Purpose: This study aims to examine whether the development of students’ sustainability competences is dependent on how courses are delivered at higher education institutions (HEIs). It further investigates to what extent such competences can affect students’ belief in the new environmental paradigm (NEP) and pro-environmental behaviors (PEBs). Design/methodology/approach: The data was collected through an online survey conducted in 2021 among the students of an international research university based in The Netherlands. The final sample (N = 262) consisted of all the students who completed the survey and claimed that they had taken at least one course that addressed sustainability. Linear regression models were used to examine the relationship of sustainability education and students’ competences, as well as their pro-environmental attitudes and behaviors. Findings: The findings reveal that the strength of universal, broadly applicable pedagogies is positively related to the development of students’ sustainability mindset/framework as well as their sustainability action/communication. The results also reveal that developing students’ competences on sustainability mindset/framework is directly related to their belief in the NEP and PEBs. Originality/value: To develop an integrative pedagogical approach requires understanding how a HEI’s engagement in sustainability can impact students’ attitudes and behaviors, but little research has actually measured the development of students’ competences. This study fills this gap through empirically testing how different pedagogical approaches can affect students’ sustainability competences differently. This has important implications for systematically linking pedagogical approaches to teaching practices or concrete learning objectives.

The literature has produced relevant theoretical insights into pedagogical frameworks, tools and competences that would be best suited to teach sustainability at higher education (HE). This article contributes to such a discussion using a course on sustainability developed by us as a case study. Two research questions are tackled in this article: (1) How to empower students to address urban sustainability challenges through the inclusion of transformative, interdisciplinary and intercultural learning into the current HE system? (2) Which pedagogical tools can be used to develop students’ sustainability-oriented competences? To address the research questions, the case study consists of two parts. First, by reflecting on the course design, this article aims to shed light on the benefits and challenges of transformative pedagogy and of an interdisciplinary and intercultural framework. Second, by analyzing students’ learning diaries (N = 36) using thematic analysis, this article offers insights into some of the students’ learning process, allowing us to assess the strengths and weaknesses of the course design as well as draw implications to improve and renew courses on sustainability in HE. The findings from the learning diaries indicate the students’ thirst for formal knowledge on sustainability, which they connected to their professional development and yearning for action. The learning diaries also suggest students’ increasing awareness of sustainability as a systemic and structural issue during the course, which aligns with the transformative learning framework used. Finally, this study emphasizes the need for structural support to meaningfully integrate sustainability in HE curricula and teaching practices.

While engaging in corporate social responsibility (CSR) has gradually become mainstream in the business context, the investigation of CSR communication and its effectiveness remains limited. This study examines how environmental CSR communication affects consumer perception and behavior through an experiment design. We distinguish three CSR communication factors—message content (climate responsibility vs. sustainable use of natural resources), message style (greenhushing vs. uniform vs. greenwashing) and praise tactics (consumer praise vs. company praise)—and assess their impacts on consumer trust, purchase intention and consumer advocacy, respectively. We also investigate the moderating role of attributed intrinsic and extrinsic corporate motives on engaging in environmental CSR. An online experiment (N = 304) revealed that a uniform message style outperforms the other two styles, whereas greenwashing is found to be least effective. In addition, attributed intrinsic corporate motives moderate the impacts of environmental CSR communication on consumer trust, purchase intention and consumer advocacy, respectively. No moderation effect was found for attributed extrinsic corporate motives. The findings provide important implications for effective environmental CSR communication with respect to specific message styles and attributed corporate motives.

Purpose: Corporate-NGO partnerships are gaining increasing importance as part of a company's CSR effort. This study aims to understand which communication tactics (CSR motive, CSR message frame, CSR fit) lead to more positive consumer outcomes in the context of corporate-NGO partnerships, and whether consumer skepticism and consumer trust mediate the proposed relationships.Design/methodology/approach: An online experiment was conducted (N = 298) to examine the theoretical predictions, involving a 2 (CSR motive: firm-serving/public-serving) x 2 (CSR message frame: narrative/expositive) x 2 (CSR fit: high/low) between-subjects design.Findings: The results confirmed that consumer attitudes and electronic Word-of-Mouth (eWOM) can be affected by CSR motives and CSR fit. Also, CSR skepticism and consumer trust both mediate the relationship of CSR motives and consumer outcomes.Practical implications: The results of this study make a strong case for expressing public-serving CSR motives and refraining from firm-serving CSR motives when communicating about a corporate-NGO partnership to consumers.Originality/value: Focusing on the communication tactics of corporate-NGO partnerships extends existing literature by uncovering whether and how the factors driving effective communication in other CSR activities can be applied to the context of corporate-NGO partnerships.

Purpose: This study investigates the mechanism through which banks employ corporate social responsibility (CSR) commitment to engage in employees. The values of different types of CSR engagement (i.e. philanthropic CSR vs ethical and legal CSR) are distinguished and their influences on employee identification are analyzed. The moderation effect of CSR communication through corporate social media is examined in this context.Design/methodology/approach: A sample of 254 respondents was collected through surveying the employees of one of the largest banks in Turkey.Findings: Findings suggest that ethical and legal CSR is perceived more importantly than philanthropic CSR by employees in the banking industry. In addition, the level of transparency and frequency of CSR communication through corporate social media moderates the CSR types–employee identification relationship distinctively.Practical implications: Special attention should be paid to the conditions under which CSR communication takes place effectively, as skeptics toward certain types of CSR initiatives may occur along with the disclosure of information about them.Social implications: If organizations use social media communication in a way that would bring the CSR interests of their employees to light, it is likely that CSR initiatives will become more meaningful and have a greater societal impact.Originality/value: This study contributes to the CSR literature through identifying the value of different types of CSR initiative and confirming the importance of transparent and proactive CSR communication on employee identification in the banking sector.