Integration of Service-Learning Theory and Social Capital Theory in Volunteering Work for Sustainable Development: A Study of the Role of Education Curricula in Saudi Arabia

Abstract

Based on the ideas of service-learning theory and social capital theory, the study examines the role that educational programmes play in encouraging students to engage in volunteer work for sustainable development in Saudi Arabia. A total of 251 usable responses were gathered through an online survey. The conceptual framework for the study was established to analyse direct and indirect impacts. The study used partial-least-squares–structural equation modelling to estimate the inter-construct correlations that exist among the postulated variables and ran bootstrapping to examine the potential for causality in the research hypotheses. The impact of service work for sustainable development is broken down into two categories: service learning and social capital. The study has demonstrated that the antecedents of social capital theory, such as norms and values (β = 0.0293) and social support (β = 0.0001), exert a strong and positive influence on volunteering work in Saudi Arabia, whereas the antecedents of service-learning theory, such as service activities (β = 0.2288), learning outcomes (β = 0.9879), social ties/connections (β = 0.1167) and community engagement (β = 0.1601), have little or nothing to do with influencing volunteering work. This indicates that for volunteering to become accepted by society, policymakers need to give volunteers work that is rewarding by nature and focused on norms and values (NV) and social support (SS). The authors of this article propose a new strategy for managing knowledge in future volunteer activities due to the dearth of empirical research on the integration of service-learning theory and social capital theory in volunteering for sustainable development.

1. Introduction

Volunteering work is essential to foster sustainable development in communities worldwide. It not only solves problems in society but also gives people the knowledge and skills they need to have a positive impact on the world. Investigating the role of volunteering work curricula in promoting and integrating volunteering work is crucial in Saudi Arabia, where sustainable development is a major priority. The variables associated with volunteering work are examined in this study, as well as how volunteering work may contribute to sustainable development in Saudi Arabia. Bansal et al. [1] argued that solving social problems and achieving global sustainable development goals requires a massive amount of voluntary work from people all around the world. Similarly, volunteering work offers a platform for individuals to actively participate in their communities, contribute their time, skills, and resources, and foster social cohesion and empathy among a variety of demographics [2]. In addition, Motoi [3] and Abreu et al. [4] found that volunteering helps people feel more civically responsible and empowers them to make a difference in their communities.

Al Naimi [5], Soytas and Havrlant [6] and Rahman and Al-Borie [7] stated emphatically that Saudi Arabia’s 2016 Vision 2030 project demonstrates the country’s dedication to sustainable development. Social development, economic diversity and environmental sustainability are prioritised in this radical worldview. Saudi Arabia plans to use volunteering curricula to foster a culture of civic engagement and sustainable development among its students in light of the critical role that volunteering plays in achieving these goals. The views, attitudes and behaviours of the next generation are critically shaped by educational curricula. By adding volunteering work into these curricula, Pinto and Allui [8] and Alhothali [9] claimed that Saudi Arabia has the chance to produce a generation of socially responsible people with the knowledge, skills and motivation to contribute to sustainable development. The successful incorporation of volunteering work into critical education requires an understanding and application of the proper variables.

Thus, the Saudi educational system needs to modify its curriculum to include specific modules or subjects that emphasise the importance of social responsibility, community participation and sustainable development. According to Kaumba et al. [10], a curriculum can foster a lifelong dedication to civic engagement by providing students with a thorough understanding of the significance of volunteering work and practical teaching on how to contribute effectively through service learning. By including opportunities for experiential learning like internships, community projects or service learning, education curricula based on the concepts of Leary and Sherlock [11] allow students to apply their knowledge and skills in real-world environments. Students benefit from a deeper understanding of social issues and the skills necessary to effectively address them because of this method’s emphasis on active learning.

The successful integration of volunteering work, as claimed by Parsanoglou [12], requires close cooperation with non-governmental organisations (NGOs) and community organisations. Through collaborations with these organisations, students have the chance to take part in worthwhile projects, receive guidance and mentoring, and build networks that contribute to their professional and personal development. Measures for gauging the impact of students’ volunteering and for rewarding those who do the best must also be implemented. Mousa et al. [13] showed that Saudi Arabia may create a system that acknowledges and rewards students for their contributions to volunteering work, giving them a tangible reward for their efforts. In addition to encouraging long-term volunteering work, this recognition can help students’ applications for higher education or employment.

As a result, incorporating volunteering work into education curricula seems to be a successful method as Saudi Arabia works to promote sustainable development. By taking into account the variables highlighted in this research, Saudi Arabia can foster a culture of civic responsibility, empower its youth, and advance the nation towards achieving its sustainable development goals. The government, educational institutions, NGOs and community leaders of Saudi Arabia may work together to create a better, more sustainable future.

The integration of volunteering work into education curricula in Saudi Arabia faces a number of challenges, argued Almaghaslah and Alsayari [14], that render it difficult to put into practice and reduce the prospect of benefits for students and communities. For instance, a broad awareness and understanding of the importance and benefits of incorporating volunteering work into education curricula is lacking among educational stakeholders like educators, administrators, parents and students. The limited awareness in this area has hampered efforts to promote volunteering’s inclusion in curricula and the recognition of volunteering as a significant educational instrument. Similarly, Alqasa and Al Qahtani [15] believed that cultural and societal barriers provide challenges to the integration of volunteer work in Saudi Arabia’s education and volunteering curricula. Due to conventional gender norms and cultural attitudes towards volunteerism, some members of the community, particularly women, may be discouraged from actively participating in volunteering activities. These barriers must be overcome, and diversity in volunteering opportunities must be promoted to maximise the consequences and beneficial effects of such actions. This provides additional evidence that the integration of volunteering work into education curricula requires substantial support from institutions and management. However, many Saudi Arabian educational institutions might not have the facilities necessary to successfully include volunteering activities in their curricula [16]. A further impediment to the effective implementation of volunteer programmes is the shortage of a consistent structure for work coordination across educational institutions, NGOs and community organisations.

Similarly, Mansour et al. [17] claimed that educators in Saudi Arabia may lack the necessary training, knowledge and skills to effectively integrate volunteer work into the curriculum. Perhaps this is attributed to a lack of professional development opportunities and limited exposure to best practices in implementing volunteering activities; educators suffer limitations in their capacity to develop and implement meaningful and effective volunteering experiences for students. This supports the findings of Brzustewicz et al. [18] and Kolleck and Yemini [19], who found that strong partnerships and collaborations with NGOs, community organisations and local communities are necessary for the integration of volunteering work in education curricula. However, limited community engagement and a lack of collaboration between educational institutions and external stakeholders may result in limited access to legitimate volunteering opportunities and may impede the potential influence that such programmes could have.

Addressing these challenges is crucial for fostering a culture of volunteerism, active citizenship and social responsibility among Saudi Arabia’s students. Therefore, the aim of this research is to examine the role of school curricula in encouraging volunteer labour for sustainable development in Saudi Arabia. Several theories and models give useful insights into understanding the dynamics and potential results of such integration. This research looks into two major ideas and models that explain the connection between classroom instruction and sustainable volunteerism. By raising awareness; promoting inclusivity; providing institutional encouragement; granting instructional materials and capacity building for educators; developing evaluation frameworks; and encouraging partnerships with other interested parties, educational institutions can overcome these barriers and create a conducive environment for the successful integration of volunteer work in education curricula. As a result, students will be able to grow into respectable and participating members of Saudi society, develop essential life skills and contribute to their surrounding neighbourhoods.

