ESG Strategies in Educational Quality Management: An Empirical Study on Fostering Student Loyalty and Sustainability

Abstract

This study investigates how service quality, emotional experience, and Environmental, Social, and Governance (ESG) practices jointly influence students’ behavioral intentions in higher education. Drawing from the SERVQUAL model, the Theory of Planned Behavior (TPB), and ESG-related frameworks, this research develops and empirically tests a comprehensive conceptual model using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). The study employed a stratified sampling strategy and collected 462 valid responses from university students across various disciplines, regions, and academic levels in Taiwan. The results reveal that both service quality and ESG practices significantly and positively impact students’ behavioral intentions, with emotional experience serving as a critical mediating variable. Service quality—characterized by responsiveness, reliability, assurance, empathy, and tangible resources—was found to shape students’ affective responses and loyalty behaviors, such as recommending the university and engaging in alumni activities. Likewise, ESG initiatives, such as green campus practices, community involvement, and transparent governance, enhanced students’ emotional attachment and behavioral support. Hierarchical regression analysis, conducted alongside SEM, confirmed the robustness of the model and further highlighted demographic variations. This study contributes to the literature by integrating ESG principles into the higher education service quality framework and validating the mediating role of emotional experience. It provides both theoretical advancement and actionable insights for university administrators. Practical recommendations include enhancing frontline service delivery, embedding ESG practices into institutional culture, and designing emotionally engaging student experiences. The findings underscore the strategic value of adopting a holistic, value-based approach to educational quality management in fostering long-term student loyalty and institutional sustainability.

1. Introduction

In recent years, sustainable development and Corporate Social Responsibility (CSR) have emerged as key focal points for organizations across various sectors, including higher education. The Environmental, Social, and Governance (ESG) framework has gained prominence as a comprehensive indicator of institutional responsibility and sustainability [1,2]. While this framework was originally developed within corporate contexts, universities are increasingly expected to adopt ESG principles to address broader societal demands and enhance their institutional reputation. Higher education institutions face the dual challenge of maintaining academic excellence while incorporating ethical, social, and environmental practices into their educational models. The integration of ESG principles offers a strategic pathway to achieving this balance, enhancing institutional credibility and fostering positive relationships with stakeholders [3]. Students, as primary stakeholders, increasingly expect their educational experiences to not only provide professional competencies but also cultivate a sense of social responsibility and sustainability awareness [4].

Beyond meeting student expectations, ESG practices in higher education play a vital role in advancing broader societal goals. Universities are uniquely positioned to act as drivers of social transformation by embedding values such as civic responsibility, ethical leadership, and environmental consciousness into both formal curricula and institutional culture. As Filho et al. [5] emphasize, the adoption of sustainability-oriented programs in higher education contributes directly to the achievement of the United Nations Sustainable Development Goals (SDGs), particularly those related to quality education, climate action, and reduced inequalities. Moreover, Mitra and Buzzanell [6] argue that when universities operationalize sustainability through discourse and practice, they help students internalize civic values and ethical perspectives, thereby shaping them into socially engaged citizens and future leaders. These ESG-driven practices not only build institutional legitimacy but also extend the impact of higher education into communities and societies at large.

The role of ESG practices in higher education has thus gained substantial attention, particularly regarding their influence on students’ perceptions of institutional responsibility. Universities actively promoting sustainability initiatives, social responsibility programs, and transparent governance structures tend to foster higher levels of student trust and loyalty [7,8]. Effective ESG implementation signals institutional commitment to values that resonate with students, such as ethical governance, environmental protection, and social inclusion [9]. Moreover, incorporating ESG principles into educational quality assurance systems has been shown to enhance institutional reputation and stakeholder trust. This strategy aligns with the expectations of value-driven students who seek institutions that demonstrate a genuine commitment to sustainability. When students perceive their university as actively promoting social responsibility and environmental stewardship, they are more likely to develop strong emotional connections, characterized by trust, identification, and loyalty [10].

Despite the increasing emphasis on ESG practices in higher education, most existing research focuses on how traditional service quality impacts student satisfaction and loyalty. Limited studies have explored how ESG principles can be systematically integrated into educational quality management frameworks and how these practices influence student loyalty through emotional experiences [11]. Furthermore, prior studies often treat service quality and ESG as separate domains, overlooking the potential of a unified quality assurance model. To address these gaps, this study aims to develop a comprehensive framework that integrates service quality, emotional experience, and ESG practices, enhancing both student loyalty and institutional sustainability. The research utilizes Structural Equation Modeling (SEM) to analyze data collected from 462 students at technological universities, providing valuable insights for educational institutions aiming to balance quality management with sustainability objectives.

To this end, the present study investigates how service quality and ESG practices influence students’ behavioral intentions in higher education, with emotional experience serving as a mediating mechanism. Drawing upon the SERVQUAL model, the Theory of Planned Behavior (TPB), and relevant ESG literature, we propose and test a conceptual framework through Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). Data were collected from 462 university students using a stratified random sampling approach. The findings reveal that both service quality and ESG practices significantly enhance students’ emotional experience, which, in turn, fosters stronger behavioral intentions such as institutional recommendation and alumni engagement. This research contributes theoretically by integrating ESG principles into educational quality frameworks and practically by offering actionable recommendations for universities to strengthen student loyalty through sustainable and emotionally resonant strategies. The remainder of the paper is structured as follows: Section 2 reviews relevant literature and develops the theoretical framework; Section 3 presents the research methodology; Section 4 outlines the data collection and analysis; Section 5 discusses the empirical results; Section 6 provides theoretical and managerial implications; and Section 7 concludes the study with future research directions.

2. Literature Review

2.1. The Role and Impact of Service Quality in Higher Education

Service quality is a key performance indicator for higher education institutions, influencing not only student satisfaction and learning experiences but also their loyalty and willingness to support the institution. The SERVQUAL model, proposed by Parasuraman, Zeithaml, and Berry [12], evaluates service quality across five dimensions: reliability, assurance, responsiveness, empathy, and tangibles. This model has become the foundational framework for assessing service quality in higher education. Previous studies have shown that when institutions provide high-quality educational services, students are more likely to develop a strong sense of institutional commitment and loyalty [13,14].

As educational demands evolve, researchers have emphasized the importance of innovation and flexibility in service quality. Students increasingly expect universities to offer not only excellent teaching facilities and faculty expertise but also interactive learning models, career-oriented curricula, and equitable educational opportunities [15]. Hanaysha and Hussein [16] found that students who perceive high service quality during their studies are more likely to support their institution after graduation, becoming engaged alumni. Recently, higher education institutions have begun integrating Total Quality Management (TQM) with ESG (Environmental, Social, and Governance) practices to enhance service quality through sustainable development and social responsibility initiatives [17]. By aligning quality assurance mechanisms with ESG principles, institutions can strengthen student engagement, encourage post-graduation loyalty, and enhance institutional competitiveness [18].

2.2. The Role of Emotional Experience in Shaping Behavioral Intentions

Emotional experience is a critical factor influencing students’ behavioral intentions and has become a key component of quality management strategies. Oliver [10] suggested that positive emotional experiences foster loyalty behaviors, particularly in highly interactive educational settings. In universities, emotional experiences shape students’ motivation, engagement, and long-term institutional commitment, influencing behaviors such as recommending the institution and participating in alumni activities [19]. Creating a supportive, transparent, and inclusive learning environment is essential for fostering students’ sense of belonging and institutional identification [20].

