199 Child Education Journal Child Education Journal Vol. 8 No. 2 (2026) 199-236 e-ISSN: 2685-1903 p-ISSN: 2087-0396 DOI: 10.33086/cej.v8i2.8685 ORIGINAL RESEARCH ARTICLE Environmental Citizenship Behavior in the Workplace: The Roles of Green HRM and Employee Engagement and Implications for Sustainability Education Eteh ResaAsyifa1*, Dian Sudiantini2 , and Azlan Bin Saflie 3 1 Universitas Swadaya Gunung Jati, Cirebon, Indonesia; ,2Universitas Bhayangkara Jakarta Raya, Jakarta, Indonesia; 3Smk Pulau Gaya 14604, 888852, Kota Kinabalu, Sabah, Malaysia Correspondence: resaasyiaub@gmail.com Article History: Received: Mar 18, 2026 • Revised: Jul 25, 2026 • Accepted: Aug 15, 2026 • Published: Aug 30, 2026 ABSTRACT Environmental sustainability requires not only organizational policies but also the development of voluntary environmental behaviors that can be strengthened through continuous learning, engagement, and environmentally responsible practices. This study examines the mediating role of Organizational Citizenship Behavior for Environment (OCBE) in the relationships between Green Human Resource Management (GHRM), Employee Engagement, and Employee Performance in the manufacturing sector. Using a quantitative explanatory design, data were collected from 156 permanent employees of manufacturing companies in Cirebon, West Java, Indonesia, selected through purposive sampling. The relationships among the constructs were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.0. The findings show that GHRM and Employee Engagement positively and significantly influence OCBE. OCBE also positively influences Employee Performance and partially mediates the relationships between GHRM and Employee Performance and between Employee Engagement and Employee Performance. These findings indicate that structured environmental practices and employee psychological engagement can encourage voluntary pro-environmental behavior as a mechanism linking organizational initiatives with individual performance. From a broader educational perspective, the findings offer conceptual implications for sustainability-oriented learning by demonstrating how environmental values may be reinforced through training, engagement, behavioral modeling, and supportive institutional practices. The study therefore extends the discussion of environmental citizenship beyond organizational performance toward the development of sustainability-oriented behavior relevant to lifelong and transformative environmental learning. © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 200 ABSTRAK Konflik berkepanjangan di Afrika Sub-Sahara telah mengganggu pendidikan formal bagi jutaan anak berusia 6–18 tahun, serta mengancam keberlanjutan pendidikan dan perkembangan kognitif, sosial, dan emosional mereka. Meskipun terus hadir di tengah masyarakat yang terdampak konflik, lembaga pendidikan Islam setempat masih kurang mendapat perhatian dalam kajian Pendidikan dalam Situasi Darurat (*Education in Emergencies*) maupun dalam *Nexus* Kemanusiaan-Pembangunan-Perdamaian. Penelitian ini bertujuan untuk mengkaji bagaimana kurikulum Islam yang adaptif mendukung anak-anak terdampak konflik dan berkontribusi terhadap keadilan transisional di Nigeria, Somalia, dan wilayah Sahel. Melalui metode Analisis Dokumen Kualitatif, 42 dokumen yang dipilih secara strategis—yang diterbitkan antara tahun 2015 dan 2025 serta mencakup laporan kemanusiaan dari UNICEF, UNESCO, dan Bank Dunia maupun studi kasus akademis yang telah melalui telaah sejawat (*peerreviewed*)—ditriangulasi dan dianalisis menggunakan pengodean tematik deduktif. Analisis ini berpedoman pada buku kode Kerangka Kerja 4R yang baku, yang meliputi Redistribusi, Pengakuan (*Recognition*), Representasi, dan Rekonsiliasi. Temuan penelitian mengidentifikasi tiga mekanisme yang spesifik terhadap konteks wilayah masing-masing. Di Nigeria, kurikulum *Tsangaya* hibrida mendorong Redistribusi dengan mengintegrasikan literasi dasar ke dalam pembelajaran tradisional serta memperluas akses pendidikan bagi anak-anak kurang mampu yang terdampak konflik. Di Somalia, adaptasi pedagogi Akidah dan Akhlak menumbuhkan Rekonsiliasi melalui narasi kenabian yang mendukung pemulihan trauma serta stabilitas kognitif dan emosional. Di wilayah Sahel, para