Results of indirect effects.

Table 7 presents the direct and indirect beta values, providing more detailed information on indirect effects. H4 shows partial mediation, whereas H2 shows full mediation.

Table 7

Table 7. Results of indirect effects.

The structural equation model in this study shows that Attitude Towards Sustainable Innovation has a function as a significant mediating variable (coefficient 37) in linking Sustainability Literacy and Social Support to Sustainable Energy Consumption Behavior. Sustainability Literacy has a direct influence on Sustainable Energy Consumption Behavior with a coefficient value of 38, compared to social support which has a value of 31. Additionally, Sustainability Literacy and Social Support show a relatively high correlation (31), indicate the two variables are intertwined and can influence each other in the context of sustainability (Figure 3).

Table 7 adopts the alternative hypothesis regarding the relationship between sustainability literacy and social support for sustainable energy consumption behavior. The results indicate that sustainable energy consumption behavior is significantly enhanced by social support and sustainability literacy. Attitude Towards Sustainable Innovation, a predictor of Sustainable Energy Consumption Behavior, has a significant influence. The role of Attitude Towards Sustainable Innovation as a mediator between Social Support and sustainability literacy in sustainable energy consumption behavior has a significant impact. Therefore, social support and sustainability literacy have a considerable influence on sustainable energy consumption behavior, either directly or indirectly, through an attitude toward sustainable innovation.

This study correlates with several other similar studies that address attitudes toward social Support, sustainability literacy, and sustainable innovation. The premise of this study, which emphasises the substantial importance of sustainability literacy in influencing sustainable energy consumption behavior, is supported, for example, by Ling et al. (2021) findings in the United States, which show that sustainability literacy positively affects sustainable behavior. Consistent with this research’s conclusions about the beneficial association between social support and sustainable energy practices, a study conducted in Malaysia by Abdullah et al. (2022) also suggests that social support has a substantial impact on an individual’s energy consumption behavior. Siddiqui et al. (2023) from Pakistan make an additional contribution by proving that workplace energy usage awareness affects sustainable behavior and supports the claim that sustainable actions are driven by sustainability literacy.

Research conducted in South Korea by Hwang and Yeo (2022) and Indonesia by Bui et al. (2022) confirms the importance of societal norms, values, and social factors in determining sustainable energy usage. These results support the idea that attitudes toward sustainable innovation and social Support have a beneficial impact on energy consumption patterns. In India, Chel and Kaushik (2018) emphasise the importance of technological improvements and energy efficiency in promoting sustainable energy behavior. The results align with this study’s emphasis on sustainability literacy and creative attitudes, which impact energy use, despite the strategy being more technology-oriented.

The present study’s hypothesis that attitudes toward sustainable innovation play a mediating role in attitudes toward sustainable innovation is supported by a study done in China by Lin et al. (2023). This study focuses on sustainable clothing behavior and the influence of social media on encouraging eco-friendly shopping choices. It also emphasizes the value of social support in promoting sustainable behavior. These conclusions are reinforced by a Polish study by Gajdzik et al. (2024), which demonstrates that economic awareness and sustainability knowledge have a significant influence on energy consumption behavior and support the notion that sustainability literacy is necessary to promote responsible energy use.

The research’s general hypothesis regarding how attitudes toward sustainable innovation, Social Support, and sustainability Literacy might all positively impact sustainable energy consumption behavior is consistent with previous research findings. The reviewed literature as a whole strengthens the connections between these factors, providing additional evidence for the critical roles that psychological, social, and educational factors play in shaping patterns of sustainable energy use. There were no significant conflicts found. The complexity of sustainable behavior and the importance of a complete plan for promoting sustainability in social and educational contexts are highlighted by the convergence of research findings (see Table 8).

Table 8

Table 8. Outcomes of hypothesis testing.

5 Discussion

This study confirms that Sustainability Literacy and Social Support significantly affect Sustainable Energy Consumption Behavior, either directly or indirectly. Attitudes Towards Sustainable Innovation serve as a key mediator in these relationships. These findings emphasize the interconnected roles of knowledge, social dynamics, and attitudes in shaping environmentally responsible behavior. The study also systematically addresses five research questions (RQ1–RQ5), confirming that Sustainability Literacy (RQ1) and Social Support (RQ2) significantly predict Sustainable Energy Consumption Behavior. Additionally, Attitudes Towards Sustainable Innovation (RQ3) are shown to have a direct and substantial effect on such behavior. The mediating role of attitudes is further validated, as it partially mediates the relationship between literacy and behavior (RQ4) and also between social support and behavior (RQ5), highlighting its pivotal function in shaping pro-environmental action. The significant path coefficients and model fit indices support the robustness of the proposed theoretical framework. Compared to existing studies (e.g., Abdullah et al., 2022; Ling et al., 2021), the results are consistent with the literature and provide new evidence from an Indonesian context. For instance, while previous research confirmed the role of social support in Malaysia, this study reinforces its relevance in a different socio-cultural setting.