Moreover, emotional experience is closely linked to ESG practices. When universities implement sustainability initiatives (e.g., green campus programs) and social responsibility projects (e.g., community service programs), students’ emotional engagement is enhanced, leading to increased recommendation intentions and alumni participation [21]. These initiatives not only improve students’ perceptions of the institution but also contribute to building a strong and sustainable educational brand [11]. Studies have shown that students who observe their university actively engaging in social responsibility initiatives, charitable activities, or community outreach are more likely to develop long-term institutional loyalty and advocacy behaviors [22]. Therefore, ESG strategies not only serve as a complementary mechanism for improving educational quality but also play a crucial role in shaping students’ emotional experiences and behavioral intentions.

2.3. Integration of Service Quality, ESG Practices, and Emotional Experience in Higher Education

As global attention to the Sustainable Development Goals (SDGs) continues to grow, the integration of Environmental, Social, and Governance (ESG) practices into higher education has emerged as a critical strategic priority. Traditionally associated with corporate responsibility, ESG is now recognized as an essential framework for universities that seek to align their missions with sustainability objectives [3]. Universities that adopt green campus policies, launch social impact initiatives, and implement transparent governance practices can cultivate students’ environmental awareness, social responsibility, and trust in institutional integrity [23]. Empirical studies have demonstrated that when students perceive their institutions as actively engaged in ESG-related activities, such as renewable energy use, community outreach, and ethical governance, they are more likely to feel a sense of belonging and demonstrate higher levels of post-graduation support [24]. These practices not only enhance institutional reputation but also contribute to long-term student satisfaction and loyalty.

A growing body of literature emphasizes the importance of aligning service quality with ESG implementation and emotional engagement to create a multidimensional quality management system [25,26]. Universities that provide reliable and student-centered services, such as responsive faculty, effective facilities, and inclusive support systems, strengthen emotional experiences such as trust, appreciation, and institutional identification [25]. Emotional experience serves as a mediating factor that bridges the influence of both service quality and ESG practices on students’ behavioral intentions, including their likelihood to recommend the university or engage in alumni activities [10].

Furthermore, positioning ESG not as a peripheral concern but as a core aspect of educational service delivery has been shown to generate competitive advantages. Students today increasingly expect universities to operate responsibly, promote equity, and demonstrate leadership in sustainability [3]. Embedding ESG principles into daily operations and strategic planning enables institutions to meet these expectations while reinforcing their educational and social missions. In summary, the integration of service quality, ESG practices, and emotional experience forms a synergistic framework for advancing institutional sustainability and student loyalty. This holistic approach not only strengthens brand identity and stakeholder engagement but also enhances universities’ capacity to fulfill the SDGs and adapt to the evolving demands of the global education landscape [27].

2.4. The Role and Value of Behavioral Intentions in Higher Education

In the context of higher education, behavioral intentions reflect the likelihood of students recommending their institution, supporting it after graduation, and engaging in long-term alumni activities. These intentions are increasingly recognized as critical indicators of the effectiveness of quality management practices within educational institutions. Ajzen’s [28] Theory of Planned Behavior (TPB) highlights that behavioral intentions are shaped by attitudes, subjective norms, and perceived behavioral control. In higher education, service quality and emotional experiences are pivotal factors that influence these determinants. Hanaysha and Hussein [16] found that when universities align their educational services with students’ career aspirations while fostering positive emotional connections, students are more inclined to develop stronger behavioral intentions, such as recommending the institution to others or actively participating in alumni networks after graduation.

Beyond traditional service quality drivers, ESG practices play an increasingly important role in shaping behavioral intentions. Research by Mo and Wang [9] demonstrates that when universities incorporate initiatives such as environmental sustainability programs and social responsibility projects, students recognize the institution’s broader societal contributions. This recognition fosters an emotional connection and motivates students to engage more deeply with their institution both during and after their studies. Such intentions often manifest as recommendations to peers, financial contributions, and active involvement in alumni activities. These behaviors, in turn, contribute to a university’s long-term reputation and societal impact. Behavioral intentions can also serve as a comprehensive indicator of an institution’s service quality and ESG practices, reflecting their collective impact on student outcomes [29,30]. These intentions are strategically valuable as they enhance the institution’s reputation, create robust alumni networks, and lay the groundwork for sustainable development [31]. Institutions that effectively cultivate behavioral intentions through high-quality services and ESG integration position themselves not only as centers of academic excellence but also as leaders in responsible and sustainable education. This integration enables them to address contemporary expectations for environmental responsibility, social care, and governance transparency while ensuring their relevance and competitiveness in a rapidly evolving educational landscape [32]. By aligning service quality with ESG-driven initiatives, educational institutions create a framework where behavioral intentions become more than individual actions—they transform into strategic assets that sustain institutional growth and reinforce the institution’s long-term commitment to sustainability and student engagement.

2.5. Theoretical Model Development

The theoretical model for this study was developed based on an integration of established frameworks and empirical findings from the fields of service quality, emotional experience, and ESG (Environmental, Social, and Governance) practices in higher education. Drawing primarily from the SERVQUAL model [12], the Theory of Planned Behavior (TPB) [28], and emotional loyalty theory [10], this model aims to examine how students’ perceptions of service quality and ESG practices influence their emotional experiences and, subsequently, their behavioral intentions. The SERVQUAL model provides a foundational understanding of service quality in terms of five key dimensions: reliability, assurance, responsiveness, empathy, and tangibles. These dimensions have been widely applied in higher education settings to evaluate the effectiveness of academic services, campus facilities, and student support systems [33]. Based on this, service quality is positioned in the model as a primary antecedent influencing both emotional experience and behavioral intention.

ESG practices, though traditionally studied in corporate environments, are increasingly relevant in the context of higher education. Recent research demonstrates that institutions perceived as environmentally responsible, socially inclusive, and transparently governed can foster stronger student loyalty and institutional commitment. ESG dimensions in this study are conceptualized to include green campus initiatives (E), social engagement and inclusion (S), and transparent decision-making processes (G). These are proposed to influence both emotional and behavioral responses among students.

Emotional experience serves as a central mediating variable in the model. According to Oliver’s loyalty theory and TPB, emotional responses such as trust, pride, and belonging are crucial for translating perceptions of quality or organizational values into loyalty-related behaviors. In this study, emotional experience is conceptualized as students’ affective attachment to their institution and perceived emotional support.

Behavioral intention, the dependent variable, is operationalized through students’ willingness to recommend the institution, continue engagement post-graduation, and support its initiatives. TPB suggests that such intentions are formed through attitudes, subjective norms, and perceived behavioral control, which, in this context, are shaped by perceived service quality, ESG alignment, and emotional experience.

Figure 1 illustrates the proposed conceptual framework. The model hypothesizes that both service quality and ESG practices have direct effects on emotional experience and behavioral intention. Emotional experience is further posited as a mediator, transmitting the effects of these institutional factors on behavioral outcomes. This structure allows for an examination of both direct and indirect pathways and aligns with recent trends emphasizing student-centered and value-based educational quality management. By integrating these theories and empirical findings, this study aims to validate a cohesive model that captures the interdependence of quality, values, and emotional connection in shaping students’ behavioral loyalty in higher education. In particular, this conceptual model was developed a priori and empirically tested using CFA and SEM, in line with a theory-driven research approach.