2. Volunteering in Theory and Practice

2.1. The Importance of Volunteering Work

Throughout history, engaging in volunteer work has resulted in a wide range of advantages for individuals and communities. Vafokulovich [20] and Shaw and Dolan [21] stated that engaging in volunteer work creates tolerance and instils a sense of civic responsibility. Shaw and Dolan [21] noted that volunteer work strengthens social cohesion. Individuals who engage in volunteer work gain useful abilities such as teamwork, leadership and problem-solving, all of which are crucial for the continued growth of a sustainable society. As a direct result of this, volunteer work is gaining great recognition as a potent driver for constructive social change and sustainable development. This research investigates the importance of volunteer work by looking at the myriad positive effects it has on people, communities and society as a whole. It provides an exhaustive understanding of the influence and significance of volunteer work in contemporary society by synthesising major findings from a variety of research, publications and scholarly papers.

Volunteer work, according to Jongenelis et al. [22] and Bowe et al. [23], has several advantages for an individual’s personal growth and well-being. Volunteers have been proven to have increased self-esteem and self-confidence, as well as a sense of meaning and purpose in their lives, according to research that has been conducted repeatedly. Individuals who participate in meaningful volunteer work feel a sense of success, happiness and fulfilment as a result of their work, which in turn leads to improvements in their mental health and overall well-being. This therefore constitutes a significant platform for the cultivation and improvement of a wide variety of abilities. According to studies such as Osipov et al. [24] and Cosmina-Simona et al. [25], volunteers are shown to develop and improve abilities like leadership, teamwork, communication, problem-solving and flexibility. These talents, which may be applied in a variety of contexts, not only contribute to an individual’s overall development but also increase their job opportunities and potential for career success.

In addition, Ludin et al. [26] and Maya Jariego et al. [27] believed that volunteer work plays a significant role in the process of creating social cohesion and the development of communities. Individuals acquire a sense of belonging and connectedness within their communities by engaging in volunteer work, strengthening their social networks and building relationships. This enhanced social capital helps in the formation of communities that are cohesive and resilient, in which individuals actively work together to address local difficulties and bring about beneficial shifts. As a result, engaging in volunteer work is an important method for tackling a wide variety of issues that plague modern society. Volunteers typically devote their time and skills to causes such as the reduction of poverty, the improvement of education and healthcare, the protection of the environment, the easing of the effects of natural disasters and the promotion of social justice. Their work complements and supplements the activities of official institutions and contributes to the process of filling gaps in service provision, particularly in communities that are excluded.

According to Flanagan and Levine [28], participation in volunteer work is one of the most effective ways to encourage civic engagement and build democratic societies. Individuals become active participants in the formation of the communities they live in and the decision-making processes as a direct result of their participation in volunteer activities. Individuals are given the opportunity to voice their concerns, contribute to policy development and advocate for social change through the act of volunteering, which eventually helps to promote a democratic culture that is vibrant and welcoming to everyone. In a similar vein, MacCallum et al. [29] and Santini et al. [30] noted that participating in volunteer work helps to encourage intergenerational and intercultural interchange, in turn helping to foster understanding, respect and empathy among various groups. Volunteers learn about diverse viewpoints, cultures and experiences as they work together on projects and connect with people from a variety of backgrounds. This form of international conversation helps to foster social harmony, lessen the impact of preconceptions and prejudices and foster a sense of belonging to the global community.

This has shed light on the importance of volunteer work as a catalyst for personal development, the empowerment of communities and lasting societal change. It fosters social cohesiveness, addresses societal concerns and promotes civic engagement, all while providing individuals with opportunities for personal growth, skill development and better well-being. Recognising the many advantages of volunteer work, individuals, communities and governments are increasingly embracing and promoting volunteerism as a vital component of sustainable development initiatives. This is due to the widespread recognition of the myriad advantages that come from participating in volunteer work.

2.2. Saudi Arabia’s Commitment to Sustainable Development

Recently, Saudi Arabia has recognised the importance of sustainable development, and the country has shown its commitment to this cause through a number of initiatives [31]. In the Vision 2030 agenda, which was launched in 2016, the importance of social and environmental development is highlighted. Given that both of these activities contribute to the development of human capital and the establishment of prosperous societies, the goals of Vision 2030 and volunteerism can be matched. Similar sentiments were expressed by Al-Shihri [32], who said that Saudi Arabia has shown a remarkable commitment to sustainable development by making significant progress in this area. The Kingdom recognises the importance of balancing economic growth, social development and environmental sustainability to ensure a prosperous and resilient future for its citizens and the planet, ultimately forcing Saudi Arabia to focus on commitment to sustainable development and the initiatives taken to achieve the country’s development goals.

Research by Moshashai et al. [33] indicates that the Saudi Arabian government’s commitment to sustainable development is rooted in a policy framework called Vision 2030. Introduced in 2016, Vision 2030 lays out an all-encompassing road map to diversify the economy, boost social well-being and safeguard the country’s natural resources. The plan calls for a dynamic and engaged culture, a thriving economy and a nation that is a key player in the international arena in a variety of disciplines. According to Kosárová [34], Saudi Arabia’s objective is to promote economic diversification while simultaneously lowering its dependency on oil sales. By focusing on non-oil sectors, including tourism, entertainment, technology and renewable energy, the monarchy intends to develop sustainable economic growth, generate employment opportunities and attract foreign investment.

As a result, Saudi Arabia places a high priority on social development, with the objective of improving citizens’ standard of living and general well-being. Healthcare infrastructure, educational opportunities, cultural programming and women’s participation in all facets of society will all see enhancements to these and other initiatives. Building communities that welcome all individuals and give them equal opportunities to flourish, according to Prah Ruger [35] and Brown [36], is the goal of emphasising social development. By extension, this will highlight the importance of environmental sustainability, an area in which Saudi Arabia actively participates in international collaborations to promote sustainable development. This will also help spread the word about environmental sustainability and its critical importance. The Kingdom is a signatory to a number of global pacts, including the Paris Agreement on climate change. The Kingdom also actively contributes to global initiatives that aim to address environmental concerns and support sustainable practices.

The sustainability index of Saudi Arabia has experienced a steep ascent, increasing by more than 30% over the course of the past two decades [37]. The Kingdom’s coordinated efforts across a variety of fronts have led to this extraordinary growth, which is reflective of those efforts. Environmental progress has been made, including a noteworthy increase of 25% in the capacity of renewable energy sources [38], which has contributed to a substantial reduction of 30% in carbon dioxide emissions [39]. This development highlights Saudi Arabia’s pledge to promote sustainable development, positioning the country for a future that is both more prosperous and more equal.

Alfantookh et al. [40] and Rahman and Qattan [41] concluded that Saudi Arabia’s Vision 2030 policy, which aims for economic diversification, social development and environmental preservation, demonstrates the country’s commitment to sustainable development. As seen by its efforts to foster a prosperous society, fuel economic growth and safeguard natural resources, the Kingdom is clearly dedicated to a sustainable and prosperous future. By engaging in a variety of initiatives as well as international alliances, Saudi Arabia hopes to create a sustainable model that other countries can look to for inspiration.

Saudi Arabia offers assistance to some of the world’s most impoverished countries as well as developing countries. It also offers assistance to international organisations that are engaged in the struggle against poverty. Saudi Arabia has offered help in a wide variety of guises and forms for various sorts of development through a variety of avenues. Over the 30 years preceding this one, Saudi Arabia has contributed more than USD 84 billion, equivalent to SAR 315 billion, in concessionary aid and suitable development assistance. Nevertheless, Saudi Arabia can be placed in second place when comparing Saudi Arabia with other countries regarding the amount of workforce cash transfers. This is significant because such remittances comprise a central portion of the foreign currency that underdeveloped countries receive.