pendidik agama memperkuat Representasi dengan menerjemahkan konsep hak asasi manusia universal ke dalam kerangka Fikih lokal untuk mediasi sengketa di masyarakat. Temuan-temuan ini menunjukkan bahwa kurikulum Islam adaptif tidak sekadar berfungsi sebagai alternatif sekolah, melainkan sebagai "infrastruktur bertahan hidup" pendidikan berbasis akar rumput yang menghubungkan keberlanjutan pembelajaran, pemulihan psikososial, dan praktik keadilan yang berakar pada konteks lokal. Oleh karena itu, penelitian ini mengusulkan Keadilan Transisional Berbasis Agama (*Faith-Based Transitional Justice*) sebagai kerangka kerja yang peka terhadap konteks guna memperkuat kebijakan dan praktik pendidikan anak pascakonflik. How to cite: Asyifa, E. R., Sudiantini, D., & Saflie , A. B. (2026). Environmental Citizenship Behavior in the Workplace: The Roles of Green HRM and Employee Engagement and Implications for Sustainability Education. Child Education Journal, 8(2), 199–236. https://doi.org/10.33086/cej.v8i2.8685 Keywords: Education in Emergencies (EiE), Islamic Education, Peaceful Curriculum Development, Post-Conflict Reconstruction, Trauma-Informed Pedagogy 1. INTRODUCTION Protracted armed conflict has transformed access to education into one of the most consequential challenges facing children and adolescents in crisis-affected regions (Karstensen et al., 2025), particularly in Sub-Saharan Africa (Ramos et al., 2026; Setyorini et al., 2022; Williams et al., 2026). Education in such settings is not limited to the acquisition of literacy (Zúñiga, 2025) , numeracy (Mapunda & Chambile, 2026), or academic credentials; functioning learning environments also provide children with routine (Abbas & Ganesan, 2025; Yang et al., 2026), protection (Stevens, 2023), psychosocial support (Benkhalfallah & Laouar, 2023), social interaction, and opportunities to rebuild a sense of normality during prolonged instability. Recent evidence indicates that crisis-affected children are increasingly exposed to interrupted schooling, © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 201 displacement, violence, exploitation, and deteriorating mental and psychosocial well-being. UNICEF reported that more than 14,000 schools in West and Central Africa were closed mainly because of conflict in 2024, affecting approximately 2.8 million children, while more than 2,500 attacks on schools had been verified across Africa during the preceding nine years (UNICEF, 2024a, 2024b). More broadly, over half of the world's crisis-affected children live in Sub-Saharan Africa, and approximately one in four crisis-affected primary-school-aged children in the region are out of school (UNICEF Innocenti, 2024; UNICEF, 2024a). These disruptions are particularly significant because conflict simultaneously undermines educational continuity, child protection, psychological recovery, and longer-term social cohesion. Consequently, sustaining meaningful education during armed conflict is increasingly understood as part of humanitarian protection and peacebuilding rather than merely the restoration of conventional schooling (Aptel et al., 2020; UNICEF Innocenti, 2024). These pressures are especially visible in Nigeria, Somalia, and the Sahel, although the nature of educational disruption differs across the three settings. Northern Nigeria has experienced repeated attacks and abductions affecting schools; during the escalation of insecurity in 2020–2021, 11,536 schools were temporarily closed as a precautionary response, disrupting learning for approximately 5.3 million children (UNICEF Nigeria, 2022; UNICEF, 2024a). Somalia combines prolonged insecurity with displacement, drought, poverty, and limited state educational capacity, making alternative and community-based educational arrangements particularly important for displaced children (UNICEF Somalia, 2023; UNICEF, 2024a). Across the Sahel, conflict-related closures coexist with deeper problems of educational access and learning quality; although primary enrolment has expanded substantially, many children remain outside school and learning poverty remains severe (World Bank, 2021; UNICEF Innocenti, 2024). The principal challenge is therefore not simply how to reopen formal state schools, but how to preserve