3. Research Framework and Hypotheses

3.1. Research Framework

This study explores the impact of service quality, emotional experience, and ESG practices on students’ behavioral intentions within the context of higher education. Drawing on the SERVQUAL model, the Theory of Planned Behavior (TPB), and relevant literature, a comprehensive framework is constructed to understand these relationships. The research framework is illustrated in Figure 1. In line with the purpose of testing a theoretically grounded model, this study adopts a Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) approach. These analytical methods are designed to verify, rather than explore, the relationships among latent constructs and their observed indicators. Therefore, the research model and hypotheses must be proposed a priori—before data analysis begins—to ensure the confirmatory nature of the testing process.

The seven hypotheses developed in this study are not arbitrary; they are systematically derived from established theoretical frameworks and empirical literature. Specifically, they aim to examine both the direct and indirect effects of service quality and ESG practices on behavioral intention, with emotional experience serving as a mediating variable. This layered structure allows for a rigorous validation of not only main effects but also the mediating mechanisms that underpin students’ behavioral responses.

Service quality serves as a critical construct in this framework, encompassing the five dimensions identified by Parasuraman et al.: reliability, assurance, responsiveness, empathy, and tangibles. These factors are particularly significant in universities, which emphasize practical skill development and professional growth. High-quality services, such as access to modern facilities and responsive faculty, enhance student satisfaction and loyalty. This, in turn, influences behavioral outcomes, such as the intention to recommend the institution and the willingness to maintain long-term engagement with the university.

ESG practices broaden the discussion on service quality by incorporating broader considerations of environmental sustainability, social responsibility, and governance transparency, as conceptualized by Dyllick and Muff [1]. In an educational context, ESG initiatives go beyond traditional service offerings to meet the growing expectations for institutional responsibility. Specifically, practices such as implementing green campus policies, fostering community involvement, and ensuring transparent governance create alignment between the institution’s values and students’ personal beliefs. This alignment enhances students’ identification with their university and fosters a sense of pride and support for its initiatives.

At the core of this framework lies emotional experience, which bridges the relationships between service quality, ESG practices, and behavioral intentions. Emotional experience includes affective responses such as belongingness, institutional identification, and perceived support. According to Oliver’s [10] loyalty theory and TPB, emotional experience directly influences students’ behavioral intentions, particularly their willingness to recommend the institution or stay connected as alumni after graduation. For instance, a supportive and transparent environment fosters trust, encouraging students to advocate for their university and actively participate in alumni networks. The integration of these constructs—service quality, ESG practices, emotional experience, and behavioral intentions—demonstrates a dynamic and testable model. It underscores the importance of adopting a comprehensive quality management approach that aligns service delivery with sustainability practices to foster deeper emotional connections and long-term loyalty among students. By addressing these interrelated factors, universities can not only enhance their educational service quality but also position themselves as ethical and sustainable leaders in education.

3.2. Research Hypotheses

Grounded in the SERVQUAL model, the Theory of Planned Behavior (TPB), and literature on ESG in higher education, this study proposes a theoretical framework to examine how service quality and ESG practices influence students’ behavioral intentions, with emotional experience acting as a mediating variable. Rather than proposing isolated predictions, the study is designed to test a cohesive model through Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). The central hypothesis is formulated as follows:

H0 (Core Hypothesis).

Service quality and ESG practices influence students’ behavioral intentions, both directly and indirectly, with emotional experience mediating these effects.

To examine the structural paths within this core hypothesis, we specify the following sub-hypotheses:

H1. 

Service quality positively influences behavioral intentions.

H2. 

Service quality positively influences emotional experience.

H3. 

ESG practices positively influence emotional experience.

H4. 

ESG practices positively influence behavioral intentions.

H5. 

Emotional experience positively influences behavioral intentions.

H6. 

Emotional experience mediates the relationship between service quality and behavioral intentions.

H7. 

Emotional experience mediates the relationship between ESG practices and behavioral intentions.

4. Materials and Methods

This study investigates the impact of service quality, emotional experience, and ESG practices on students’ behavioral intentions within the context of higher education. A quantitative research design was adopted, utilizing survey questionnaires as the primary data collection tool (Appendix A). The questionnaire incorporated dimensions from the SERVQUAL model and ESG indicators to comprehensively gather feedback from students. To test the hypotheses and quantify the relationships among constructs, Structural Equation Modeling (SEM) was employed for data analysis (Figure 2). The Data Analysis Procedure Flowchart provides a visual summary of the research process, including questionnaire design and distribution, reliability and validity assessment, Confirmatory Factor Analysis (CFA), SEM modeling, and hierarchical regression analysis. This flowchart serves as a practical guide for readers, particularly those less familiar with statistical techniques, by clearly illustrating the sequence and logic of each analytical stage undertaken in the study. The key aspects of the research methodology are detailed below.

4.1. Sampling and Survey Implementation

This study adopted a cross-sectional design to investigate the relationships among service quality, emotional experience, ESG practices, and behavioral intentions among university students. To ensure both representation and generalizability, a stratified random sampling technique was employed. This method allowed for the proportional inclusion of key subgroups within the population while minimizing sampling bias and enhancing the reliability of the findings [34].

The sample focused on university students whose academic experiences encompass both theoretical and practical training, making them ideal participants for examining how service quality and ESG practices shape emotional and behavioral responses. Stratification was conducted based on the following variables: institutional region (north, central, south), gender, university type (public vs. private), and academic system (day school vs. continuing education), and college discipline (engineering, management, design, and tourism and hospitality). Within each stratum, participants were randomly selected to accurately reflect the diversity of the student population.

Following Krejcie and Morgan’s [35] and Cohen’s [25] guidelines on sufficient sample size for multivariate analysis, a minimum of 200–300 responses is required to ensure statistical power. In this study, 500 questionnaires were distributed and 462 valid responses were collected, exceeding established thresholds for Structural Equation Modeling (SEM) and correlational analysis. This robust sample size enhances the precision of estimates and minimizes sampling error, supporting the validity of generalizations to the broader student population.

The final sample covered various academic years and professional fields, ensuring a broad spectrum of perspectives and experiences. This diversity enabled the study to uncover nuanced insights into how ESG practices, service quality, and emotional experience collectively shape students’ behavioral intentions. The careful design of the sampling strategy underscores the study’s methodological rigor and contributes to the robustness of its findings.

4.2. Questionnaire Design

The questionnaire design in this study focuses on four core constructs—service quality, ESG practices, emotional experience, and behavioral intentions—to ensure a comprehensive and integrated assessment of their interrelationships. Each construct consists of six items, developed based on well-established theoretical frameworks and prior research to ensure content validity, construct reliability, and compatibility with confirmatory factor analysis (CFA) and structural equation modeling (SEM).

The section on service quality draws upon the SERVQUAL model proposed by Parasuraman et al. [12], which identifies five dimensions: reliability, assurance, responsiveness, empathy, and tangibles. To adapt these concepts to the higher education context, the questionnaire includes six items designed to capture students’ perceptions of institutional service quality. These items assess aspects such as the adequacy of learning facilities, faculty responsiveness to student needs, trust in institutional information, staff helpfulness, consistency in service delivery, and the professional appearance of campus environments. These indicators collectively reflect how well a university performs in meeting students’ educational service expectations.

In parallel, the ESG practices construct focuses on students’ perceptions of how their university performs in environmental sustainability, social responsibility, and governance transparency. Grounded in the framework developed by Dyllick and Muff [1], this construct contains six items that evaluate student awareness and evaluation of the university’s environmental initiatives, student involvement in social outreach activities, institutional communication transparency, commitment to carbon reduction, promotion of equity and inclusion, and ethical governance practices. These items allow for a comprehensive understanding of how sustainability values are operationalized and communicated within the institution.