2.3. Integration of Volunteering Work in Education Curricula

The values, attitudes and behaviours of young individuals are significantly influenced by the education curricula that they follow. Saudi Arabia can foster a culture of civic participation and sustainable development among the country’s youth by including volunteer work as part of the educational system. For example, Ali et al. [42] and Tan and Chua [43] pointed out that educational programmes ought to incorporate specific modules or themes that emphasise social responsibility, involvement in the local community and sustainable development. The importance of volunteer initiatives can be taught to students through the use of these courses, which also offer direction on how to get involved in meaningful volunteer work.

There is a tremendous amount of untapped potential among today’s youth to cultivate civic participation, social responsibility and sustainable development through the incorporation of volunteer work into educational curricula. Shachar et al. [44] stated that educational institutions are able to develop a holistic learning environment that prepares students to become engaged and responsible citizens if they incorporate opportunities for volunteering and emphasise community service into the design of their curricula. The present study investigates the importance of incorporating volunteer work into educational programmes and draws attention to important factors that should be taken into account when developing such programmes, in order to enhance their effectiveness.

On the basis of Jackson and Bridgstock [45], including student participation in volunteer work as part of the educational curriculum can be argued to help students develop a sense of civic engagement. Students can gain a deeper awareness of the difficulties facing society and their role in promoting good change by actively participating in volunteer activities in their community. Students are encouraged to investigate social concerns, develop empathy and contribute their skills and resources to meet the needs of the community through participation in volunteer activities. In a similar vein, Halstead [46] and Rehberg [47] asserted that having students participate in volunteer work, which is an integral part of the educational experience, provides an opportunity to introduce fundamental values and ethical frameworks into the minds of young people. The importance of empathy, compassion and social responsibility is taught to students by engaging in service-oriented activities. In doing so, they lay the groundwork for responsible citizenship by developing a robust moral compass and a grasp of the ethical concerns involved in participating in community activities. Haski-Leventhal et al. [48] stated that participation in volunteer work enhances academic learning because it provides opportunities for the practical application of knowledge and experiences gained in the actual world. Students are afforded the opportunity to put their classroom learning into practice and solve issues confronting their communities when opportunities to volunteer are incorporated into the educational experience. The students’ whole educational experience is improved as a result of the use of this hands-on approach, which encourages critical thinking, problem-solving and collaborative abilities.

Julia et al. [49] noted that students’ active participation in volunteer activities can be encouraged by establishing a framework to evaluate and honour the efforts of student volunteers. This can be accomplished by having students obtain diplomas, awards or records of community service, all of which are designed to improve their profiles in preparation for further education or work opportunities. The incorporation of volunteer work into educational curricula not only offers students beneficial opportunities for personal development and community engagement but also necessitates the development of a methodical evaluation and recognition process. The evaluation of the effects of students’ participation in volunteer activities and public acknowledgement of their contributions are both essential components for assuring the efficiency and viability of such initiatives. When introducing volunteer work into educational curricula, this comment emphasises the importance of including evaluation and recognition mechanisms.

According to Barth et al. [50], proper evaluation methods are required to determine the extent to which participation in volunteer activities contributes to one’s education. Educators are able to identify the amount to which students have accomplished the targeted learning objectives, such as the development of skills, knowledge and attitudes linked to community engagement and social responsibility, by developing explicit evaluation criteria. Self-assessment, assessment by peers, reflective diaries and presentations, as well as structured feedback sessions, are some examples of possible evaluation approaches. Gazley et al. [51] also noted that evaluation should extend farther than the individual learning outcomes and evaluate the influence that volunteer work has on the communities that are being helped. This entails determining how successful projects have been in meeting the requirements of the community, determining the degree to which the initiatives have led to positive change or progress and collecting comments and suggestions from people of the community. The collection of this information gives educators the ability to continuously revise and improve volunteer activities, ensuring that they match the ambitions of the community and contribute to the development of sustainable practices. Sergent and Sedlacek [52] and Resch et al. [53] stated that acknowledging and celebrating the contributions made by students is necessary to motivate them and instil in them a sense of having accomplished something. The contributions of students can be recognised by teachers in a variety of ways, including through diplomas, rewards or public celebrations. In addition, presenting the projects or accomplishments of students through exhibitions, lectures or publications not only gives them recognition for their hard work but also motivates others and raises awareness about the need to be involved in their communities. Kifle Mekonen and Adarkwah [54], stated in an article that encouraging students to keep a portfolio of their volunteer experiences is beneficial because it enables them to reflect on their personal development and accomplishments. The documentation of their initiatives, personal thoughts on their educational path and endorsements from members of the community or their direct supervisors can all be included in the portfolio. This not only acts as a tangible record of their accomplishments but also as a great resource for any further educational or professional endeavours they may pursue in the future.

Cho et al. [55] concluded that efforts to evaluate and recognise volunteers should continue after the volunteering activities have been completed. The development of long-term involvement and alumni networks makes it possible to continue providing assistance, mentoring and working together. Savan et al. [56] reported that educational institutions are able to monitor past students’ ongoing commitment to community service and provide direction for their future pursuits if they retain relationships with previous students who have participated in volunteer work and keep in touch with them after they have graduated. This indicates that the incorporation of volunteer work into educational curricula has the potential to be improved through the implementation of efficient evaluation and recognition mechanisms. Educational institutions may assure the longevity and success of such initiatives by analysing the learning results, assessing the impact on communities, acknowledging the efforts of students and cultivating long-term participation. Students gain a sense of fulfilment and the incentive to become lifetime contributors to their communities when they participate in evaluations and are recognised for their efforts. Evaluation and acknowledgement serve as catalysts for continual growth.

The incorporation of volunteer work into educational curricula in Saudi Arabia carries with it a significant potential for the promotion of sustainable development and the cultivation of citizens who are engaged and socially responsible. By taking into account the factors discussed in this research, Saudi Arabia has the potential to construct an educational setting that encourages participation in civic life, gives young people more agency and contributes to the country’s efforts to achieve its sustainable development goals. A new generation of individuals committed to bringing about positive change and having an enduring effect on their communities can be inspired by Saudi Arabia through a concerted effort. This finding led the researchers of this study to hypothesise that including student participation in volunteer work as part of educational programmes is an effective method for promoting civic engagement, social responsibility and sustainable development among students. Educational institutions are able to develop a curriculum that makes the most of the impact of volunteer work by including components such as specific modules, service-learning projects, community partnerships and reflection and assessment activities. Students achieve a sense of social consciousness and empathy and the skills necessary to contribute meaningfully to their communities as a result of such integration, resulting in the development of students that are engaged and responsible citizens devoted to the creation of a positive and sustainable future.

3. Theories

When considering the role of school curricula in encouraging volunteer labour for sustainable development, several theories and models give useful insights into understanding the dynamics and potential results of such integration. This research looks into two major ideas and models that explain the connection between classroom instruction and sustainable volunteerism.

3.1. Service-Learning Theory

The popularity of service-learning theory has been increasing [57]. Service-learning theory (Figure 1) combines academic instruction with community service work. The two-way relationship between the learning experience and community service is highlighted in this model. The service-learning model strongly emphasises experiential learning, introspection and active community participation. The importance of connecting theory and practice and providing opportunities for students to apply their knowledge and skills to problems that are associated with real-life situations is highlighted by the service-learning model. The inclusion of volunteer work into educational curricula achieves this goal.

