# Education for Sustainable Development: What Matters?
## 4 Results
### Construct Reliability and Validity
\begin{table}
\begin{tabular}{c c c c c c c c} \hline \hline
**Variable** & **Label** & **LF** & **CA** & **rho\_A** & **CR** & **AVE** & **VIF** \\ \hline  & **Threshold** & **>0.6** & **>0.6** & **>0.7** & **>0.7** & **>0.5** & **<3** \\ \hline  & FoodCant & 0.689 & & & & & 1.875 \\ \cline{2-8}  & FoodQuality & 0.591 & & & & & 1.914 \\ \cline{2-8} Healthy Food Activity (HFA) & Recycling & 0.970 & 0.847 & 0.87 & 0.84 & 0.521 & 1.865 \\ \cline{2-8}  & Protect Env & 0.708 & & & & & 2.455 \\ \cline{2-8}  & Weight & 0.582 & & & & & 1.668 \\ \hline  & Strategy & 0.872 & & & & & 2.399 \\ \cline{2-8} Green Strategy (GS) & Eco & 0.841 & 0.897 & 0.9 & 0.897 & 0.743 & 2.893 \\ \cline{2-8}  & GPP & 0.873 & & & & & 3.200 \\ \hline  & Toys & 0.826 & & & & & 1.845 \\ \cline{2-8}  & WaterCircuit & 0.707 & & & & & 2.291 \\ \cline{2-8}  & Plant & 0.701 & & & & & 1.642 \\ \cline{2-8} Course & Clean & 0.801 & 0.895 & 0.9 & 0.892 & 0.544 & 1.880 \\ \cline{2-8}  & Movie & 0.746 & & & & & 3.407 \\ \cline{2-8}  & Repair & 0.697 & & & & & 3.960 \\ \cline{2-8}  & Ethic & 0.669 & & & & & 2.715 \\ \hline  & Body & 0.838 & & & & & 3.856 \\ \cline{2-8}  & Control & 0.883 & & & & & 4.783 \\ \cline{2-8}  & Discrimination & 0.842 & & & & & 3.197 \\ \cline{2-8} Impact & Fitness & 0.801 & 0.955 & 0.96 & 0.955 & 0.753 & 3.332 \\ \cline{2-8}  & Health & 0.921 & & & & & 4.052 \\ \cline{2-8}  & Move & 0.921 & & & & & 4.456 \\ \cline{2-8}  & Respect & 0.863 & & & & & 3.804 \\ \hline  & Know & 0.898 & & & & & 3.450 \\ \cline{2-8}  & Method & 0.853 & & & & & 4.079 \\ \cline{2-8}  & Tools & 0.863 & & & & 4.223 \\ \cline{2-8}  & Tech & 0.844 & 0.915 & 0.93 & 0.921 & 0.666 & 3.978 \\ \cline{2-8}  & Passion & 0.852 & & & & & 2.854 \\ \cline{2-8}  & Other & 0.529 & & & & & 1.308 \\ \hline \hline \end{tabular} Source: SmartPLS analysis (reprinted from a free version of SmartPLS software, version 3.2.9, created on 20 August 2024) [40].  
\end{table} 
Table 4: Model validation criteria. Figure 4: Bootstrapping analysis and t-values. Source: SmartPLS analysis (reprinted from a free version of SmartPLS software, version 3.2.9, created on 20 August 2024) [40]. Figure 3: Cronbach’s alpha for the following variables: Activity, Green Strategy, Met_Tech, Impact, and Courses. Source: SmartPLS analysis (reprinted from a free version of SmartPLS software, version 3.3.9, created on 20 August 2024) [40]. The path coefficient analysis (Table 5) shows significant relationships (\(p<0.05\)) between the variables, with GS having a small positive effect on HFA (\(\beta=0.191\)) and a moderate effect on Course (\(\beta=0.456\)), but minimal influence on Met_Tech (\(\beta=0.136\)). HFA also showed a small positive influence on Course (\(\beta=0.256\)). Notably, Met_Tech had a strong positive impact on Impact (\(\beta=0.802\)), while the effects of Course and Met_Tech on Impact were minimal (\(\beta=-0.006\) and \(\beta=0.094\), respectively). The path coefficient analysis confirms that GS significantly influences HFA, Course, and Met_Tech, supporting hypotheses H1.1, H1.2, and H1.3. Additionally, HFA impacts Course (H2), and Met_Tech has a significant effect on the impact of new generations (H5). However, no significant relationships were observed between Course and Impact (H3) or Met_Tech and Course (H4), indicating that while H1, H2, and H5 are supported, H3 and H4 are not. Figure 3 shows [PERSON]'s alpha values for HFA, GS, Met_Tech, Impact, and Course, illustrating the relationships between the variables and highlighting that a school's GS influences interactive Met_Tech, Course, and HFA, which, alongside innovative teaching and teacher engagement, play a critical role in promoting youth health.