The emotional experience construct captures affective responses that reflect students’ psychological attachment to their university. Based on Oliver’s [10] emotional loyalty framework, six items are used to assess students’ feelings of belonging, trust, institutional pride, and perceived emotional support. These items gauge whether students feel recognized and supported, are emotionally engaged with their academic environment, and experience a sense of pride and identity associated with their university. Emotional experience is hypothesized to serve as a key mediating factor in the relationship between service inputs (quality and ESG) and output behaviors (loyalty and advocacy).

The fourth construct, behavioral intentions, measures students’ anticipated future actions toward the university, based on Ajzen’s [28] Theory of Planned Behavior. The six items in this section assess students’ willingness to recommend their university to others, their intent to choose the institution again, their plans to stay engaged as alumni, and their likelihood of participating in alumni events or supporting the university through donations or endorsements. These behavioral outcomes represent concrete manifestations of student loyalty and institutional commitment.

Each of the 24 items in the questionnaire uses a five-point Likert scale ranging from “strongly disagree” to “strongly agree”. This approach not only facilitates the nuanced expression of opinions but also ensures that responses are suitable for statistical modeling, particularly for CFA and SEM analysis. The use of a uniform response scale across constructs ensures consistency and comparability of results during structural modeling.

This structured questionnaire thus captures a holistic view of how service quality and ESG practices influence students’ emotional experience and their behavioral intentions, laying the groundwork for empirical testing of the hypothesized model. The rigorous design also supports the goal of confirming the theoretical relationships using CFA and SEM, rather than merely exploring new patterns.

4.3. Questionnaire Administration and Data Collection

Data collection for this study was conducted between June and October 2024, using both online and offline survey distribution methods to enhance the diversity and representativeness of the sample. Prior to participation, all respondents were clearly informed of the study’s objectives and ethical considerations. Participation was entirely voluntary and anonymous, and informed consent was obtained from all participants. All data were used exclusively for academic purposes and were securely destroyed upon the completion of the study to protect participant confidentiality and ensure compliance with research ethics standards.

A stratified random sampling technique was employed to ensure representativeness across key demographic variables, including geographical region, gender, university type (public vs. private), academic system (day vs. continuing education), academic year, and academic discipline (e.g., management, tourism, design, and engineering). This approach ensured proportional representation from all subgroups while maintaining the structural integrity of the overall sample. A total of 462 valid responses were collected, encompassing a diverse student population. The sample included a near-even gender distribution, both full-time and continuing education students, and participants across all academic levels—from freshmen to graduate students—spanning a range of professional disciplines. This diversity strengthened the generalizability and reliability of the study’s findings.

The collected data were analyzed using SPSS (version 22) and AMOS (version 29). Descriptive statistics were first conducted to summarize respondent demographics, including region, gender, academic system, and college. Means and standard deviations were calculated to provide an overview of the dataset and initial insights into participant responses.

Reliability was assessed using Cronbach’s alpha to ensure internal consistency among constructs. Confirmatory Factor Analysis (CFA) was conducted to evaluate the structural validity of the measurement model and to confirm the alignment of questionnaire items with theoretical constructs, following the recommendations of Hair et al. [34]. The primary analysis utilized Structural Equation Modeling (SEM) via AMOS, selected for its capacity to simultaneously analyze direct and indirect relationships among constructs while accounting for measurement error. Model fit was evaluated using standard indices, including Chi-square (χ²), Root Mean Square Error of Approximation (RMSEA), Comparative Fit Index (CFI), and Normed Fit Index (NFI). Upon achieving an acceptable model fit, SEM was employed to test the research hypotheses and quantify the effects of service quality and ESG practices on emotional experience and behavioral intentions.

To explore mediation effects, the bootstrap resampling method (with 5000 samples) was applied to test whether emotional experience mediated the relationships between service quality, ESG practices, and behavioral intentions. Following Preacher and Hayes [36], the analysis included confidence intervals to determine the significance of indirect effects, offering robust evidence for the hypothesized mediation paths. This comprehensive approach to questionnaire administration and data collection—supported by rigorous sampling and statistical techniques—established a reliable empirical foundation for examining the dynamic interrelationships among service quality, ESG practices, emotional experience, and behavioral intentions within the context of higher education.

5. Results

5.1. Factor Analysis

The results of the Confirmatory Factor Analysis (CFA) confirmed the multidimensional structure of the constructs: service quality, emotional experience, ESG practices, and behavioral intentions (

Table 1. CFA results.

Factor	χ2	df	CFI	TLI	SRMR	RMSEA
Service Quality	795	15	0.93	0.92	0.06	0.07
Emotional Experience	962	18	0.98	0.97	0.05	0.06
ESG Practices	1259	19	0.97	0.96	0.05	0.07
Behavioral Intentions	756	17	0.96	0.95	0.05	0.06

Notes: χ² (Chi-square): A measure of model fit, with smaller values indicating better fit relative to the degrees of freedom (df); df (Degrees of Freedom): The number of free parameters in the model; CFI (Comparative Fit Index): Values above 0.90 indicate good model fit; TLI (Tucker-Lewis Index): Values above 0.90 are indicative of acceptable fit; SRMR (Standardized Root Mean Square Residual): Values below 0.08 suggest a good fit; RMSEA (Root Mean Square Error of Approximation): A value below 0.08 indicates good model fit.

). All models exhibited good fit indices, validating the robustness of the measurement instruments and providing a solid foundation for further analyses.

The CFA for service quality revealed a Chi-square value (χ²) of 795 with 15 degrees of freedom (p < 0.001), indicating that there is room for model improvement. However, the Comparative Fit Index (CFI = 0.93) and the Tucker–Lewis Index (TLI = 0.92) exceeded the benchmark of 0.90, suggesting good model fit. Residual measures, including the Standardized Root Mean square Residual (SRMR = 0.06) and the Root Mean Square Error of Approximation (RMSEA = 0.07), fell within acceptable ranges (0.06–0.08), confirming the validity of the scale. While the model is generally robust, refinements may enhance its explanatory power.

5.1.1. Emotional Experience

For emotional experience, the CFA results demonstrated a Chi-square value (χ²) of 962 with 18 degrees of freedom (p < 0.001), suggesting minor areas for adjustment. The model fit indices (CFI = 0.98 and TLI = 0.97) indicated a strong model fit, with SRMR = 0.05 and RMSEA = 0.06 (95% confidence interval: 0.05–0.07), supporting the overall validity of the construct. Although the fit indices are excellent, slight refinements could further enhance their accuracy.

5.1.2. ESG Practices

The ESG practices scale exhibited a Chi-square value of 1259 with 19 degrees of freedom (p < 0.001), reflecting the need for minor adjustments. Nevertheless, the high fit indices (CFI = 0.97, TLI = 0.96) and acceptable residuals (SRMR = 0.05, RMSEA = 0.07, 95% CI: 0.06–0.08) validated the scale’s structure. These findings indicate that the model is well-suited for further analysis, capturing the dimensions of ESG practices effectively.

