Modeling pro-environmental competencies to mitigate sustainable development challenges in university students

This study analyzed the factors that explain pro-environmental behaviour in university students in Peru, using a non-experimental, quantitative-explanatory design with a sample of 706 participants selected through stratified probability sampling. Validated scales were used to assess pro-environmental behaviour, bioaltruistic values, and social norms. The results showed that more than 70 % of students exhibited ‘good’ pro-environmental behaviour, while sociodemographic variables were not significant predictors. Seven key factors with a strong effect on the model were identified: anthropocentric concern, alteration of nature, personal conservation behaviour, disapproval of polluting practices, trust in science and technology, altruistic motives, and biospheric motives. The hierarchy of effects revealed that anthropocentric conservation and trust in science and technology were the most influential predictors. Based on these findings, three pro-environmental competencies were formulated, focusing on critical analysis, application of collective norms, and evidence of biospheric values. The discussions highlight the need to integrate cognitive, affective, and normative approaches in higher education to strengthen environmental engagement, aligned with the SDGs. The study concludes that pro-environmental competencies require holistic educational interventions that combine anthropocentric, biospheric, and technological perspectives in university contexts. • This study models pro-environmental competencies in Peruvian university students. • Seven key factors predicting sustainable behavior were identified via logistic regression. • Pro-environmental competencies integrate cognitive, affective, and normative dimensions. • Trust in science and anthropocentric concern emerged as primary behavioral predictors. • Three actionable competencies are proposed to strengthen sustainability education.