Examining the Impact of Design Education on Students’ Sustainable Behavior in India

There is a limited understanding of how educational initiatives translate into sustainable behaviors among students, particularly in the field of design. This study examines the influence of design education on students’ sustainable actions, highlighting the role of sustainability in educational frameworks. Using a conceptual model, the research explores the relationships among programmatic factors (PF), subjective norms (SN), self-efficacy (SE), perceived applicability (PAY) in academic learning contexts, perceived educational value (PEV), behavioral intention (BI), and practical application (PA) in student design work. A survey was conducted with design students from six Indian universities, and data from 149 responses were analyzed using structural equation modeling (SEM). Findings reveal that while PF supports PEV, PAY, and SE, it does not ensure that intentions translate into real-world or project-level actions. The study highlights a knowledge–action gap, suggesting that educational programs should prioritize experiential learning to develop practical skills. It highlights the importance of integrating sustainability into design curricula and addressing external barriers to the effective implementation of sustainable practices.