5.1.3. Behavioral Intentions

The CFA for behavioral intentions yielded a Chi-square value (χ²) of 756 with 17 degrees of freedom (p < 0.001), suggesting areas for potential improvement. The model demonstrated high fit indices (CFI = 0.96, TLI = 0.95), with residuals of SRMR = 0.05 and RMSEA = 0.06 (95% CI: 0.05–0.07). Overall, the model provides a solid foundation for analyzing behavioral intentions but can benefit from further refinement to optimize its structural alignment. The CFA results confirmed the robustness of the constructs for service quality, emotional experience, ESG practices, and behavioral intentions, as evidenced by strong fit indices across all models. These findings validate the multidimensional structure of the measurement tools and underscore their suitability for subsequent regression and structural equation modeling (SEM) analyses. The identified areas for improvement highlight opportunities to further refine the models, thereby enhancing their precision and explanatory power.

5.2. Internal Consistency

The internal consistency of the scales was assessed using Cronbach’s α, and the results are presented in

Table 2. Internal consistency (Cronbach’s α).

Construct	Items	CR	AVE	Cronbach’s α
Service Quality (SQ)	SQ1–SQ6	0.93	0.59	0.96
Emotional Experience (EE)	EE1–EE6	0.94	0.62	0.97
ESG Practices (EP)	EP1–EP6	0.93	0.60	0.97
Behavioral Intentions (BI)	BI1–BI6	0.92	0.56	0.97

Notes: Composite Reliability (CR) assesses the internal consistency of each construct; values above 0.70 are considered acceptable. Average Variance Extracted (AVE) indicates the proportion of variance explained by the construct relative to measurement error; a value above 0.50 suggests adequate convergent validity. Cronbach’s α evaluates the internal consistency of items within each construct; values above 0.70 indicate acceptable reliability, and values above 0.90 reflect excellent reliability.

. All constructs exhibited Cronbach’s α values exceeding the reliability standard of 0.70, indicating high internal consistency. These results validate the reliability of the scales used in this study.

The evaluation results confirm that all constructs demonstrate strong reliability and validity, ensuring their suitability for further statistical analyses. The Composite Reliability (CR) values for all constructs exceed 0.92, validating the consistency of relationships between the items and their respective constructs. Additionally, the Average Variance Extracted (AVE) values, ranging from 0.56 to 0.62, surpass the recommended threshold of 0.50, confirming adequate convergent validity. Together, these metrics indicate that each construct effectively captures the intended variance while minimizing measurement error. Specifically, the Service Quality construct achieved a Cronbach’s α of 0.96, reflecting robust internal consistency. The Emotional Experience scale scored a Cronbach’s α of 0.97, demonstrating excellent internal correlation among its items. The ESG Practices construct recorded the highest Cronbach’s α at 0.97, highlighting its strong reliability and robustness. Similarly, the Behavioral Intentions scale also achieved a Cronbach’s α of 0.97, signifying strong internal consistency. These results affirm that all constructs meet rigorous reliability standards, ensuring that the items within each construct accurately measure their intended variables. This enhances both the credibility and applicability of the study’s findings, laying a solid foundation for subsequent analyses and interpretations.

5.3. Descriptive Results

The descriptive findings include an overview of demographic characteristics and an examination of how demographic variables influenced the core constructs.

The participant demographics, as summarized in

Table 3. Demographic attributes and service quality, emotional experience, ESG practices, and behavioral intentions (N = 462).

Demographic Attributes	N (%)	Service Quality	Emotional Experience	ESG Practices	Behavioral Intentions
		M (SD)	M (SD)	M (SD)	M (SD)
All	462 (100%)	4.19 (0.77)	4.09 (0.81)	4.14 (0.82)	4.05 (0.82)
Gender
(1) Male	260 (56.3%)	4.17 (0.76)	4.02 (0.80)	4.10 (0.81)	3.95 (0.82)
(2) Female	202 (43.7%)	4.21 (0.79)	4.19 (0.82)	4.18 (0.83)	4.17 (0.80)
		t = −0.567	t = −2.207 *	t = −1.004	t = −2.872 **
Location
(1) North	175 (37.9%)	4.26 (0.71)	4.13 (0.77)	4.15 (0.75)	4.08 (0.78)
(2) Central	143 (31.0%)	4.10 (0.88)	4.05 (0.93)	4.12 0.91)	4.03 (0.89)
(3) South	144 (31.2%)	4.18 0.72)	4.10 (0.73)	4.13 0.81)	4.03 (0.79)
		F = 1.57	F = 0.39	F = 0.10	F = 0.17
University Type
(1) Public	229 (49.6)	4.20 (0.72)	4.08 (0.76)	4.12 (0.79)	4.02 (0.75)
(2) Private	233 (50.4%)	4.18 (0.82)	4.11 (0.86)	4.16 (0.85)	4.07 (0.88)
		t = 0.26	t = −0.48	t = −0.52	t = −0.60
Academic System
(1) Day School	280 (60.6%)	4.30 (0.72)	4.18 (0.78)	4.28 (0.74)	4.05 (0.80)
(2) Continuing Education	182 (39.4%)	4.12 (0.80)	4.04 (0.82)	4.04 (0.85)	4.04 (0.83)
		t = 2.496 *	t = 1.798	t = 3.032 **	t = 0.093
Academic Year
(1) Freshman	134 (29.0%)	4.17 (0.67)	4.03 (0.82)	4.07 (0.89)	3.99 (0.74)
(2) Sophomore	89 (19.3%)	4.22 (0.77)	4.13 (0.84)	4.24 (0.77)	4.03 (0.84)
(3) Junior	97 (21.0%)	4.10 (0.74)	4.05 (0.63)	4.08 (0.78)	4.00 (0.81)
(4) Senior	76 (16.5)	4.23 (0.67)	4.18 (0.74)	4.16 (0.70)	4.22 (0.76)
(5) Graduate School	66 (14.3)	4.17 (0.99)	4.04 (0.97)	3.94 (0.99)	4.01 (0.82)
		F = 0.39	F = 0.51	F = 1.86	F (4.457) = 1.06
College
(1) Management	160 (34.6%)	4.25 (0.62)	4.20 (0.72)	4.20 (0.71)	4.15 (0.69)
(2) Hospitality and Tourism	95 (20.6%)	4.16 (0.98)	4.09 (0.99)	4.05 (1.01)	4.08 (0.97)
(3) Design	76 (16.5%)	4.32 (0.61)	4.21 (0.72)	4.31 (0.61)	4.23 (0.70)
(4) Engineering	131 (28.4%)	4.05 (0.84)	3.92 (0.80)	4.02 (0.86)	3.79 (0.85)
		F = 2.51	F = 3.26	F = 2.83	F = 6.59 **
					(1)~(3) > (4)

Note: ** p < 0.01 (two-tailed test); * p < 0.05 (two-tailed test). M = Mean, SD = Standard Deviation.

, reveal a balanced distribution in several key categories. Gender representation shows that 56.3% of the respondents are male, while 43.7% are female, ensuring moderate gender diversity. Geographically, the participants are distributed across the northern, central, and southern regions of the country, with percentages of 37.9%, 31.0%, and 31.2%, respectively. This geographic spread captures a broad range of regional perspectives. The sample also reflects a nearly equal split between students attending public universities (49.6%) and private universities (50.4%), providing a balanced view of both institutional types. In terms of academic systems, the majority of students (60.6%) are enrolled in day school programs, while 39.4% are part of continuing education programs, allowing for a comparative analysis of different educational modes. Students from all academic levels are represented, with freshmen comprising the largest group (29.0%), followed by juniors (21.0%), sophomores (19.3%), seniors (16.5%), and graduate students (14.3%). Additionally, the sample spans diverse academic disciplines, including engineering (28.4%), management (34.6%), design (16.5%), and tourism and hospitality (20.6%), ensuring a wide array of professional contexts is considered. These demographic findings, detailed in Table 3, underline the diversity and representativeness of the sample, which strengthens the reliability and generalizability of the study’s conclusions. This broad spectrum of student perspectives provides a robust basis for exploring how service quality, ESG practices, and emotional experiences interact to shape behavioral intentions in the context of universities.

