Enhancing knowledge-attitude-behavior relationships in sustainable textiles higher education: evidence from interdisciplinary industry-collaborative learning

Purpose This study aims to address the persistent gap between sustainability knowledge and behavioral implementation in higher education by examining how interdisciplinary education with industry collaboration achieves behavioral transformation in the sustainable textiles context. Design/methodology/approach A pre–post intervention design examined 39 undergraduate students participating in a 16-week sustainable textiles module integrating theoretical instruction with industry factory visits and expert seminars. A multidimensional assessment measured knowledge, attitudes and behavioral changes using validated instruments, with mixed-methods analysis including paired t-tests, effect size calculations and thematic analysis. Findings Results demonstrated large knowledge gains (d = 2.35), particularly for policy frameworks, medium behavior changes (d = 0.55) and small attitude changes (d = 0.25). The differential pattern – behaviors exceeding attitudes – supports Value-Belief-Norm theory predictions about experiential learning, creating direct behavioral pathways. Qualitative analysis revealed four competency development themes: systems thinking (73%), industry–reality integration (68%), personal agency (62%) and policy–practice connections (54%). Engineering students demonstrated significantly larger behavior changes than other disciplines (p = 0.041). Originality/value This research advances sustainability education theory by demonstrating dual-pathway behavioral mechanisms where interdisciplinary approaches with industry collaboration create direct behavioral competencies independent of attitude mediation and provides evidence-based guidance for curriculum design, emphasizing experiential learning and professional partnerships.