Transforming University Students’ Perspectives and Behaviours in Education for Sustainable Development: Evidence From an Emerging Nation-Malaysia

Emerging nations’ education systems are reforming their approaches to education for sustainable development (ESD). However, searching for an effective approach continues. This study examines the outcomes of a university's purpose-led, impact-driven learning in Malaysia, aligning with UNESCO's values-led, whole-institution, and action-oriented learning. Guided by Transformative Learning Theory, surveys collected data from module leaders and students across disciplines over two semesters. The findings showed the positive effect on students’ perspectives towards the world and themselves, while the impact on students’ behaviour is comparatively low. This study offers an emerging ESD model that supports the sustainability education reform agenda of emerging countries.