According to the data presented in Table 3, demographic variables exhibit varying degrees of influence on the core constructs of service quality, emotional experience, ESG practices, and behavioral intentions. Gender emerges as a significant factor influencing emotional experience and behavioral intentions. Female students scored higher than male students in both constructs, indicating stronger emotional connections with their institutions and a greater likelihood of engaging in supportive behaviors. However, gender did not significantly affect perceptions of service quality or ESG practices, suggesting that these constructs may not be highly sensitive to gender differences. The type of academic program also plays a notable role, particularly in perceptions of service quality and ESG practices. Day program students reported significantly higher scores in these two constructs compared to continuing education students, reflecting greater satisfaction with institutional resources and sustainability initiatives.

Interestingly, no significant differences were observed between the two groups in terms of emotional experience or behavioral intentions, indicating that program type may have limited influence on these constructs. Academic year did not exhibit significant differences across any of the constructs, suggesting that perceptions of service quality, emotional experience, ESG practices, and behavioral intentions are consistent across different stages of academic progression. This finding implies that academic level is not a critical factor in shaping students’ perceptions of these core constructs. Field of study, however, had a significant impact on behavioral intentions. Engineering students reported notably lower scores compared to their peers in other disciplines, such as management, design, and tourism and hospitality. This suggests that engagement levels and supportive behaviors may vary considerably across academic specializations, with engineering students demonstrating less active participation in institutional support behaviors.

Overall, the findings highlight the importance of gender and field of study in shaping students’ perceptions of emotional experience and behavioral intentions. Additionally, academic program type influences perceptions of service quality and ESG practices, indicating that these constructs may be affected by the mode of education. These insights provide valuable context for further exploration of the interplay between service quality, ESG practices, emotional experience, and behavioral intentions, forming a robust foundation for deeper analyses.

5.4. Pearson Correlation Analysis

To examine the interrelationships between the four constructs—Service Quality, Emotional Experience, ESG Practices, and Behavioral Intentions—a Pearson correlation analysis was conducted. The results, summarized in

Table 4. Correlations between constructs (N = 462).

Construct	Service Quality	ESG Practices	Emotional Experience	Behavioral Intentions
Service Quality	1.00	0.90 **	0.86 **	0.83 **
ESG Practices		1.00	0.88 **	0.82 **
Emotional Experience			1.00	0.90 **
Behavioral Intentions				1.00

Note: ** p < 0.01 (two-tailed test).

, demonstrate significant positive correlations among all constructs, with coefficients exceeding 0.8, indicating strong interdependencies.

The analysis revealed distinct and significant correlations among service quality, emotional experience, ESG practices, and behavioral intentions, emphasizing their interconnectedness and mutual influence in the educational setting of universities. Service Quality demonstrated a strong alignment with ESG practices (r = 0.90), indicating that high-quality services enhance students’ awareness and appreciation of institutional ESG efforts. This suggests that institutions with superior service quality are more effective in communicating or implementing their sustainability and governance initiatives. Similarly, the correlation between service quality and emotional experience (r = 0.86) highlights how reliable and responsive educational services foster trust, belonging, and a sense of support among students, forming a foundation for emotional engagement. Furthermore, service quality’s relationship with behavioral intentions (r = 0.83) underscores its role in encouraging students to recommend the institution and remain engaged as alumni, demonstrating its importance in loyalty-building strategies. ESG Practices correlations reveal their crucial role in the educational experience. A strong positive correlation with emotional experience (r = 0.88) underscores that effective ESG practices resonate with students’ values of responsibility and sustainability, strengthening their emotional ties to the institution. Similarly, the connection between ESG practices and behavioral intentions (r = 0.82) confirms that students who perceive robust ESG efforts are more likely to develop strong intentions to support the institution, suggesting that ESG initiatives can be pivotal in cultivating long-term loyalty and advocacy. Finally, the relationship between emotional experience and behavioral intentions (r = 0.90) was the most pronounced among all variables. This finding highlights the central role of emotional engagement in driving students’ willingness to recommend the institution, participate in alumni activities, and continue supporting the university after graduation. Emotional experiences act as a critical bridge, translating perceptions of service quality and ESG practices into actionable support and loyalty. These results collectively validate the theoretical model proposed in this study, emphasizing the interconnected nature of service quality, emotional experience, and ESG practices in shaping positive behavioral outcomes among students in universities.

5.5. Hierarchical Regression Analysis

The hierarchical regression analysis examined the role of demographic factors, service quality, emotional experience, and ESG (Environmental, Social, and Governance) practices in predicting behavioral intentions among students in universities.

Table 5. Summary of the regression results.

	Emotional Experience	ESG Practices	Behavioral Intentions
	M1	M2	M3	M4	M5	M6	M7
Control variables
Gender (1 = Female, ref = Male)	0.08 **	−0.03	0.09 **	0.02	0.06	0.04 *	0.04
Location (1 = Day, ref = Cont.)	0.03	0.00	0.01	−0.01	−0.01	−0.01	−0.01
University Type (1 = Private, ref = Public)	0.03	0.00	0.04	0.01	0.02	0.02	0.01
Academic System—Sophomore	−0.02	−0.04	0.01	0.01	0.08 *	0.01	0.02
Academic Year—Junior	−0.01	−0.03	0.02	0.02	0.01	0.01	0.02
Academic Year—Senior	0.01	−0.02	0.01	0.01	0.08	0.01	0.01
Academic Year—Graduate	−0.03	−0.08 **	0.01	0.01	0.08	0.01	0.02
College—Tourism and Hospitality	−0.01	−0.02	−0.03	−0.03	−0.08	−0.04	−0.04
College—Design	0.01	0.00	−0.01	−0.01	0.00	−0.01	−0.01
College—Engineering	−0.05	−0.06	−0.08	−0.06 **	−0.08 *	−0.04	−0.04 *
Location—Central	−0.01	−0.02	0.00	−0.01	−0.01	−0.01	−0.01
Location—South	−0.01	0.01	−0.01	−0.01	−0.01	−0.01	−0.01
Independent variables
Service Quality	0.86 **		0.83 **
Emotional Experience		0.87 **		0.89 **
ESG Practices					0.82 **
Service Quality × Emotional Experience						0.24 ** 0.69 **
ESG Practice × Emotional Experience							0.17 ** 0.75 **
R2	0.75	0.78	0.71	0.82	0.70	0.83	0.82
Adj-R2	0.74	0.77	0.70	0.81	0.69	0.82	0.81
F	198	225	158	282	148	270	257
Change in R2	0.74	0.77	0.70	0.81	0.69	0.82	0.82

Note: ** p < 0.01 (two-tailed test); * p < 0.05 (two-tailed test).

provides a comprehensive summary of the regression results.

In addition to using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) as the core analytical techniques, this study employed hierarchical regression analysis as a supplementary validation method. This analysis aimed to further examine the influence of demographic characteristics, service quality, emotional experience, and ESG (Environmental, Social, and Governance) practices on students’ behavioral intentions. The regression analysis was not treated as a standalone model but rather as a parallel approach to SEM to enhance the robustness and transparency of the findings.