Given that service-learning theory encourages responsible citizenship, fosters social responsibility and addresses community needs, service learning, as explained by García-Rico et al. [58], is consistent with the principles of sustainable development. Through active participation in community projects, students gain an understanding of social challenges, empathy and a desire to effect social change. Folgueiras et al. [59], Pacho [60] and Lorenzo Moledo et al. [61] argued that the service-learning model ‘encourages critical thinking, problem-solving, and teamwork’ as students work together to find sustainable solutions to local challenges. Schools may provide students with a more comprehensive educational experience that encourages civic engagement and sustainable community participation by incorporating the service-learning model into their curricula. The components of a service-learning model may shift depending on the nature of the programme and the outcomes it hopes to achieve.

3.1.1. Service Activities

The value of this variable corresponds to the particular service activities or projects that students participate in as a part of the service-learning programme that is being offered. Examples include helping out at a community organisation as a volunteer, taking part in research that is rooted in the community or providing assistance to people or organisations that are struggling.

H1: 

There is a significant relationship between serviced activities and sustainable volunteerism in Saudi Arabia.

3.1.2. Learning Outcomes

The educational purposes along with the educational objectives that are expected to be achieved by students as a result of their participation in service learning are the primary emphasis of this variable. The resulting benefits could involve learning information about social issues, developing specific skills, improving critical thinking abilities, encouraging empathy and understanding and promoting civic engagement in the community.

H2: 

There is a significant relationship between learning outcomes and sustainable volunteerism in Saudi Arabia.

3.1.3. Community Engagement

Community engagement draws attention to the engagement and cooperation that take place between students and the community or the people who benefit from their service. Establishing meaningful relationships with community partners, gaining an understanding of the requirements and resources of the community and working together to address social concerns or give support are all required steps.

H3: 

There is a significant relationship between community engagement and sustainable volunteerism in Saudi Arabia.

3.2. Social Capital Theory

Social capital theory emphasises the value of social networks, relationships and community resources as means to foster collective action and long-term growth (Figure 1). Educational institutions are crucial to the building of social capital and community networks, as proposed by social capital theory. The contexts of community service and formal education programmes are used to investigate this function.

Miller [62] claimed that including community service in formal education increases students’ exposure to different people, groups and institutions in their local communities. Through their involvement in volunteer activities, students develop relationships and connections with community stakeholders like NGOs, government agencies and local individuals. These relationships allow communities to build social capital, which facilitates cooperation, resource sharing and joint efforts towards sustainable growth. Similarly, Stanton-Salazar [63] said that schools’ curricula significantly contribute to sustainable development by encouraging students to build relationships with members of their local communities. Rovai [64] argued that students who feel a sense of community, trust and reciprocity are more likely to work together to find solutions to pressing social and environmental problems.

Rey-Garcia and Mato-Santiso [65] suggested that social capital theory and the service-learning model provide useful conceptual frameworks for analysing the relationship between formal education and sustainable community service. According to Ramsaroop and Petersen [66], implementing the service-learning model into educational curricula provides students with authentic learning opportunities, promotes civic engagement and fosters long-term, community-based solutions. Collective efforts towards sustainable development are aided by the theory of social capital, which highlights the value of volunteer work in building social relationships and communal resources. The development of socially responsible individuals and the advancement of sustainable development can both benefit from the introduction of these concepts and models into the planning and execution of educational curricula.

The key foci of the variables in social capital theory are the social connections, networks and resources that individuals or organisations already possess. To learn more about how social capital affects different outcomes, several factors are examined. Some key factors relevant to social capital theory are as follows:

3.2.1. Social Ties/Connections

Social ties/connections represent the links, ties and connections that individuals have with other people in their social networks. These relationships, ties and connections are also known as social networks. Family ties, friendships, professional connections and community affiliations are just a few examples of the strength and quality of these links.

H4: 

There is a significant relationship between social ties/connections and sustainable volunteerism in Saudi Arabia.

3.2.2. Norms and Values

Within a community or social group, norms and values include shared views, conventions and values. They encompass expectations about justice, working together and the principle of reciprocity, all of which influence social interactions and the growth of social capital.

H5: 

There is a significant relationship between norms and values and sustainable volunteerism in Saudi Arabia.

3.2.3. Social Support

Social support refers to the resources, assistance and emotional support that individuals receive from their social networks. It also includes instrumental support (such as practical assistance), knowledge-based assistance (such as counselling and guidance) and psychological reinforcement.

H6: 

There is a significant relationship between social support and sustainable volunteerism in Saudi Arabia.

4. Methodology

4.1. Data Analysis

To evaluate the suggested research model, an online survey questionnaire was developed and distributed to three institutions in Saudi Arabia: The University of Hail, King Faisal University and North Border University. These universities were chosen because they are located in different regions. The goal of this survey was to collect data and conduct an analysis of the results by employing the partial-least-squares–structural equation modelling (PLS–SEM) method with SmartPLS v4.00 software. Because it is a method of structural equation modelling (SEM) that focuses on prediction, the use of PLS–SEM was acceptable for this study’s research objective, which was to forecast the adoption intention.

One of the benefits of utilising PLS–SEM is that it is able to easily handle a wide variety of data distributions. Because of this, it is ideally suited for use in circumstances in which certain distribution-based presumptions have to be satisfied. PLS–SEM may also accommodate both formative and reflective components, enabling an all-encompassing analysis of the research model. This is particularly pertinent to the present study because its main focus is on predicting adoption intention, which necessitates taking into account a number of different characteristics as well as the interrelationships between them. The research questions asked in the survey were scored using a five-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree), with 5 being the highest score. The respondents were requested to evaluate the degree to which their organisations are stimulated by participation in volunteering for sustainable development. The degree to which the respondents believed that their university offered chances for volunteering work linked to sustainable development served as the basis for the evaluation of the dependent variable: volunteering work for sustainable development.

To guarantee the constructs’ dependability and validity, five indicators were modified so that they would correspond with the research setting of the study. These indicators incorporated the fundamental components of service-learning theory, which are referred to as community engagement, learning outcomes and service activities. The indicators also covered the fundamental ideas that are central to social capital theory. These ideas include social links and connections, norms and values, and social support. The researchers used the bootstrapping algorithm with 5000 resamples to establish the importance of factor loadings and path coefficients. This allowed them to account for potential sampling errors. Using this resampling method, we were able to determine the statistical significance of the correlations that existed between the variables in the research model. The researchers were able to acquire accurate and trustworthy estimates of the model parameters by using bootstrapping, contributing to an increase in overall confidence in the conclusions of the study.

4.2. Construct Operationalisation

A five-point Likert scale was used to describe each of the key concepts that were found in the study. All of these constructs were considered reflective. The scale ran from 1 (which represented ‘strongly disagree’) to 5 (which represented ‘strongly agree’). The survey participants were asked to describe the degree to which their respective universities are boosted by their participation in volunteer work for sustainable development. The degree to which participants believed that their own university offered chances for volunteer work related to sustainable development served as the basis for the measurement of the dependent variable: volunteering work for sustainable development. Five indicators were modified and incorporated into the construct of volunteer work for sustainable development to ensure that the measures were applicable to the research environment. The aforementioned indicators were adjusted to take into account features from service-learning theory and social capital theory. These elements include social links and connections, norms and values, and social support. The researchers sought to achieve their goal of achieving an all-encompassing comprehension of the concept within the unique setting of Saudi Arabian universities by integrating these components.

