Applying the ARCS Model to Enhance Student Motivation in a Sustainability-Focused Environmental Issues Course

Environmental issues are increasingly complex and demand transformative approaches in higher education. This study explores the implementation of the ARCS motivational model (Attention, Relevance, Confidence, Satisfaction) in a sustainability-focused general education course titled “Global Change and Sustainable Development.” Designed to foster place-based learning and ethical reflection, the curriculum engaged 43 university students through experiential instruction, field investigation, and reflective assignments. Qualitative data, including interviews and student outputs, revealed significant gains in environmental awareness, risk perception, and motivation to act. Results indicated that integrating the ARCS model not only increased student engagement but also deepened their understanding of environ mental responsibility and human–nature coexistence. The study concludes that motivation-enhanced environmental ed ucation effectively cultivates sustainability thinking and active citizenship, and should be widely adopted in higher education.