To ensure statistical accuracy, all categorical variables were transformed into dummy variables, and Table 5 clearly outlines the reference categories for each variable (e.g., male as the reference for gender, continuing education as the reference for the academic system). This avoids misinterpretation of coefficients associated with ordinal or nominal variables by treating them appropriately as factors.

As shown in Table 5, Model M1 indicates that service quality has a significant positive effect on emotional experience (β = 0.86, p < 0.01), while Model M3 reveals that ESG practices strongly influence emotional experience as well (β = 0.87, p < 0.01). These findings support the theoretical assumption that emotional experience acts as a mediating variable between institutional practices and behavioral outcomes. Models M4 to M7 further explore behavioral intentions as the dependent variable, with service quality (β = 0.83), emotional experience (β = 0.89), and ESG practices (β = 0.82) emerging as significant predictors (all p < 0.01). Notably, the inclusion of emotional experience as a mediator reduces the direct effects of both service quality and ESG practices on behavioral intentions, suggesting partial mediation.

Demographic controls also yielded insightful results. Female students reported stronger emotional engagement and behavioral intentions compared to male students (β = 0.08 and 0.09, respectively, p < 0.05). Students in engineering disciplines exhibited significantly lower behavioral intentions than their peers in other fields (β = −0.04, p < 0.05), indicating possible discipline-specific gaps in institutional engagement strategies. Graduate students also demonstrated weaker emotional responses to ESG practices (β = −0.08, p < 0.01), possibly due to a shift in focus toward career or academic specialization.

The R² values of the behavioral intention models (Models M4 to M7) ranged from 0.70 to 0.83, reflecting moderate to moderately high explanatory power. Although not exceeding 0.90, these values are considered reasonable given the complex nature of behavioral intention formation, which is influenced by a multitude of personal, social, and contextual factors (e.g., job market, family background, personal goals). Explaining over 70% of the variance in such contexts underscores the model’s practical utility and robustness.

Overall, the findings from hierarchical regression analysis are consistent with those from SEM, reinforcing the theoretical model that posits service quality and ESG practices influence behavioral intentions primarily through emotional experience. These results provide additional empirical support for the proposed relationships and highlight the importance of integrating emotional, service, and sustainability dimensions in higher education quality management strategies. Educational institutions can draw from these insights to strengthen student loyalty and engagement by aligning service delivery with ESG values and fostering emotionally supportive learning environments.

The analysis in

Table 6. Bootstrap Significance Test for mediating effects.

Path	Effect	Β (Effect)	Boot (SE)	Boot LLCI	Boot ULCI
SQ → EE → BI	Total effect	0.88	0.28	0.82	0.93
	Direct effect	0.22	0.04	0.14	0.30
	Indirect effect	0.66	0.06	0.53	0.78
SQ → EP → BI	Total effect	0.88	0.03	0.82	0.93
	Direct effect	0.52	0.06	0.40	0.64
	Indirect effect	0.36	0.08	0.20	0.51
EE → EP → BI	Total effect	0.91	0.02	0.87	0.95
	Direct effect	0.79	0.04	0.71	0.88
	Indirect effect	0.11	0.06	0.01	0.24

Notes: Mediation analyses include all the control variables. LLCI: Low Limit Confidence Interval; ULCI: Upper Limit Confidence Interval. Bootstrap samples: 5000. SQ = Service Quality, EE = Emotional Experience, EP = ESG Practices, BI = Behavioral Intention.

underscores the mediating roles of emotional experience (EE) and ESG practices (EP) in the relationships between service quality (SQ) and behavioral intention (BI). Service quality demonstrates a significant total effect on behavioral intention, with this influence partially mediated by both emotional experience and ESG practices. This finding highlights the multifaceted dynamics through which service quality fosters student loyalty and engagement behaviors. Emotional experience plays a pivotal role in this process, emphasizing the necessity of fostering trust, belonging, and satisfaction among students. The indirect effect of emotional experience reveals that service quality alone may not sufficiently drive behavioral outcomes unless it also triggers positive emotional responses. Similarly, ESG practices serve as another critical mediator, reflecting the value of institutional alignment with sustainability, social responsibility, and governance principles. When students perceive their institution as committed to these broader values, their behavioral intentions, such as recommending the institution or supporting it as alumni, are strengthened.

The interaction between emotional experience and ESG practices adds further depth to these findings. Emotional experience amplifies the influence of ESG practices on behavioral intention, illustrating how these two constructs work synergistically. ESG practices establish a foundation of institutional integrity, while emotional experience personalizes this perception, translating it into proactive student behaviors. The results from hierarchical regression and bootstrap analyses confirm the complementary roles of emotional experience and ESG practices. Together, they offer a comprehensive framework for understanding how service quality extends beyond functional interactions to foster lasting loyalty and advocacy. This study validates that service quality significantly impacts emotional experience and behavioral intentions, while ESG practices positively influence emotional experience and behavioral intentions. Furthermore, emotional experience mediates the effects of both service quality and ESG practices on behavioral intentions.

The consolidated findings, summarized in

Table 7. Hypothesis test summary.

Hypotheses	Result
H1: Service quality positively influences students’ behavioral intentions	Accepted
H2: Service quality positively influences emotional experience	Accepted
H3: Emotional experience positively influences behavioral intentions	Accepted
H4: ESG practices positively influence emotional experience	Accepted
H5: ESG practices positively influence behavioral intentions	Accepted
H6: Emotional experience mediates the relationship between service quality and behavioral intentions	Accepted
H7: Emotional experience mediates the relationship between ESG practices and behavioral intentions	Accepted

, confirm the study’s hypotheses and emphasize the interconnected nature of these constructs. By integrating service quality and ESG principles, institutions can foster emotional engagement, strengthen student loyalty, and align with sustainable development goals (SDGs), thereby enhancing their long-term success and societal impact.

6. Discussion

The findings of this study provide valuable insights into how integrating ESG principles within educational quality management systems can enhance student loyalty in higher education. The results demonstrate that service quality positively influences both emotional experience and behavioral intentions, reinforcing the SERVQUAL model [10], which identifies five key dimensions of service delivery: reliability, responsiveness, assurance, empathy, and tangibles. When institutions ensure adequate learning resources, accessible faculty, and student-centered administrative services, students are more likely to experience positive emotions, such as trust, pride, and a sense of belonging, which translate into stronger institutional commitment and loyalty behaviors.

Furthermore, the study confirms that ESG practices also significantly influence emotional experience and behavioral intentions. This supports prior research by Mo and Wang [9] and Robina-Ramírez et al. [7], which emphasizes that when students perceive their university as committed to environmental sustainability, social inclusion, and transparent governance, they develop stronger emotional identification and exhibit a greater willingness to recommend their institution and stay connected after graduation. These results are also consistent with findings by Filho et al. [5] and Alenezi and Alanazi [3], who noted that strategic ESG integration enhances institutional credibility, stakeholder trust, and perceived value.

A key contribution of this study is the empirical validation of emotional experience as a mediating variable in the relationship between service quality/ESG practices and behavioral intentions. This supports Oliver’s [10] loyalty theory and addresses a gap in the literature, as many prior studies have treated emotional reactions as peripheral rather than central mechanisms. Unlike studies that examine service quality and ESG as separate or parallel domains, our findings suggest that their combined influence is more effectively understood through the lens of students’ emotional processing.

