The Structural Model of Students’ Sustainable Professional for Developing Indonesia’s Higher Education Programs

Abstract

Higher education initiatives can contribute to the Sustainable Development Goals (SDG) by funding long-term learning programs that support students' personal, social, and professional development in the workplace. Therefore, this study aimed to investigate the role of sustainable professional as a dependent variable between sustainable social and personal aspects within higher education programs. The empirical study outlined sustainable professional, social, and personal development elements as well as measurement and structural models. The data were collected using a cross-sectional methodology. Subsequently, surveys were conducted and analyzed using the Analysis of Moment Structure (AMOS) 24.0 program. The samples included 754 students from three faculties at Universitas Muhammadiyah Purwokerto, Indonesia, specializing in teachers training and education, business and economics, and pharmacy. The results supported the hypothesis that autonomous personal training and sustainable social communication can improve students' professional learning. The urge to educate students could prompt teachers to engage in more professional activities. Therefore, even in a world where changes are both inevitable and impossible to predict, higher education programs can sustain or improve teachers' performances.