From knowledge to action: the role of ecological conservation and environmental education in shaping pro environmental behaviour

Purpose This study aims to investigate how environmental protection education (EPE) fosters pro-environmental behaviour (PEB) among university students in Taiwan. Drawing upon environmental education theory and the value–attitude–behaviour framework, this study examines the mediating roles of EPE and environmental attitude (EA) as well as the moderating role of civic engagement (CE). Design/methodology/approach Data were collected from 664 university students across Taiwan using a combination of online and face-to-face surveys. Structural equation modelling (SEM), bootstrapping and Monte Carlo simulation were employed to test the hypothesised mediation–moderation framework and assess alternative models for robustness. Findings The results confirm that biodiversity conservation (BC) and environmental knowledge (EK) significantly influence EA through EPE. Moreover, EA mediates the relationship between EPE and PEB, highlighting its psychological role in shaping sustainable behaviour. CE further strengthens both the EPE–EA and EA–PEB pathways, reinforcing the collective dimension of sustainability practices. Comparative model tests confirm the superiority of the second-order framework. Research limitations/implications While this study provides strong empirical evidence from Taiwanese students, its generalisability is limited. Future research should test the model across different cultural and demographic contexts, incorporating longitudinal and mixed-method approaches. Practical implications Findings provide guidance for educators and policymakers to integrate BC, environmental literacy and civic participation into curricula and community initiatives. Universities should embed interdisciplinary and experiential learning to transform knowledge into sustainable action. Social implications By demonstrating the amplifying role of CE, this study underscores the importance of collective responsibility in translating environmental education into societal change, offering actionable pathways towards sustainability. Originality/value The value of this study lies primarily in its contextual and empirical contributions. The findings obtained by testing established theoretical relationships within Taiwan’s tourism student population extend the existing environmental education and PEB literature to a marine-dependent societal context, thereby offering practical and policy-relevant insights rather than proposing a new theoretical paradigm.