This research also contributes methodologically by applying Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM), which facilitate the validation of complex theoretical models rather than merely identifying surface-level correlations. Compared with exploratory studies, this study employs CFA/SEM to confirm a theoretically grounded model, thereby providing robust empirical support for the hypothesized relationships. This approach aligns with the recommendations of Latif et al. [31] and Pedro et al. [11], who advocate the use of SEM in validating sustainability-related constructs in higher education.

In addition to these findings, the study reveals noteworthy subgroup variations, particularly across college affiliation, academic year, and academic system. For example, students in engineering programs reported significantly lower behavioral intentions than those in management, design, or hospitality-related disciplines, possibly due to different disciplinary norms or expectations regarding institutional engagement. Similarly, differences across academic levels were observed, with graduate students demonstrating weaker emotional responses to ESG practices, likely reflecting their more pragmatic and outcome-driven focus during advanced stages of study. Furthermore, students enrolled in continuing education programs reported lower levels of institutional loyalty compared to those in traditional day programs, suggesting that campus integration and delivery mode play a role in shaping student engagement.

These subgroup differences highlight the importance of demographic and contextual considerations in the design of ESG initiatives and service quality strategies. Tailoring communication and engagement efforts to the needs and values of specific student groups can enhance the effectiveness of sustainability-driven quality management approaches in higher education.

Nonetheless, these findings should be interpreted with certain limitations in mind. This study was conducted among students in technological universities within a single national context, which may limit the generalizability of the results to other types of institutions or cultural settings. Moreover, although the study employs rigorous analytical methods such as CFA and SEM, its cross-sectional design restricts the ability to infer causality or track changes over time.

Future research should address these limitations by conducting longitudinal studies that capture the evolution of student perceptions and behaviors as ESG practices are implemented. Comparative research across different institutional types (e.g., research-intensive versus teaching-focused) and geographic regions would also enhance the generalizability and depth of understanding regarding ESG’s role in fostering student loyalty. Additionally, qualitative methods such as interviews or focus groups could complement quantitative findings by offering deeper insights into the values, expectations, and emotional responses of students in relation to ESG practices.

By acknowledging these subgroup differences and methodological constraints, this study not only advances the academic discourse on ESG and service quality in higher education but also provides practical guidance for university leaders aiming to build student-centered, sustainable, and emotionally engaging learning environments.

6.1. Practical Implications

From a managerial perspective, the findings suggest that higher education institutions seeking to enhance student satisfaction and loyalty must adopt an integrated approach to service quality and ESG. Specifically, universities should invest in frontline services that directly affect student experience, such as improving digital infrastructure, enhancing feedback responsiveness, and maintaining campus safety and cleanliness. These operational efforts should be complemented by visible ESG initiatives, such as green campus policies, student-led social responsibility programs, and transparent communication about governance practices.

Additionally, the study’s findings indicate that emotional experience significantly enhances the effect of both service quality and ESG on behavioral intentions. This means universities should not only deliver services effectively but also design experiences that emotionally resonate with students. For example, including students in sustainability decision-making, showcasing their contributions to ESG goals, and recognizing student-led initiatives can foster a sense of ownership and belonging.

To further clarify these implications, we propose the following practical strategies:

(1)

Enhance service quality from the user perspective:

• Optimize learning spaces and technical facilities (e.g., access to labs, online systems).
• Provide real-time, responsive administrative and academic support.
• Conduct regular service audits based on student feedback.

(2)

Integrate ESG into the student journey:

• Launch student-involved environmental campaigns (e.g., zero-waste initiatives, energy saving).
• Design socially inclusive activities (e.g., community volunteering, interdepartmental equity events).
• Improve governance transparency through accessible institutional reporting and student representation in decision-making bodies.

(3)

Leverage emotional engagement mechanisms:

• Celebrate student participation in ESG projects via awards, social media, or alumni magazines.
• Organize ESG storytelling activities to communicate personal impact and emotional value.
• Create safe and inclusive dialogue platforms for students to voice ethical or sustainability concerns.

(4)

Align ESG with institutional strategy and branding:

• Incorporate SDG-aligned performance indicators in strategic plans.
• Promote ESG success stories in recruitment and public relations materials.
• Partner with ESG-conscious organizations and communities for mutual value creation.

By implementing these strategies, universities not only improve student retention and loyalty but also strengthen their role as value-driven, socially responsible institutions. This holistic model of quality management supports long-term educational sustainability and reinforces the institution’s contribution to broader social change.

6.2. Research Implications and Future Directions

This study establishes a novel, empirically supported framework linking service quality, ESG practices, and student loyalty through emotional experience. However, future research could explore how these relationships vary across cultural contexts, institutional types, or generational cohorts. Longitudinal studies would also be valuable to determine whether the observed effects persist over time or fluctuate as students transition into alumni roles.

Moreover, future work might investigate the role of digital ESG communication strategies (e.g., sustainability dashboards, ESG reporting apps) in shaping emotional and behavioral outcomes. Finally, qualitative methods, such as interviews or focus groups, could complement quantitative findings and uncover deeper motivations behind students’ emotional attachments to institutions.

In sum, this study provides a comprehensive view of how quality and sustainability interact to shape students’ emotional responses and behavioral intentions. It reinforces the importance of integrating ESG into service delivery frameworks to build not only better institutional performance but also stronger student relationships and long-term engagement.

7. Conclusions

The findings of this study extend the SERVQUAL model by integrating ESG principles into a comprehensive educational quality management framework. While previous studies focused primarily on service quality [16], this study highlights the importance of combining service quality with ESG practices to enhance institutional sustainability and student loyalty.

Furthermore, the results align with prior research indicating that universities promoting sustainability initiatives and transparent governance tend to enhance students’ trust and loyalty [31]. However, this study uniquely demonstrates that emotional experience serves as a key mediator, translating both service quality and ESG practices into positive behavioral intentions. This integrated approach offers a more holistic understanding of how educational institutions can foster student loyalty through effective quality management systems. Theoretically, this study contributes to the literature by proposing a unified quality management framework that integrates ESG principles with traditional service quality models. This approach provides a more comprehensive understanding of how universities can enhance their institutional sustainability and reputation by aligning quality management practices with broader societal expectations.

Practically, the findings offer actionable insights for university administrators aiming to improve student loyalty. Institutions should focus on enhancing service quality by providing high-quality teaching resources, responsive administrative support, and efficient resource allocation. Additionally, actively promoting ESG initiatives, such as environmental sustainability programs and community engagement, can strengthen students’ emotional connections to the institution. Furthermore, increasing the transparency and participatory nature of ESG activities is essential for amplifying the institution’s brand influence and attracting environmentally and socially conscious students. Universities should design strategies tailored to diverse student groups to ensure inclusivity and relevance in their quality management practices.

Theoretically, this study contributes to the literature by proposing a unified quality management framework that integrates ESG principles with traditional service quality models. This approach provides a more comprehensive understanding of how universities can enhance their institutional sustainability and reputation by aligning quality management practices with broader societal expectations. Practically, the findings offer actionable insights for university administrators aiming to improve student loyalty. Institutions should focus on enhancing service quality by providing high-quality teaching resources, responsive administrative support, and efficient resource allocation. Additionally, actively promoting ESG initiatives, such as environmental sustainability programs and community engagement, can strengthen students’ emotional connections to the institution. Furthermore, increasing the transparency and participatory nature of ESG activities is essential for amplifying the institution’s brand influence and attracting environmentally and socially conscious students. Universities should design strategies tailored to diverse student groups to ensure inclusivity and relevance in their quality management practices.