What differentiates this study is its integration of both internal (literacy) and external (social support) variables in a unified model using CB-SEM, a method not commonly employed in earlier studies of sustainability behavior. Additionally, whereas studies such as Chel and Kaushik (2018) emphasize technological improvements, our work focuses on psychosocial drivers that are more relevant to behavioral change, particularly in educational settings. Furthermore, most previous research has centered on developed countries; by concentrating on Indonesian university students, this study captures behavioral dynamics in a developing country context, an area that remains underexplored. The exploration of causal relationships in the model underscores the need for multidimensional interventions to improve sustainability outcomes. Enhancing both literacy and supportive social environments while fostering positive attitudes toward innovation can yield effective outcomes in sustainable behavior.

This research contributes to the growing body of literature on environmental psychology and sustainable development by providing empirical validation for the complex interplay of cognitive, social, and attitudinal factors. It further suggests that educational institutions and policy programs should integrate these elements when designing sustainability interventions. The overall value of this research lies in providing a comprehensive, theory-driven, and statistically validated model that can be adapted for use in various educational or cultural settings to promote sustainable energy practices among young people.

6 Conclusion

This study highlights the mediation effect of attitudes toward sustainable innovation. It provides thorough insights into how Sustainability Literacy and Social Support impact Sustainable Energy Consumption Behavior. The results verify that increased Sustainability Literacy delivers people with the information they need to make informed decisions about their energy usage and that social Support gives them the motivation and validation they need to initiate and maintain these habits. Views on sustainable innovation play a crucial role as a mediator, showing that people who value and benefit from innovation are more likely to adopt energy-saving behaviors.

This study successfully confirmed the intricate interactions between these variables by utilizing Covariance-Based Structural Equation Modeling (CB-SEM), providing a comprehensive understanding of how psychological, social, and educational elements work together to drive sustainable behavior. According to this study, interventions should not only focus on improving knowledge but also on creating supportive social situations and fostering positive attitudes toward sustainability, as the study emphasises the importance of cultivating both cognitive and affective components of sustainability.

This research highlights the importance of education in shaping young people’s behavior towards sustainability. This research focuses on economics and business students. It illustrates how targeted educational interventions can enhance sustainability literacy and, consequently, behavior. The high response rate and solid analytical results lend credibility to this study, demonstrating that academic institutions play a crucial role in sustainability. Results show that social networks and peers significantly influence sustainability behavior and can provide social Support for change. Educational strategies that incorporate experiential learning, collaboration, and real-world applications are needed to strengthen the link between Sustainability Literacy and Sustainable Energy Consumption Behavior. Attitudes Towards Sustainable Innovation can bridge the gap between knowledge and action.

A comprehensive approach is necessary to ensure that students understand sustainability concepts and internalise and apply them in their daily lives. This study will provide opportunities for future exploration by focusing on demographic and geographic groups to increase the generalizability of the findings. In the long term, this research will provide insights into how these relationships evolve. Additionally, we can employ qualitative research to enhance our understanding of the motivations and challenges that arise when adopting sustainable behaviors. Policymakers, educators, and community leaders can utilise these insights to design programs that are more geared toward sustainability, thereby creating a more preserved environment and promoting community welfare.

Data availability statement

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

Ethics statement

Ethical review and approval was not required for the study on human participants in accordance with the local legislation and institutional requirements. Written informed consent from the (patients/participants or patients/participants legal guardian/next of kin) was not required to participate in this study in accordance with the national legislation and the institutional requirements.

Author contributions

LH: Writing – original draft, Investigation, Conceptualization, Formal analysis, Data curation, Methodology. DH: Conceptualization, Supervision, Resources, Investigation, Writing – review & editing, Validation. SW: Investigation, Supervision, Conceptualization, Writing – review & editing, Resources. RR: Supervision, Writing – review & editing, Methodology, Resources, Validation.