To measure the independent variables, the researchers used pre-existing scales that were designed for the concepts of learning theory and social capital theory. The context of volunteer work for sustainable development at Saudi Arabian universities, however, required significant changes. Existing scales did not entirely correspond with the goals of the research in two independent variables: learning theory and social capital theory. As a result, the researchers came up with measurements for these characteristics based on conceptual definitions taken from the appropriate body of literature. A brief explanation of the concept of volunteer work for sustainable development in Saudi Arabian universities was given at the very beginning of the questionnaire in the survey. This was done to increase the validity of the responses and ensure that all participants had the same knowledge regarding the concept. This definition was restated at the very top of each survey page to improve the validity of participants’ responses and ensure that they understood the question being asked.

The questionnaire was initially prepared in English and then translated into Arabic because the survey was conducted in Saudi Arabia. The authors of the study, all of whom are fluent in Arabic, were the ones responsible for carrying out the translation procedure. A pre-test was conducted on both versions of the questionnaire with a group of specialists representing one of the universities to make sure of the face validity of the items. The specialists looked over the items that would be used for measurements, offered insightful recommendations and had their advice integrated into the final survey instrument. A second set of pre-tests was also conducted with the assistance of knowledgeable practitioners to validate and establish the reliability and validity of every item. These preliminary assessments consisted of brief conversations with the respondents to ensure that they had a complete comprehension of the questions that were being posed.

4.3. Sample and Data Collection

Students from Saudi Arabian universities were self-selected using random sampling and were asked to fill out the online survey, and a total of 251 students served as the sampling pool. Random sampling techniques were used because it is considered standard practice in organisational survey research [67]. The University of Hail, Kind Faisal University and North Border University were excellent choices to investigate the research objective of the study because all three universities have a long tradition of having an effectively developed internet system, as well as students who have the capability of using digital technology. Therefore, the universities offer an ideal environment for the growth of volunteer work for sustainable development. The homogeneity of the sample was ensured by selecting students from the three universities who share a language, belong to the same administrative heritage and have a consensual culture. In addition, all three universities are intricately connected through various levels of cooperation, exchanges that are available and the exchanging of experiences learned. The questionnaires for the survey were emailed directly to the university students and were also accompanied by a cover letter that explained the goal of the research study. This was done so that the survey could be distributed. Respondents were notified that they would be receiving a summary of the survey’s findings to motivate them to provide responses. After sending gentle nudges in the form of emails, we followed up with personal phone calls. The online questionnaire was constructed in such a way that a respondent could neither draw a final conclusion nor continue with answering the subsequent question set without first finishing the preceding section. This ensured that all questions were answered thoroughly. As a result, 251 surveys were completed after numerous questionnaires were distributed to various respondents at the three universities.

In addition, the order in which questions were presented was shuffled to eliminate the possibility of respondents guessing what might have caused the results. Utilising variance inflation factor (VIF) values at the construct level, we conducted a post-hoc study of common technique bias. A comprehensive collinearity test was utilised to estimate the values of the VIFs. Common procedure bias was highly unlikely to be an issue for this study because all of the VIF values are lower than 5.0 (

Table 1. Sample demographics (n = 251).

Characteristic	Scale	Percent
Gender	Male	68.1
	Female	31.9
	Total	100
Age	Less than 21	1.6
	21–30 years	16.7
	31–40 years	34.7
	41–50 years	22.3
	50 above	24.7
	Total	100
Marital Status	Single	87.6
	Married	12.4
	Total	100
University	University of Hail	49.4
	King Faisal University	39.4
	North Border University	11.2
	Total	100
College	Medical Colleges	77.3
	Applied Colleges	17.9
	Humanitarian and Arts Colleges	4.8
	Total	100

). The demographic information for the sample is shown in Table 1. A closer look at the descriptive statistics reveals that the majority of respondents to the survey were male, making up 68.1% of the total sample, while women made up 31.9% of the participants. In terms of the distribution of ages among the participants, the highest age range was between 31 and 40 years old, with 34.7% of the total sample falling within this age range. This suggests that a relatively varied range of ages is represented within the group that was polled. Regarding respondents’ levels of education, the sample was composed mostly of medical school students (77.3% of the total), who represented their predominant educational background. This highlights the importance of medical education at the universities that are participating in the programme.

Notably, the distribution of respondents among the participating universities revealed that the University of Hail had a considerable presence, with 49.4% of the participants representing this institution. This suggests that students from the University of Hail participated in the survey with a significant level of engagement and involvement. An evaluation of the respondents’ marital status showed that an extremely high percentage of the respondents (87.6% of the sample) said they were single, suggesting that most of the students who participated in the study were unmarried at the time of the study. These statistical breakdowns provide useful information about the sample as a whole, including its demographics (gender, age range, education level, university affiliation and marital status). Understanding these demographics helps put the survey results in context, which is necessary for performing additional analysis and understanding the research.

Before beginning the data analysis, the minimum sample size required to properly evaluate the proposed research model must be determined. The required sample size for this study was calculated using a variety of approaches, all of which were based on previously established guidelines. Cohen’s power tables recommend a minimum sample size of 72 observations, assuming a medium effect size (f2 = 0.250), a statistical power of 0.8 and a significance level of 0.05. This is based on the assumption that the effect size is medium. This estimate takes into account the existence of six different structural entry points leading to work for sustainable development volunteer opportunities. Additional approaches were used to calculate the minimum sample size to ensure a more conservative approach. According to Faschan et al. [68], the inverse-square-root approach suggests a minimum sample size of 160 observations, while the gamma exponential method recommends a minimum sample size of 146 observations. These different methods produce estimations that are more conservative because they take into account aspects such as the size of the effect and the statistical power.

Taking into consideration the real number of participants in this study, which consisted of 251 university students, the research has an acceptable sample size to properly test the research model that has been suggested. Given that the sample size is larger than the minimum requirements specified by all of the aforementioned approaches, the statistical power of the study and the dependability of the findings are increased. The study is able to confidently assess the data and draw meaningful conclusions regarding the links and hypotheses proposed within the research model because the researchers ensured that a suitable sample size was used.

5. Results

5.1. Evaluation of the Measurement Model

The framework for measurement underwent in-depth analysis to determine how well it fits the data in its entirety. At first, the saturated model was scrutinised to ascertain whether it was adequate. The validity and reliability of the reflective constructs were then assessed. Cronbach’s alpha (CA) and composite reliability (CR) were the two measures used in the reliability analysis that was conducted. The CA and CR values for each of the constructs were computed, and those results were compared with the recommended threshold of 0.7. The findings, which are summarised in

Table 2. Results of reflective constructs.

Items	FA	VIF	CA	C Rho	AVE
CE1	0.876188	3.5469	0.906087	0.910004	0.680849
CE2	0.827242	2.7955
CE3	0.799292	2.1077
CE4	0.831832	2.4235
CE5	0.797979	2.269
CE6	0.815767	2.1578
LO4	0.8075	1.746	0.809297	0.830849	0.633299
LO5	0.830557	1.8175
LO6	0.717879	1.5199
LO7	0.822171	1.6011
NV1	0.79873	1.9262	0.825258	0.827222	0.655704
NV2	0.838711	2.1431
NV3	0.814452	1.7199
NV4	0.786181	1.5474
SA1	0.721493	1.8331	0.860952	0.862066	0.545439
SA2	0.786604	2.1815
SA3	0.729073	1.7727
SA4	0.720101	1.7669
SA5	0.702171	1.6915
SA6	0.761836	2.2562
SA7	0.745147	2.1779
SD1	0.739479	1.6086	0.862411	0.864503	0.646381
SD2	0.787574	1.9338
SD3	0.862904	2.5499
SD4	0.807534	2.1006
SD5	0.817368	2.1786
SS5	0.84466	1.5907	0.808081	0.81458	0.721534
SS6	0.839195	1.8726
SS7	0.864235	1.9244
STC1	0.779064	2.2766
STC2	0.765151	2.0635	0.867176	0.868033	0.600803
STC3	0.795876	2.089
STC5	0.762911	2.3869
STC6	0.786305	2.5944
STC7	0.760721	1.7618

, imply that the CA and CR values for each construct are higher than the threshold, indicating that the reliability of the results is good. Notably, the CA value for broadcasting costs is only a hair below the minimum threshold. CA is typically considered to be a more conservative measure, while CR is regarded as being more liberal. The reliability of the construct is therefore satisfactory, taking into consideration the range that is covered by these two measures [69].

