Empowering tomorrow's governance leaders: Fostering self-motivation through education for sustainable development
DOI:
https://doi.org/10.15282/jgi.8.2.2025.11626Keywords:
Governance leader, Self-motivation, Education for Sustainable Development (ESD), Intrinsic motivation, Extrinsic motivationAbstract
The successful implementation of Education for Sustainable Development (ESD) is paramount for addressing global challenges. Nevertheless, its effectiveness is contingent on student engagement, an area where the role of motivation remains under-researched. This study addressed this gap by examining the psychological drivers that foster a lasting commitment to sustainability principles among future leaders. The primary objective of this research was to empirically examine the relationship between self-motivation (SM), as conceptualised by Self-Determination Theory (SDT), and the engagement of pre-university students with ESD.A quantitative, cross-sectional survey design was employed, involving 127 pre-university students from a Kolej Pre-Universiti in Kuantan, Pahang, Malaysia. Participants were selected via convenience sampling and completed validated scales measuring SM and engagement with ESD. The collected data were analysed using descriptive statistics, Pearson correlation, and simple linear regression to test the study's hypothesis. The findings established SM as a substantial factor in fostering student engagement with sustainability education. These findings provided a clear empirical mandate for educational institutions to move beyond mere content delivery and actively create learning environments that support students' basic psychological needs for autonomy, competence, and relatedness. Cultivating these internal motivational resources is essential for developing the next generation of proactive and committed sustainability leaders who will act with integrity and will be prepared for roles in governance.
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