Shared learning spaces as catalysts for the SDGs: a theory of planned behavior study in higher education

Purpose This paper aims to examine how university shared learning spaces (SLSs) support students to engage in sustainable development goal (SDG)-aligned behaviors. Using the theory of planned behavior it investigates how students’ attitudes (AT), subjective norms (SN) and perceived behavioral control (PBC) predict intentions (IN) and SDG-aligned behaviors (SB) across five domains: SDG 3, 4, 7, 11 and 12. Design/methodology/approach The explanatory mixed-methods design was used, combining confirmatory composite analysis (CCA) for emergent composites within the PLS-SEM framework with survey data from students (n = 364) at a leading Thai public higher education institution (HEI), and Framework Analysis of 15 semi-structured interviews. Findings The model explained 60.6% of variance in IN and 50.7% of variance in SB. IN was the strongest predictor of SB (β = 0.583, p < 0.001), primarily contributed by AT, followed by PBC and SN. PBC also had a smaller direct association with SB. Qualitative findings indicated that sustainability is most evident as co-benefits of students’ daily routines, where norms operate observationally through peers and institutional cues. Research limitations/implications A key limitation is its single-institution scope with cross-sectional and self-reported data. Supplementary behavioral observation was used to triangulate self-reported data. Future work should use longitudinal designs and incorporate institutional statistics. Originality/value This study positions SLSs as behavioral catalysts for facilitating students’ SDG-aligned behaviors. It demonstrates CCA applicability for modeling multidimensional SDG domains as emergent composites. It offers actionable insights for HEIs to design SLSs that promote SDG engagements.