Funding

The author(s) declare that financial support was received for the research and/or publication of this article. This research received funding support from the PPMI ITB Program Year 2024.

Acknowledgments

We acknowledge the support of all participants and colleagues whose contributions were invaluable to the completion of this research.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Generative AI statement

The author(s) declare that no Gen AI was used in the creation of this manuscript.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

References

Abdullah, M. R. T. L., Nuri, M., Che, F., and Akbar, J. (2022). Individual energy consumption behavior leads to energy sustainability in Malaysia. Sustain. (Switzerland) 14. doi: 10.3390/su14084734

PubMed Abstract | Crossref Full Text | Google Scholar

Acquadro Maran, D., Butt, M. U., and Begotti, T. (2023). Pro-environment behaviors, efficacy beliefs, perceived individual and social norms: a questionnaire survey in a sample of young adults from Pakistan. SAGE Open 13, 1–12. doi: 10.1177/21582440231207444

Crossref Full Text | Google Scholar

Adua, L. (2020). Reviewing the complexity of energy behavior: technologies, analytical traditions, and household energy consumption data in the United States. Energy Res. Soc. Sci. 59:101289. doi: 10.1016/j.erss.2019.101289

Crossref Full Text | Google Scholar

Ahn, I., Kim, S. H., and Kim, M. (2020). The relative importance of values, social norms, and enjoyment-based motivation in explaining pro-environmental product purchasing behavior in apparel domain. Sustain (Switzerland). 12, 1–15. doi: 10.3390/SU12176797

Crossref Full Text | Google Scholar

Al-Nuaimi, S. R., and Al-Ghamdi, S. G. (2022). Sustainable consumption and education for sustainability in higher education. Sustain (Switzerland). 14, 1–17. doi: 10.3390/su14127255

Crossref Full Text | Google Scholar

Anderson, J. C., and Gerbing, D. W. (1988). Structural equation modeling in practice: a review and recommended two-step approach. Psychol. Bull. 103, 411–423. doi: 10.1037/0033-2909.103.3.411

Crossref Full Text | Google Scholar

Banyte, J., Šalčiuviene, L., Dovaliene, A., Piligrimiene, Ž., and Sroka, W. (2020). Sustainable consumption behavior at home and in the workplace: avenues for innovative solutions. Sustain. (Switzerland) 12, 1–24. doi: 10.3390/su12166564

Crossref Full Text | Google Scholar

Benazzi, L., Horner, R. H., and Good, R. H. (2006). Amendments to the individuals with disabilities education act (IDEA) made functional behavioral assessment (FBA) and positive behavior support legal requirements for effects of behavior support team composition on the technical adequacy and contextual fit of behavior support plans. J. Spec. Educ. 40, 160–170. doi: 10.1177/00224669060400030401

Crossref Full Text | Google Scholar

Bentler, P. M. (1990). Quantitative methods in psychology comparative fit indexes in structural models. Am. Psychol. Assoc. 107, 238–246. doi: 10.1037/0033-2909.107.2.238

Crossref Full Text | Google Scholar

Bian, T. (2020). A review on green consumption. IOP Conf. Ser. Earth Environ. Sci. 615, 1–8. doi: 10.1088/1755-1315/615/1/012029

Crossref Full Text | Google Scholar

Biswas, A. (2020). A nexus between environmental literacy, environmental attitude and healthy living. Environ. Sci. Pollut. Res. 27, 5922–5931. doi: 10.1007/s11356-019-07290-5

PubMed Abstract | Crossref Full Text | Google Scholar

Brody, S. D., and Ryu, H. (2006). Measuring the educational impacts of a graduate course on sustainable development. Environ. Educ. Res. 12, 179–199. doi: 10.1080/13504620600688955

Crossref Full Text | Google Scholar

Browne, M. W., and Cudeck, R. (1992). Alternative ways of assessing model fit. Sociol. Methods Res. 21, 230–258. doi: 10.1177/0049124192021002005

Crossref Full Text | Google Scholar

Bui, T. D., Lim, M. K., Sujanto, R. Y., Ongkowidjaja, M., and Tseng, M. L. (2022). Building a hierarchical sustainable consumption behavior model in qualitative information: consumer behavior influences on social impacts and environmental responses. Sustain. For. 14:1. doi: 10.3390/su14169877

