(1) Background: Sustainability is a crucial priority and a critical part of the modern world. Promoting pro-social values to the younger generation is an issue addressed throughout this paper. The present study aims to answer the question of whether generosity, as a positive attitude towards others, and sustainability, as a positive attitude towards the environment, are related. (2) Methods: The current research includes a sample of 4333 adolescents, ages 14 and 15, who attend schools in Bihor County, Romania. (3) Results: The regression analysis indicates a significant correlation between sustainable values, operationalized through adolescent involvement in environmental organisations, and generosity. (4) Conclusions: Sustainable behaviour can be considered a form of giving that contributes to the collective good. Our research outlines a significant need for a new set of competencies provided through a newly designed curriculum and/or through focused training, in order to cultivate generosity across cultures, ecologies, and generations; at the same time, we also highlight the significant role that the joint efforts of the school-family-library trifecta in supporting this goal.

Background/Objectives: Academic engagement plays a central role in students’ learning outcomes and persistence in higher education. However, the mechanisms through which amotivation influences engagement remain insufficiently understood, particularly within conditional self-regulation frameworks. The present study examined a conditional self-regulation model in which amotivation predicts academic engagement through forethought and self-reflection under different levels of perceived performance control. Methods: Data were collected from 530 university students from Western Romania. A moderated parallel mediation model (PROCESS Model 59) was estimated to test whether forethought and self-reflection mediate the relationship between amotivation and academic engagement and whether perceived performance control moderates these pathways. Results: The results indicated that amotivation maintained a robust direct association with academic engagement across levels of performance control. Perceived performance control moderated the amotivation–forethought pathway, while self-reflection showed conditional indirect effects depending on control levels. Conclusions: These findings suggest that motivational deficits operate within a context-sensitive regulatory architecture in which control beliefs shape the activation of self-regulatory processes. The results contribute to understanding academic adaptation under motivational constraints and highlight the role of perceived performance control in students’ self-regulation systems.

Are entrepreneurs born or made on campus? This is one of the most frequent questions in the literature about student entrepreneurship. The field of study about career anchors is one of the most investigated factors, and it is widely recognized that entrepreneurship education should be expanded beyond economics faculties and business schools. The purpose of this paper is to present the process of designing and delivering a cross-campus Entrepreneurship course customized on varied non-economic fields of study (engineering, mathematics, nature sciences, health, social sciences, humanities, and arts) and tailored to the local business environment developed in an integrated manner in the package with two other courses: Career coaching and Life skills. The courses were developed within a project financed by the European Social Fund - "Entrepreneur for the Future" (AntreV), from 2019-2021. Upon completion of the AntreV project, the developed courses were integrated into the curricula of the 14 faculties of the University of X, Romania (as optional or facultative courses) starting from the academic year 2021-2022. The paper provides an innovative approach to cross-campus entrepreneurship education, specifically on course design and delivery, that integrates education for entrepreneurship with career coaching and life skills education.