Convergent validity was assessed by examining the average variance extracted (AVE) for each construct. To establish sufficient convergent validity, the AVE for each construct needed to be greater than 0.5. The AVE values for all constructs are shown in Table 2, which demonstrates that every construct satisfies the criteria that were recommended. In addition, all of the indicators demonstrated significant loadings onto their respective constructs, with significant loadings at significance levels ranging from 0.1% to 5%. These loadings were strong factor loadings. In place of the more conventionally used Fornell–Larcker criterion, heterotrait–monotrait (HTMT) ratios of correlations were used in this study to evaluate the discriminant validity of the variables. According to Henseler et al. [70], the HTMT method is considered more sensitive and successful in spotting any potential lack of discriminant validity when applying variance-based SEM. The HTMT ratio expresses, with respect to the average correlation of indicators found inside the same construct, the average correlation of indicators found across constructs measuring various parameters. For discriminant validity to be established, the HTMT ratio needs to be lower than 0.85, and the one-sided 95% confidence interval cannot include 1. The HTMT ratios are shown in

Table 3. Heterotrait–monotrait ratios of correlations.

Construct	CE	LO	NV	SA	SD	SS
LO	0.8683
NV	0.8119	0.7412
SA	0.8722	0.7586	0.6357
SD	0.7493	0.6447	0.8242	0.6749
SS	0.5175	0.4734	0.6566	0.5009	0.8011
STC	0.8785	0.7846	0.9650	0.7805	0.8486	0.6902

Note: Values between brackets represent the HTMT one-sided 95% confidence intervals. Service activities (SA), learning outcomes (LO), community engagement (CE), social ties/connections (STC), norms and values (NV), social support (SS) and sustainable development (SD).

, which demonstrates that the study does have discriminant validity.

The reflective constructs can be concluded to have sufficient convergent validity, discriminant validity and reliability by thoroughly examining the measurement model. The indicators load into their respective constructs efficiently, revealing significant linkages between the two. These findings provide solid groundwork for the subsequent examination and interpretation of the research model.

5.2. Validity and Testing the Structural Model

Before undertaking the testing of the hypotheses, the validity of both the dependent and independent constructs was examined. This included taking into account factors such as multicollinearity and the significance of weights and loadings (Table 2). The evaluation found no evidence of multicollinearity, as shown by the fact that the variance inflation factors (VIFs) were lower than the acceptable threshold of 5 [71,72]. The calculated model’s goodness-of-fit was assessed as a vital initial step before evaluating the structural model in Figure 2. Several aspects, such as path coefficients, significance levels, effect sizes (f2), coefficient of determination (R2) and adjusted R2, were considered to carry out an in-depth analysis of the structural model. The data offered support for H5 and H6 because they demonstrated significant relationships between norms and values (p < 0.05), as well as between social support (p < 0.05) and volunteer work for sustainable development. This suggests that both norms and values within the social context, as well as the presence of social support, have a positive influence on taking part in volunteer activities for sustainable development. The hypotheses that were proposed in the study are supported by these results.

However, the research failed to discover any significant relationship between the dependent variable of volunteering work for sustainable development and the variables service activities (H1), learning outcomes (H2), community participation (H3) and social ties or connections (H4). The findings therefore suggest that the application of service-learning theory to the practice of volunteering to achieve sustainable development in Saudi Arabia was not supported by the findings of this study. Similarly, social relationships and connections, which are fundamental components of social capital theory, did not have a substantial influence on the amount of volunteer labour that was undertaken in Saudi Arabia to achieve sustainable development.

Table 4. Hypothesis testing.

Code	Hypothesis	Original Sample (O)	Sample Mean (M)	Standard Deviation (STDEV)	T Statistics (|O/STDEV|)	p Values	Status
H1	SA -> SD	0.0755	0.0810	0.0628	1.2035	0.2288	Not Supported
H2	LO -> SD	0.0010	0.0081	0.0646	0.0151	0.9879	Not Supported
H3	CE -> SD	0.1421	0.1329	0.1012	1.4048	0.1601	Not Supported
H4	STC -> SD	0.2160	0.2192	0.1377	1.5692	0.1167	Not Supported
H5	NV -> SD	0.1916	0.1943	0.0879	2.1796	0.0293 *	Supported
H6	SS -> SD	0.3512	0.3466	0.0885	3.9670	0.0001 ***	Supported

Note: *** p < 0.001; * p < 0.05. Service activities (SA), learning outcomes (LO), community engagement (CE), social ties/connections (STC), norms and values (NV), social support (SS) and sustainable development (SD).

presents the findings of an exercise designed to test a hypothesis. These results provide insightful information regarding the factors that lead to volunteer labour for sustainable development in Saudi Arabia. The study deepens our understanding of the connections between various constructs in the research model by examining the route coefficients, their significance and the effect sizes. These findings pave the way for further analysis and interpretation, which enables an in-depth understanding of the factors that determine volunteering behaviours within the framework of sustainable development.

To determine the measurement model’s overall goodness-of-fit, it was carefully evaluated. At first, the saturated model was scrutinised to ascertain whether or not it was adequate. The validity and reliability of the reflective constructs were subsequently evaluated. Cronbach’s alpha (CA) and composite reliability (CR) were the two measures used in the reliability analysis that was carried out. The CA and CR values for each construct were computed, and those results were compared with the recommended threshold of 0.7. The results, which are presented in Table 2, show that the CA and CR values for each construct are higher than the threshold, which indicates that the reliability of the results is good. Notably, the CA value for broadcasting costs is only a hair below the threshold. CA is typically considered a more conservative measure, while CR is regarded as being more liberal. The reliability of the construct is therefore satisfactory, taking into consideration the range that is covered by these two measures [69].

Convergent validity was assessed by examining the average variance extracted (AVE) for each construct. To establish sufficient convergent validity, the AVE for each construct needed to be greater than 0.5. The AVE values for all constructs are shown in Table 2, which demonstrates that every construct satisfies the criteria that were recommended. In addition, all of the indicators showed significant loadings on their respective constructs, with significant loadings at significance levels ranging from 0.1% to 5%. These loadings were strong factor loadings. In place of the more conventionally used Fornell–Larcker criterion, HTMT ratios of correlations were used in this study to evaluate the discriminant validity of the variables. According to [66], the HTMT method is considered to be more sensitive and successful in spotting any potential lack of discriminant validity when applying variance-based SEM. The HTMT ratio expresses, with respect to the average correlation of indicators found inside the same construct, the average correlation of indicators found across constructs measuring various parameters. For discriminant validity to be established, the HTMT ratio needs to be lower than 0.85 and the one-sided 95% confidence interval cannot include 1. The fact of evidence of discriminant validity in the study is supported by the HTMT ratios, which are shown in Table 3. By thoroughly examining the measurement model, we can conclude that reflective constructs have sufficient convergent validity, discriminant validity and reliability. The indicators load into their respective constructs efficiently, revealing significant linkages between the two. These results provide solid groundwork for the subsequent analysis and interpretation of the research model.