Crossref Full Text | Google Scholar

Cao, P., and Liu, S. (2023). The impact of artificial intelligence technology stimuli on sustainable consumption behavior: evidence from ant Forest users in China. Behav. Sci. 13, 1–16. doi: 10.3390/bs13070604

PubMed Abstract | Crossref Full Text | Google Scholar

Chamcham, J., Pakravan-Charvadeh, M. R., Maleknia, R., and Flora, C. (2024). Media literacy and its role in promoting sustainable food consumption practices. Sci. Rep. 14:18831. doi: 10.1038/s41598-024-69627-6

PubMed Abstract | Crossref Full Text | Google Scholar

Chel, A., and Kaushik, G. (2018). Renewable energy technologies for sustainable development of energy efficient building. Alex. Eng. J. 57, 655–669. doi: 10.1016/j.aej.2017.02.027

Crossref Full Text | Google Scholar

Cho, E., and Kim, S. (2015). Cronbach’s coefficient alpha: well known but poorly understood. Organ. Res. Methods 18, 207–230. doi: 10.1177/1094428114555994

Crossref Full Text | Google Scholar

Christmann, A., and Van Aelst, S. (2006). Robust estimation of Cronbach’s alpha. J. Multivar. Anal. 97, 1660–1674. doi: 10.1016/j.jmva.2005.05.012

Crossref Full Text | Google Scholar

Danish Habib, M., Jalil Shah, H., and Qayyum, A. (2021). Analyzing the role of values, beliefs and attitude in developing sustainable behavioral intentions: empirical evidence from electric power industry. Busin. Econ. Rev. 13, 19–42. doi: 10.22547/ber/13.1.2

Crossref Full Text | Google Scholar

Darrian, K., Scholastica, P., Kadarusman, Y. B., and Rafitrandi, D. (2023). Economics and finance in Indonesia economics and finance in Indonesia energy and economic growth Nexus: A long-run relationship in energy and economic growth Nexus: A long-run relationship in Indonesia Indonesia energy and economic growth Nexus: A long-run relationship in Indonesia. Econ. Finan. Indonesia, 69, 1–14. Availabloe online at: https://scholarhub.ui.ac.id/efiAvailableat:https://scholarhub.ui.ac.id/efi/vol69/iss1/1

Google Scholar

Deka, J., Sharma, M., Agarwal, N., and Tiwari, K. (2023). Linking ESG-investing consciousness, behavioral biases, and risk-perception: scale validation with specifics of Indian retail investors. Eur. J. Bus. Sci. Technol. 9, 70–91. doi: 10.11118/ejobsat.2023.004

Crossref Full Text | Google Scholar

Dong, X., Li, H., Liu, S., Cai, C., and Fan, X. (2018). How does material possession love influence sustainable consumption behavior towards the durable products? J. Clean. Prod. 198, 389–400. doi: 10.1016/j.jclepro.2018.07.054

Crossref Full Text | Google Scholar

Elfaki, K. E., Handoyo, R. D., and Ibrahim, K. H. (2021). The impact of industrialization, trade openness, financial development, and energy consumption on economic growth in Indonesia. Economies 9, 1–13. doi: 10.3390/economies9040174

Crossref Full Text | Google Scholar

Englis, B. G., and Phillips, D. M. (2013). Does innovativeness drive environmentally conscious consumer behavior? Psychol. Mark. 30, 160–172. doi: 10.1002/mar.20595

Crossref Full Text | Google Scholar

Fischbach, S., and Yauney, B. (2023). Social cognitive theory and reciprocal relationship: a guide to single-use plastic education for policymakers, business leaders and consumers. Sustain (Switzerland). 15, 1–14. doi: 10.3390/su15053946

Crossref Full Text | Google Scholar

Fraj, E., and Martinez, E. (2006). Environmental values and lifestyles as determining factors of ecological consumer behaviour: an empirical analysis. J. Consum. Mark. 23, 133–144. doi: 10.1108/07363760610663295

Crossref Full Text | Google Scholar

Frederiks, E. R., Stenner, K., and Hobman, E. V. (2015). The socio-demographic and psychological predictors of residential energy consumption: a comprehensive review. Energies 8, 573–609. doi: 10.3390/en8010573

Crossref Full Text | Google Scholar

Gajdzik, B., Jaciow, M., Hoffmann-Burdzińska, K., Wolny, R., Wolniak, R., and Grebski, W. W. (2024). Impact of economic awareness on sustainable energy consumption: results of research in a segment of polish households. Energies 17, 1–31. doi: 10.3390/en17112483

