Vol. 10 No. 6 (2025): Publishing

Open Access

Research Articles

Abstract

ESP-3732

Integrating ecological civilization into higher education: Frameworks, practices, and pedagogical pathways

by Zhangmin Liu, A gemo

2025,10(6); 0 Views

doi: https://doi.org/10.59429/esp.v10i6.3732

Abstract The integration of ecological civilization into higher education has become a crucial step in addressing the global ecological crisis. Ecological civilization, a concept that emphasizes the harmonious coexistence of human society with nature, has gained significant attention in recent years, particularly within China, as part of national policy efforts toward sustainability. This review article presents strategies for teaching college students about ecological civilization so they can support sustainable growth and care for the ecology. It deals with obstacles such as disjointed lessons, insufficient learning for teachers, and difficulty within institutions by thoroughly examining available literature. The study recommends using curriculum from different subjects, encouraging active learning, including traditional wisdom, and forming links with ecological groups as effective ways to proceed. The usefulness of these ideas is confirmed by research that reveals improved student involvement, greater ecological awareness, and more ecologically friendly habits. The article recommends that evaluation and feedback are necessary to keep the system evolving. The study found that significant improvements within higher education institutions are vital for promoting ecological civilization. This research helps colleges to encourage ecologically friendly and responsible graduates, benefiting the process of creating an ecological civilization in society.

Open Access

Research Articles

Abstract

ESP-3489

Corporate social responsibility and customer satisfaction towards corporate reputation of the banking industry

by Solomon Oluyinka, Adolf Josef Yao, Nicanor Lazaro Jr, Maria Cusipag

2025,10(6); 1 Views

doi: https://doi.org/10.59429/esp.v10i6.3489

Abstract Corporate social responsibility is vital for organizations to achieve sustainability and success, particularly in the banking industry. Banks, as major financial intermediaries, have faced impulsive actions due to the global financial crisis. Engaging in CSR initiatives can have a significant impact on society and the bank's reputation, fostering strong relationships with customers and understanding their needs. However, banks still face reputational risks and customer criticism, as their existence is crucial for society. Researchers conducted a study on leading universal banks to measure the effects of CSR and customer satisfaction on corporate reputation among adults aged 20-64 in the National Capital Region. The correlation coefficient results show that corporate social responsibility and customer satisfaction have a moderate to strong relationship with corporate reputation. The study found that both factors have significant direct or indirect effects on the corporate reputation of the banking industry. Regression analysis revealed an adjusted R squared value of 0.449 and beta values of 0.294 for CSR and 0.472 for customer satisfaction. Engaging in CSR initiatives can lead to customer satisfaction, which in turn boosts the bank's reputation and loyalty. Corporate social responsibility is crucial for banks to enhance their image and retain customers in the industry.

Open Access

Research Articles

Abstract

ESP-3771

From course experience to innovation capability: A dual mediation analysis of student engagement and learning motivation in modular teaching

by Jinyan Sun, Tsang kai Chang

2025,10(6); 3 Views

doi: https://doi.org/10.59429/esp.v10i6.3771

Abstract This study examines how learning experiences shape the development of students’ creative competencies through the dual mediating roles of academic engagement and motivational factors. Focusing on students from the Department of Art and Design at a vocational and technical college in China, the study adopts purposive sampling to gather 287 valid responses. A structured questionnaire was designed encompassing four latent constructs: instructional quality, participation, drive to learn, and creative capacity. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to evaluate the model and test mediation effects. Results reveal no significant direct influence of instructional experiences on students' creative outcomes. However, indirect effects were observed via full mediation by academic engagement and partial mediation by motivation. The model explains 56.8% of the variance in the outcome variable (R² = 0.568) and achieves a strong model fit (GoF = 0.657). These findings emphasize the interplay between instructional design and internal psychological mechanisms, offering insights for pedagogical strategies and theory-building in creative education domains.

Open Access

Research Articles

Abstract

ESP-3517

Fifty shades of ambivalence: South African student leaders’ belonging experiences as indigenous foreigners within higher education

by Dr. Neo Pule, Mr. Vuyani Muleya, Prof. Aden-Paul Flotman

2025,10(6); 20 Views

doi: https://doi.org/10.59429/esp.v10i6.3517

Abstract The transformation of South African universities is complex because of the intersections of social, historical, political, cultural, and economic circumstances. Due to the transformation mandate, universities engage student leaders in co-governance to facilitate collaborative efforts toward establishing a sense of belonging for student leaders. However, the complexity of the environment and the transformation task create discrepancies that affect student leaders' sense of belonging. Therefore, this article explores South African student leaders' sense of belonging in the university, using socioanalysis. We gathered verbal and visual data through social dream drawing with student leaders to present an account of their conscious and unconscious lived experiences of belonging. We used thematic analysis to organize the identified themes and sub-themes and interpreted them using a socio-analytic understanding. The findings suggest that student leaders experience belonging paradoxically as “indigenous foreigners” in higher education, but also ambivalently, hence the reference to Fifty shades of ambivalence in the title. They perceive membership dynamics in various ways: as fluid belonging, with strings attached, as complicated bonding, and as the paradoxical dance between dominance and submission, as well as connecting to shades of legacies and patrimony. We argue that learning about student leaders' sense of belonging through social dream drawing enhances their leadership agency and facilitates a co-productive, collaborative, and active participation strategy. This process strengthens co-governance practices on multi-relational levels and multiple domains of belonging. Thus, dynamically understanding student leaders' sense of belonging produces positive outcomes for academic structures and integration processes through innovative student engagement.

Environment and Social Psychology

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