Exploring the interplay between achievement motivation, students’ satisfaction with their major, and successful intelligence in supporting the sustainability of university education in SAUDI ARABIA

In the pursuit of sustainable higher education, understanding the interplay between motivational, affective, and cognitive factors is essential for fostering student success. This study examined the influence among achievement motivation, satisfaction with academic major, and successful intelligence, and their collective role in sustaining higher education outcomes in Saudi Arabia. Using a cross-sectional design, a survey was administered to 529 undergraduate students from multiple faculties using validated scales. Structural Equation Modelling indicated that achievement motivation significantly predicted major satisfaction and sustainable education outcomes both directly and indirectly through partial mediation by major satisfaction. Major satisfaction had a direct positive effect on sustainable education, while successful intelligence independently contributed to sustainability. Findings of the study underscore that sustainable university education is optimised when institutions integrate motivation-enhancing strategies, strengthen person–major alignment, and embed adaptive cognitive skills into curricula. Policy recommendations include autonomy-supportive pedagogy, developmental advising, and real-world problem-centred learning to produce adaptable, innovative graduates aligned with Saudi Vision 2030 goals.