Crossref Full Text | Google Scholar

Gasparotto, J., and Da Boit Martinello, K. (2021). Coal as an energy source and its impacts on human health. Energy Geosci. 2, 113–120. doi: 10.1016/j.engeos.2020.07.003

Crossref Full Text | Google Scholar

Geng, D., Liu, J., and Zhu, Q. (2017). Motivating sustainable consumption among Chinese adolescents: an empirical examination. J. Clean. Prod. 141, 315–322. doi: 10.1016/j.jclepro.2016.09.113

Crossref Full Text | Google Scholar

Hair, J. F., Page, M., and Brunsveld, N. (2019). Essentials of business research methods. Abingdon: Routledge.

Google Scholar

Hakam, L. I., Hakam Dizkri, F., Rahadi Raden, A., and Wiryono, S. (2024). The impact of sustainability literacy, social support, and attitudes towards innovation on sustainable energy consumption among Indonesian youth. SSRN. 1–27. doi: 10.2139/ssrn.4976172

Crossref Full Text | Google Scholar

Hakam, D. F., Haryadi, F. N., Indrawan, H., Hanri, M., Hakam, L. I., Kurniawan, O., et al. (2024). Analyzing current trends in career choices and employer branding from the perspective of millennials within the Indonesian energy sector. Energies 17. doi: 10.3390/en17112570

Crossref Full Text | Google Scholar

Hasan, A. A. T. (2024). Theory of sustainable consumption behavior (TSCB) to predict renewable energy consumption behavior: a case of eco-tourism visitors of Bangladesh. Manag. Environ. Qual. 35, 101–118. doi: 10.1108/MEQ-05-2023-0146

Crossref Full Text | Google Scholar

Hasibuan, F. U., and Judijanto, L. (2023). The influence of education, consumer awareness, and government regulation on sustainable consumption behavior: a case study on Ciawitali market in Garut Regency. West Sci. J. Econ. Entrep. 1.

Google Scholar

Henseler, J., Ringle, C. M., and Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. J. Acad. Mark. Sci. 43, 115–135. doi: 10.1007/s11747-014-0403-8

Crossref Full Text | Google Scholar

Hilmiyati-Mas’adah, H., Sudiro, A., Rohman, F., Yuniarinto, A., Hakam, D. F., and Nugraha, H. (2024). Switching from LPG to electricity in Indonesia: a study in the Java Bali grid. Cogent Bus. Manag. 11, 1–22. doi: 10.1080/23311975.2023.2298221

Crossref Full Text | Google Scholar

Hu, L. T., and Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Struct. Equ. Model. 6, 1–55. doi: 10.1080/10705519909540118

Crossref Full Text | Google Scholar

Hwang, H., and Yeo, H. (2022). Inconsistency between subjective propensity and practice of sustainable consumption: impact of the consumers’ values-in-behavior and social participation. Sustain. Dev. 30, 1796–1810. doi: 10.1002/sd.2348

Crossref Full Text | Google Scholar

Jailani, J., Mohamad, N., Omar, M. A., Hauashdh, A., and Abas, N. H. (2020). Energy consumption pattern of residential buildings: case study of residential area in Batu Pahat, Johor. Int. J. Integr. Eng. 12, 52–58. doi: 10.30880/ijie.2020.12.09.007

Crossref Full Text | Google Scholar

Jiang, S., Jotikasthira, N., and Pu, R. (2022). Toward sustainable consumption behavior in online education industry: the role of consumer value and social identity. Front. Psychol. 13, 1–13. doi: 10.3389/fpsyg.2022.865149

PubMed Abstract | Crossref Full Text | Google Scholar

Kanugrahan, S. P., and Hakam, D. F. (2023). Long-term scenarios of Indonesia power sector to achieve nationally determined contribution (NDC) 2060. Energies 16, 1–23. doi: 10.3390/en16124719

Crossref Full Text | Google Scholar

Kanugrahan, S. P., Hakam, D. F., and Nugraha, H. (2022). Techno-economic analysis of Indonesia power generation expansion to achieve economic sustainability and net zero carbon 2050. Sustain (Switzerland). 14, 1–25. doi: 10.3390/su14159038