Effect sizes were also assessed to evaluate the practical significance and magnitude of the observed effects, regardless of the sample size. The effect sizes for norms and values (f2 0.0293) and social support (0.0001) were rather small, indicating that each of these factors had a limited practical influence on volunteer work for sustainable development. Service activities (0.2288), learning outcomes (0.9879), community participation (0.1601), and social ties or connections (0.1167) did not display any effect sizes, suggesting that these variables do not have a significant influence on the dependent variable in this study.

Taking effect sizes into account enables researchers to assess the magnitude of the effects of predictor constructs based on the estimates of route coefficients [69]. It makes possible an order of rank assessment that is analogous to the f2 effect sizes and offers extra information about the practical significance of the relationships that have been identified. In the framework of this study, gaining a better understanding of the relative importance and impact of each predictor construct on volunteer work for sustainable development can be accomplished by examining the effect sizes. Together with the significance levels associated with the route coefficients, these effect sizes contribute to the overall interpretation of the research model and shed light on the possible consequences that the results have for practice.

The R2 and adjusted R2 values are 0.671 and 0.664, respectively, according to the results presented in

Table 5. R-square results.

	R-Square	R-Square Adjusted
Volunteering Work for Sustainable Development	0.6714	0.6648

. According to these values, the proposed research model may account for about 67% (66%, respectively) of the variation in the dependent variable of volunteering work for sustainable development. These values suggest a high degree of explanatory power for the dependent variable [69]. The results also show no direct relationships between volunteer work for sustainable development and community engagement, learning outcomes or social ties/connections. These results refute H1, H2 and H3, which proposed a direct impact of these variables on the dependent variable.

The analysis, however, shows that norms and values and social support have a direct and considerable effect on volunteer work for sustainable development. These results support H5 and H6, which postulate a positive correlation between the dependent variable and these variables. In conclusion, the outcomes show that the theoretical framework adequately explains volunteer work for sustainable development, with norms and values and social support emerging as the most important predictors. The lack of direct relationships between service activities, learning outcomes, community participation and social ties/connections and the dependent variable suggests that each of these variables could be responsible for mediating or influencing relationships, which might be investigated in subsequent studies.

6. Discussions of the Study

The findings of this study, which focused on the influence of the service-learning model and social capital theory, provide important insight into the factors that motivate Saudi citizens to volunteer for sustainable development. According to the results, these two theories have a considerable impact on volunteer engagement. However, significant relationships between volunteer activity and the predictors based on the service-learning theory (H1, H2 and H3) and one variable from the social capital theory, social ties and connections (H4), were not found to be positive. The lack of significant relationships between volunteering and the predictors from service-learning theory (H1, H2 and H3) suggests that either the concept of volunteering for sustainable development is not widely embraced by university students in Saudi Arabia or that the current service-learning models implemented in the universities do not effectively bridge the gap between theory and practice. It is probable that students in Saudi Arabia are not getting enough practice making connections between what they learn in the classroom and real-world applications of sustainable development in the existing educational system. To address this problem, volunteer work is recommended to be incorporated into formal education programmes to promote the practical application of knowledge and skills and, in turn, strengthen the link between theory and practice.

However, the substantial impact of norms and values (H5) on volunteer labour suggests that cultural expectations and values related to fairness, cooperation and reciprocity play an important role in inspiring people to participate in volunteer work for sustainable development. The benefits of such volunteer work could potentially be maximised by incorporating these norms and values within the academic system and promoting their significance within Saudi Arabian culture. The study also indicated that social support (H6) has a substantial impact on people’s willingness to volunteer for sustainable development. Individuals’ perspectives and motivations for participating in volunteer activities can be greatly influenced by the emotional support they receive from their social networks in the form of practical aid, counselling and direction. The notion of social support has been suggested to be completely integrated into the curriculum creation process to facilitate and enhance engagement in volunteer work, thereby guaranteeing that students are provided with access to the essential support systems within their academic and social settings.

Overall, the outcomes of this study imply that to encourage volunteer labour for sustainable development in Saudi Arabia, it is crucial to address the current gaps in the service-learning models, include social norms and values into the educational framework and offer strong volunteer support networks. Beneficial social and environmental effects will be incurred because of the atmosphere fostered by universities and society at large that encourages and empowers students to actively contribute to sustainable development efforts.

6.1. Implications for Theory

Several gaps in the scientific literature are filled by the current research. With the goal of explaining the adoption of volunteer work for sustainable development in university curricula, this study primarily focuses on service-learning theory and social capital theory. The research improves our knowledge of the factors impacting the adoption intention of volunteering for sustainable development in Saudi Arabian universities by examining the perspectives of university students with little or no background in volunteer activity. By doing so, an important need in the literature is filled, and important new information is gained regarding how these ideas might be applied to the specific setting of Saudi Arabian universities.

Second, as the main determinant of the adoption of volunteer activity for sustainable development, the findings emphasise the importance of norms and values (H5) and social support (H6). This suggests that the social capital theory of volunteering work for sustainable development is an appropriate explanation for the adoption of volunteer work in universities. However, this investigation also shows that the variables related to the benefits of service-learning theory (H1, H2 and H3) did not represent strong predictors of the adoption of volunteer activity. This suggests that previous service-learning models’ benefits were inadequate to motivate university students to volunteer for sustainable development. The specific factors that encourage university students to volunteer are being investigated in greater detail as a result of these findings.

This study also promotes a larger definition of university volunteer work for sustainable development, with a particular emphasis on university students’ involvement. It questions the assumption that university volunteer work and involvement are the only ways to achieve sustainable development goals. Instead, it suggests that important aspects, such as norms and values and social support, should be consulted to ensure that the objectives of increasing volunteer work and citizen engagement projects are compatible with social acceptance. This highlights the importance of including these factors in the design and implementation of volunteer labour programmes to optimise their usefulness and foster good social change.

Finally, the study adds to the academic discussion on how universities should source their curriculum. The unique setting of sustainable creation volunteer work broadens the usual vendor–student relationships in curriculum creation to include scattered types of student engagement. This study provides a conceptualisation of the adoption of volunteer labour for sustainable development by expanding the literature on service-learning theory and social capital theory. It reveals that the theoretical frameworks we are comparing share basic similarities but are developed for distinct ends. A broad range of factors, such as social relationships and connections, norms and values and social support, are taken into account by social capital theory, while service-learning theory primarily focuses on alignment with service activities, learning outcomes and community engagement. We concluded that only norms and values and social support had a significant impact on students’ willingness to volunteer for sustainable development initiatives at Saudi Arabian universities. Incorporating volunteer labour into curriculum development activities for sustainable development is essential, as shown by these findings, but it requires careful consideration of these sourcing options.

Overall, this study extends our knowledge of the importance of volunteer work for sustainable development in Saudi Arabian universities, highlights the significance of norms and values and social support, and advocates for a larger conceptualisation of volunteer work. It also adds to the ongoing conversation about how universities may best incorporate outside knowledge into their curricula. The ramifications of these findings can guide the creation of effective volunteer work programmes and curricular improvements that support sustainable development goals and inspire active involvement among students at universities.

