Pathways to eco-anxiety reduction: a structural equation modeling approach to the role of perceived support systems and environmental engagement among university students in Bangladesh

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