BRIDGING THE KNOWLEDGE–BEHAVIOR GAP IN UNIVERSITY STUDENTS’ WATER CONSERVATION: EVIDENCE FROM KAP, TPB, AND INSTITUTIONAL BARRIERS IN PAKISTAN

Abstract

This study examines the gap between awareness and water conservation behavior among university students using an integrated framework of the Knowledge–Attitude–Practice (KAP) model, the Theory of Planned Behavior (TPB), and institutional perspectives. A mixed-method design was applied, combining a survey of 50 students with exploratory qualitative insights from students and support staff. Findings show that students possess moderate knowledge and generally positive attitudes toward water conservation, along with strong concern about water scarcity. However, this awareness does not translate into consistent action, as students mainly engage in simple personal conservation practices while participation in institutional and collective behaviors remains limited. The study finds that this gap is shaped by established behavioral barriers, particularly immediacy, uncertainty, and marginality, which reduce the translation of concern into action. In addition, hot cognition influences how environmental risks are interpreted, while the AMO framework indicates that limited and unclear institutional opportunities further restrict engagement. A key contribution of this study is its integrated explanation of the awareness–behavior gap by linking psychological barriers with institutional constraints within a single framework. The study concludes that improving water conservation behavior in universities requires structured engagement systems, clearer participation pathways, and stronger institutional support rather than relying on awareness alone.