The moderating role of conservation education in the effect of climate change awareness and pro-environmental behavior on students' sustainable lifestyle

This study examines the role of conservation education in moderating the relationship between pro-environmental behavior and sustainable lifestyles among students at Semarang State University, Indonesia. The findings indicate that conservation education does not significantly moderate this relationship, suggesting that while students develop pro-environmental behavior, it does not necessarily lead to a sustainable lifestyle. The R-Square test results show that the model explains 45.7% of the variance in sustainable lifestyles, while external factors influence 54.3%. Discriminant validity analysis confirms that the constructs used meet the necessary validity criteria. Several factors may contribute to the limited moderating effect of conservation education, including curriculum limitations, insufficient behavioral interventions, and students' pre-existing environmental attitudes. While environmental education increases knowledge about sustainability, it does not automatically translate into behavioral change. To enhance its effectiveness, conservation education should incorporate experiential learning, hands-on activities, and social reinforcement mechanisms. Universities can implement service-learning projects, eco-campus initiatives, and internships with environmental organizations to bridge the gap between knowledge and action. This study highlights the need for a multi-dimensional approach to sustainability education. Future research should explore longitudinal studies to assess long-term behavioral changes and examine additional institutional and social factors that influence sustainable lifestyles. These findings contribute to the ongoing discourse on sustainability education by emphasizing the importance of integrating theoretical knowledge with practical applications to foster meaningful environmental behavior change.