6.2. Implications for Practice

Policymakers and decision-makers in Saudi Arabian universities might benefit from the real-life implications of the findings of this study. Policymakers might develop successful policies and initiatives to incentivise and promote adoption among university students by developing a thorough comprehension of volunteer labour for sustainable development. Bringing these rules into line with Saudi Arabia’s Vision 2030 will facilitate volunteer labour being incorporated into the country’s plan for sustainable development. The establishment of a curriculum that highlights the potential benefits of volunteering for sustainable establishment should be prioritised by policymakers to boost the adoption rates of college students who participate in volunteer activities. Policymakers have the ability to create an atmosphere that fosters active engagement by incorporating volunteer work into the academic structure and providing students with assistance on how to connect with one another at the university level. The expenses linked to the implementation of such projects can be reduced by allocating financial resources to support the development of university curricula as well as educational programmes based on volunteer labour. In addition, policymakers might investigate the possibility of establishing digital platforms that would act as a centralised entry point for Saudi Arabian universities seeking to collaborate with foreign innovators and resources in the field of volunteer work.

Perceptions are not fixed but rather can change with time. This research indicates opportunities to modify the opinions of decision-makers in Saudi Arabian universities regarding the importance of volunteer labour for sustainable development. These universities include King Abdulaziz University and King Saud University. University students and decision-makers can be educated about the possibilities of volunteer work to strengthen sustainable development capabilities through the implementation of outreach and education initiatives. These efforts have the potential to contribute to a more widespread adoption of volunteer work in universities by emphasising the positive impact of volunteer work and the conformity that it has with the norms and values of society. The outcomes of this research can be utilised by policymakers and decision-makers to create policies, curricula and awareness campaigns that encourage and facilitate the integration of volunteer work for sustainable development in Saudi Arabian universities. They may build an atmosphere that encourages active engagement in volunteer work and contributes to the accomplishment of sustainable development goals by providing the necessary encouragement, resources and expertise. This will allow them to create an environment that supports engaged participation.

6.3. Limitations and Future Research

The following limitations, which offer potential for future research, deserve to be taken into account when interpreting the outcomes of this study:

Students from the University of Hail, Kind Faisal University and North Border University made up the bulk of the sample employed in this study. There could potentially be limitations to the findings’ applicability to a wide variety of universities in a variety of settings. Given that opinions regarding volunteer labour could differ throughout cultural and institutional environments, future research ought to attempt to replicate the study using data from universities in different nations. A more thorough comprehension of the factors influencing the adoption of volunteer work for sustainable development might be obtained by expanding the sample to include private universities or universities in geographically remote places.

This study’s primary constructs are complicated and multidimensional, which leads to the second point: the constructs were only represented by one-dimensional measures due to limitations in the available metrics. To better understand these constructs, subsequent investigations should extract their multiple dimensions and pinpoint the dimensions that are most relevant to the act of volunteering. Researchers can acquire a more nuanced understanding of the factors that motivate volunteer activity for sustainable development by applying relevant theoretical views and using formative constructs to gauge distinct underpinning characteristics.

Third, although this study did look at six factors as antecedents to the intention to adopt volunteer work for sustainable development, various other variables not considered in this research may also impact adoption intentions. Additional antecedents utilising alternative methods and approaches may be better suited to capture the complete spectrum of factors impacting the adoption of volunteer work, and these should be explored in future studies.

The thoughts and opinions of university students with regard to the adoption of volunteer work for sustainable development were the primary subjects of this study. The validity and veracity of these perceptions, as well as the connections between them and particular outcomes, were not evaluated. The focus of future research should be on the outcomes that can be achieved through volunteer work, with the aim of verifying the previously reported perceptions of volunteer work and exploring the conditions under which specific objectives can be realised. The factors that affect the success or failure of volunteer labour programmes for sustainable development could then be better understood. Fixing these limitations through future research could enhance our knowledge of the effect and usefulness of volunteer labour for sustainable development, allowing for more targeted and evidence-based initiatives to promote its implementation.

7. Conclusions

Overall, the findings of the present research reveal a significant understanding and integration of service-learning theory and social capital theory concerning the adoption intention of volunteer labour for sustainable development in public universities. This research highlights the importance of cultural and social factors in shaping the adoption of volunteer labour efforts by concentrating on norms and values as well as social support. According to the outcomes, universities should take into account how to match their education curricula with the ideas of sustainable development and how to use volunteer work as a method to achieve these objectives. The significance of norms and values that include fairness, collaboration and reciprocity in the adoption of volunteer work for sustainable development must be recognised by policymakers. Universities can make the most of these values and foster a culture of volunteering by incorporating them into the educational system.

This study also highlights the importance of social support size in determining volunteer work adoption. In shaping their attitudes and motivations towards volunteering, the emotional and practical support people acquire from their social networks is crucial. Consequently, engagement in volunteer work for sustainable creation can be facilitated and encouraged by completely integrating the concept of social support into the curriculum creation process.

The limitations of this investigation should not be overlooked, even though it has yielded important findings. Given that the study population was drawn exclusively from Saudi Arabian universities, the findings could not have been applicable elsewhere. To confirm and expand upon the aforementioned results, future research should replicate the study in various institutional and cultural settings.

Furthermore, the complex nature of the constructs under consideration in this study suggests a demand for further studies. A more thorough comprehension of the factors related to volunteer work can be gained by deconstructing these constructs into their component dimensions and using other assessment methodologies. Additional antecedents that may influence the adoption intention of volunteer activity for sustainable development should also be explored in future research. Taking into account a wider range of factors, researchers can provide an enhanced comprehension of the procedures for making decisions and the motivations underlying the adoption of volunteer labour initiatives. This research adds to the literature by underscoring the significance of values and norms, as well as social norms, in promoting the adoption of volunteer labour for sustainable development. The research results highlight the significance of universities matching their curricula with sustainable development ideas and promoting an environment that is conducive to volunteering. Further research can improve our understanding of the impact and effectiveness of volunteer work efforts for sustainable development by addressing the limitations and expanding beyond our results.

In conclusion, students need to be equipped with an understanding of the crucial synergy that exists between the theories of service learning and social capital when those theories are put into the practice of engaging in volunteer work for the sake of sustainable development, particularly within the educational curricula of Saudi Arabia. The combination of these pedagogical approaches demonstrates how education may be a catalyst for significant societal change by combining hands-on experience with active participation in the community. They need to have an understanding that the notion of service-learning places an emphasis on learning through actual community service, with the goals of cultivating empathy, problem-solving abilities and a sense of civic responsibility. In the same vein, the social capital theory highlights the importance of robust social networks in encouraging collective action. Students need to be aware, in the context of volunteering, of the ways in which the aforementioned theories intersect to increase the efficacy of volunteer efforts, thereby producing sustainable change through the cultivation of collaborative learning and relationships throughout the community.

Students also need to be aware that the educational curriculum they follow plays a critical role in the process of forming these dynamics. Students will develop their involvement in citizenship and social capital through the incorporation of service-learning principles into the curriculum, which serves as a framework for these goals. Students are able to apply what they learn in the classroom to real-world situations and create social networks that transcend the confines of educational institutions when they take part in volunteer activities. They should also understand the manner in which this integrated approach contributes to Saudi Arabia’s efforts to achieve its goals for sustainable development. Students leave with the practical skills, beliefs and networks necessary to create meaningful change in their communities as a result of this programme. Students have the ability to make an active contribution to the movement of the nation towards a more sustainable and inclusive future if they have an awareness of the reciprocal relationship that takes place between education, volunteerism and societal advancement.