Crossref Full Text | Google Scholar

Karmokar, S., Hasan, K., Khan, M. A., and Kabir, K. H. (2021). Towards sustainable consumption: driving forces behind Bangladeshi consumers’ behavior. J. Econ. Bus. 4, 1–12. doi: 10.31014/aior.1992.04.04.389

Crossref Full Text | Google Scholar

Kuhe, A., and Bisu, D. Y. (2020). Influence of situational factors on household’s energy consumption behaviour. Int. J. Energy Sect. Manag. 14, 389–407. doi: 10.1108/IJESM-03-2019-0017

Crossref Full Text | Google Scholar

Kyriazos, T. A. (2018). Applied psychometrics: sample size and sample power considerations in factor analysis (EFA, CFA) and SEM in general. Psychology 9, 2207–2230. doi: 10.4236/psych.2018.98126

Crossref Full Text | Google Scholar

Lee, C. K. C., Levy, D. S., and Yap, C. S. F. (2015). How does the theory of consumption values contribute to place identity and sustainable consumption? Int. J. Consum. Stud. 39, 597–607. doi: 10.1111/ijcs.12231

Crossref Full Text | Google Scholar

Lin, C. A., Wang, X., and Dam, L. (2023). TikTok videos and sustainable apparel behavior: social consciousness, Prior consumption and theory of planned behavior. Emerg. Media 1, 46–69. doi: 10.1177/27523543231188279

Crossref Full Text | Google Scholar

Ling, S., Landon, A., Tarrant, M., and Rubin, D. (2021). The influence of instructional delivery modality on sustainability literacy. Sustain. For. 13, 1–14. doi: 10.3390/su131810274

Crossref Full Text | Google Scholar

Masoodian, M., and Luz, S. (2016). Time-load: visualization of energy consumption loads over time. Proceedings of the international working conference on advanced visual interfaces, 326–327.

Google Scholar

Muslimah, L., and Muhyidin, A. (2024). The role of knowledge, sustainable consumption promotion, and consumption intention for sustainable consumption behavior. ProBisnis 15, 60–70. doi: 10.62398/probis.v15i1.446

Crossref Full Text | Google Scholar

Najjar, R. (2022). Four dimensional spatial sustainability (4DSS): a revolutionary approach toward utopian sustainability. Discover Sustain. 3, 1–13. doi: 10.1007/s43621-022-00090-x

Crossref Full Text | Google Scholar

Niamir, L., Ivanova, O., Filatova, T., Voinov, A., and Bressers, H. (2020). Demand-side solutions for climate mitigation: bottom-up drivers of household energy behavior change in the Netherlands and Spain. Energy Res. Soc. Sci. 62. doi: 10.1016/j.erss.2019.101356

Crossref Full Text | Google Scholar

Ozdemir, O. (2024). The correlation between dimensions of sustainability literacy: the case of British and Turkish students. Sci. Insights Educ. Front. 21, 3309–3327. doi: 10.15354/sief.24.or535

Crossref Full Text | Google Scholar

Paradongan, H. T., Hakam, D. F., Wiryono, S. K., Prahastono, I., Aditya, I. A., Banjarnahor, K. M., et al. (2024). Techno-economic feasibility study of solar photovoltaic power plant using RETScreen to achieve Indonesia energy transition. Heliyon 10:e27680. doi: 10.1016/j.heliyon.2024.e27680

PubMed Abstract | Crossref Full Text | Google Scholar

Perera, F. (2018). Pollution from fossil-fuel combustion is the leading environmental threat to global pediatric health and equity: solutions exist. Int. J. Environ. Res. Public Health 15, 1–17. doi: 10.3390/ijerph15010016

Crossref Full Text | Google Scholar

Pérez-Lombard, L., Ortiz, J., and Pout, C. (2008). A review on buildings energy consumption information. Energ. Buildings 40, 394–398. doi: 10.1016/j.enbuild.2007.03.007

Crossref Full Text | Google Scholar

Pramana, P. A. A., Hakam, D. F., Tambunan, H. B., Tofani, K. M., and Mangunkusumo, K. G. H. (2024). How are consumer perspectives of PV rooftops and new business initiatives in Indonesia’s energy transition? Sustain (Switzerland). 16, 1–17. doi: 10.3390/su16041590

Crossref Full Text | Google Scholar

Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., and Hanson, J. (2016). Attitude, digital literacy and self efficacy: flow-on effects for online learning behavior. Internet High. Educ. 29, 91–97. doi: 10.1016/j.iheduc.2016.01.001

