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<p>This study aims to investigate the influence of Green Manufacturing Knowledge (GMK) on Sustainability Awareness (SA), with a specific focus on the mediating and moderating roles of Environmental Attitude (EA). As sustainability becomes a central concern in both industrial and educational sectors, understanding the cognitive and affective mechanisms that foster pro-sustainability mindsets is increasingly important. Engineering students are examined because they represent future industrial practitioners whose technical decisions will directly shape manufacturing processes, environmental performance, and sustainability transitions. A quantitative research design was employed, using a structured, closed-ended questionnaire administered to a sample of 200 engineering students. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine direct, indirect, and interaction effects. The findings reveal that GMK has a strong and significant positive effect on both EA and SA. Moreover, EA significantly mediates the relationship between GMK and SA, indicating that individuals with higher environmental attitudes are more likely to translate their knowledge into awareness. The study also confirms a significant moderating effect, whereby the impact of GMK on SA is stronger among individuals with higher levels of EA. These results underscore the critical role of attitudes in shaping sustainability cognition and suggest the necessity of integrating both affective and cognitive components in sustainability education and practice. The originality of this study lies in its simultaneous examination of EA as both a mediator and moderator—an area rarely addressed in previous literature. This dual-role analysis provides a more comprehensive understanding of the pathways through which green knowledge influences sustainability outcomes. The study contributes to the development of more targeted interventions in environmental education and organizational sustainability strategies, particularly in the context of developing economies.</p>

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Exploring the mediating and moderating roles of environmental attitude in green manufacturing knowledge and sustainability

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月4日

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  • Leola Dewiyani,
  • Nurzengky Ibrahim,
  • Dwi Atmanto,
  • Didi Sunardi,
  • Arita Marini,
  • Desy Safitri,
  • Vera Julia,
  • Rezeqi Hardam Saputro,
  • Nindhita Priscillia Muharrani,
  • Asep Marfu

摘要

This study aims to investigate the influence of Green Manufacturing Knowledge (GMK) on Sustainability Awareness (SA), with a specific focus on the mediating and moderating roles of Environmental Attitude (EA). As sustainability becomes a central concern in both industrial and educational sectors, understanding the cognitive and affective mechanisms that foster pro-sustainability mindsets is increasingly important. Engineering students are examined because they represent future industrial practitioners whose technical decisions will directly shape manufacturing processes, environmental performance, and sustainability transitions. A quantitative research design was employed, using a structured, closed-ended questionnaire administered to a sample of 200 engineering students. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine direct, indirect, and interaction effects. The findings reveal that GMK has a strong and significant positive effect on both EA and SA. Moreover, EA significantly mediates the relationship between GMK and SA, indicating that individuals with higher environmental attitudes are more likely to translate their knowledge into awareness. The study also confirms a significant moderating effect, whereby the impact of GMK on SA is stronger among individuals with higher levels of EA. These results underscore the critical role of attitudes in shaping sustainability cognition and suggest the necessity of integrating both affective and cognitive components in sustainability education and practice. The originality of this study lies in its simultaneous examination of EA as both a mediator and moderator—an area rarely addressed in previous literature. This dual-role analysis provides a more comprehensive understanding of the pathways through which green knowledge influences sustainability outcomes. The study contributes to the development of more targeted interventions in environmental education and organizational sustainability strategies, particularly in the context of developing economies.