Social innovation and sustainability competencies. Multivariate evidence using PLS-SEM in the context of higher education

This study examines the influence of social innovation management, as an institutional capacity, on the development of sustainability competencies in higher education. An explanatory, cross-sectional design was employed. The population consisted of undergraduate and graduate students, and a sample of 500 students from 31 universities was selected. The data were analyzed using exploratory factor analysis, confirmatory factor analysis, and structural equation modeling with PLS-SEM. The findings demonstrate that sustainability competencies are explained by the institutions' operational and educational practices, particularly practices related to environmental management, research and curricular integration, and engagement with the local community. Similarly, environmental management influenced internationalization, while the latter, in turn, had a moderate impact on the development of competencies. Unlike other factors, organizational management did not have a direct influence, suggesting the presence of mediating factors of a pedagogical and experiential nature. The results confirm that the development of sustainability competencies is not the result of formal structures, but rather of meaningful educational experiences. The study's findings provide relevant evidence for strengthening university management, designing curricular and educational processes, and developing educational policies that address current socio-environmental crises.