Silva Munar, JoséJoséSilva MunarGalleguillos Cortes, CarlosCarlosGalleguillos CortesHurtado Cailly, RubénRubénHurtado CaillyHanni Guerrero2026-10-082026-10-082026-05-30Silva Munar, José; Galleguillos Cortes, Carlos; Hurtado Cailly, Rubén; Guerrero Neira, Hanni (2026-05-30). Curricular experience on sustainable consciousness: A case study in university students in Chile. Revista Digital de Investigación en Docencia Universitaria, 20(1), e2452. https://doi.org/10.19083/ridu.2026.24522223-2516https://hdl.handle.net/20.500.12740/24884Introduction: Higher education institutions (HEIs) are responsible for training professionals capable of integrating sustainability into their respective disciplines and professional practice. Objective: This study examines the effect of curricular experience with sustainability elements on sustainable consciousness (knowingness, attitude, and behavior) among higher education students in Chile. Method: A quantitative, non-experimental, cross-sectional design was used. A total of 759 students from a public university in northern Chile participated. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) were applied to validate the instrument and test the hypotheses. Results: The structural model showed a good fit: χ² (199) = 561.824, CFI = 0.95, TLI = 0.94, RMSEA = 0.049, SRMR = 0.054. Curricular emphasis was positively associated with knowingness (β = 0.38, p<.001), attitude (β = 0.38, p<.001), and sustainable behavior (β = 0.45, p<.001). However, instructional practice had a negative and significant effect on attitude (β = −0.12, p<.05) and was not significant for knowingness (β = −0.05, p>.05) or behavior (β = 0.07, p>.05). Discussion: Curricular emphasis is associated with higher levels of sustainable consciousness, whereas classroom instruction alone does not guarantee positive results in attitudes. Practical implications and limitations are presented.http://purl.org/coar/access_right/c_abf2http://creativecommons.org/licenses/by-nc-sa/4.0curricular emphasisinstructional practicesustainable consciousnesscollege impact modelArticulohttps://doi.org/10.19083/ridu.2026.2452