Crossref Full Text | Google Scholar

Pšurný, M., Baláková, I., Stávková, J., and Langr, A. (2023). Perceived determinants of food purchasing behavior applicable for behavioral change toward sustainable consumption. Front. Sustain. Food Syst. 7, 1–12. doi: 10.3389/fsufs.2023.1258085

Crossref Full Text | Google Scholar

Qian, J., and Ji, R. (2022). Impact of energy-biased technological progress on inclusive green growth. Sustain (Switzerland). 14, 1–24. doi: 10.3390/su142316151

Crossref Full Text | Google Scholar

Ritchie, Hannah, Roser, Max, and Rosado, Pablo (2022a). CO₂ and greenhouse gas emissions. Our world in data. Available online at: https://ourworldindata.org/co2-and-greenhouse-gas-emissions

Google Scholar

Ritchie, Hannah, Roser, Max, and Rosado, Pablo (2022b) Energy. Our world in data https://ourworldindata.org/energy

Google Scholar

Sharma, R., and Jha, M. (2017). Values influencing sustainable consumption behaviour: exploring the contextual relationship. J. Bus. Res. 76, 77–88. doi: 10.1016/j.jbusres.2017.03.010

Crossref Full Text | Google Scholar

Siddiqui, F., Salleh, R., and Shamim, A. (2023). Conceptualizing sustainable consumption behaviors among millennial employees in the energy sector. KnE Soc. Sci. 726–744. doi: 10.18502/kss.v8i20.14634

Crossref Full Text | Google Scholar

Singh, J. P., Alam, O., and Yassine, A. (2022). Influence of geodemographic factors on electricity consumption and forecasting models. IEEE Access 10, 70456–70466. doi: 10.1109/ACCESS.2022.3188004

Crossref Full Text | Google Scholar

Sousa, S., Correia, E., Leite, J., and Viseu, C. (2021). Environmental knowledge, attitudes and behavior of higher education students: a case study in Portugal. Int. Res. Geogr. Environ. Educ. 30, 348–365. doi: 10.1080/10382046.2020.1838122

Crossref Full Text | Google Scholar

Tomás, M. R. V., Vicente, J. S. Y., Cruz, M. D. B. D. L. A., and Acha, D. M. H. (2022). Environmental literacy and its impact on sustainable pedagogical behaviors of basic education teachers, Lima-Peru. WSEAS Trans. Environ. Dev. 18, 856–864. doi: 10.37394/232015.2022.18.80

Crossref Full Text | Google Scholar

Wall, W. P., Khalid, B., Urbański, M., and Kot, M. (2021). Factors influencing consumer’s adoption of renewable energy. Energies 14, 1–19. doi: 10.3390/en14175420

Crossref Full Text | Google Scholar

Wang, F., Wang, M., and Yuan, S. (2021). Spatial diffusion of E-commerce in China’s counties: based on the perspective of regional inequality. Land 10:1141. doi: 10.3390/land10111141

Crossref Full Text | Google Scholar

Watkins, L., Aitken, R., and Ford, J. (2019). Measuring and enhancing children’s sustainable consumption and production literacy. Young Consum. 20, 285–298. doi: 10.1108/YC-11-2018-0880

Crossref Full Text | Google Scholar

Wyrwa, J., Barska, A., Jędrzejczak-Gas, J., and Kononowicz, K. (2023). Sustainable consumption in the behavior of young consumers. Europ. J. Sustain. Dev. 12:349. doi: 10.14207/ejsd.2023.v12n3p349

Crossref Full Text | Google Scholar

Xiao, D., and Su, J. (2022). Role of technological innovation in achieving social and environmental sustainability: mediating roles of organizational innovation and digital entrepreneurship. Front. Public Health 10, 1–13. doi: 10.3389/fpubh.2022.850172

PubMed Abstract | Crossref Full Text | Google Scholar

Zakharov, S. V., Lushpey, V. P., Abbasova, L. R., and Zhongkai, S. (2022). Analysis of the impact of the energy industry on the environment. IOP Conf. Ser. Earth Environ. Sci. 1070, 1–7. doi: 10.1088/1755-1315/1070/1/012044

Crossref Full Text | Google Scholar

Žalėnienė, I., and Pereira, P. (2021). Higher education for sustainability: a global perspective. Geogr. Sustain. 2, 99–106. doi: 10.1016/j.geosus.2021.05.001

Crossref Full Text | Google Scholar