educational continuity when state capacity is fragmented, conventional infrastructure is unsafe, and communities continue to depend on locally embedded educational institutions. In Muslim-majority communities, traditional Qur'anic schools, Tsangaya institutions, madrasas, and religious educators frequently remain part of this educational landscape. Their persistence creates an important but insufficiently explored question for Education in Emergencies: whether culturally legitimate faith-based educational institutions can contribute simultaneously to learning continuity, child protection, psychosocial recovery, and locally grounded forms of justice during and after conflict (Idriss & Hamzah, 2021; World Bank, 2021). Recent scholarship provides important but fragmented insights into this issue. Research on the Nigerian Tsangaya system has documented its continued role in Qur'anic literacy, moral formation, discipline, and community-based education (Idriss & Hamzah, 2021), while Idriss et al. (2022) traced its historical resilience as an indigenous Islamic educational institution. Idriss and Gwadabe (2021), however, demonstrated that poverty, weak infrastructure, and insufficient financial support constrain its educational potential, whereas Umar et al. (2024) identified persistent governmental neglect and institutional marginalization as central challenges facing contemporary Tsangaya education. More recent evidence also suggests possibilities for curricular integration and diversification within Almajiri/Tsangaya systems (Abdur-Rafiu et al., 2025), while Hoechner et al. (2025) challenge the tendency to examine Qur'anic schooling primarily through the lens of © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 202 militancy by showing the importance of investigating how teachers and learners themselves experience violent conflict. Parallel Education in Emergencies research emphasizes system resilience, alternative provision, psychosocial support, and community participation (UNICEF Somalia, 2023; UNICEF Innocenti, 2024), while transitional-justice scholarship identifies education as a potential vehicle for psychological recovery, institutional reform, truth engagement, and sustainable peacebuilding (Aptel et al., 2020; Velez, 2021). Nevertheless, these literatures largely remain separated: Islamic education studies seldom operationalize child-sensitive transitional justice, while transitional-justice and emergency-education scholarship rarely treats adaptive Islamic curricula as educational mechanisms in their own right. The novelty of the present study lies in connecting these previously separated domains through the comparative analysis of adaptive Islamic curricula as mechanisms of child-centred transitional justice. Rather than treating Islamic schools merely as traditional alternatives to formal schooling or assessing them primarily through counter-extremism and security concerns, this study investigates what curricular adaptations actually do for conflict-affected children. The analysis focuses on three distinct mechanisms already visible across the selected contexts: the integration of basic literacy within Nigeria's Tsangaya tradition, the adaptation of Aqidah and Akhlaq pedagogy in Somalia to support cognitive-emotional stabilization and reconciliation, and the translation of universal human-rights concepts into locally intelligible Fiqh frameworks by religious educators in the Sahel. Existing work has shown that Tsangaya institutions possess significant educational and moral functions while also facing institutional neglect and resource constraints (Idriss & Hamzah, 2021; Idriss & Gwadabe, 2021; Umar et al., 2024). Research on education and transitional justice, meanwhile, demonstrates that educational reform can contribute to child recovery, social cohesion, acknowledgement, and peacebuilding (Aptel et al., 2020; Velez, 2021). What remains underdeveloped is an analytical account of how faith-based curricular adaptation may connect these functions. The contribution is therefore not a claim that Islamic education is universally protective, but an examination of specific curricular mechanisms through which locally rooted educational institutions may function as educational “survival infrastructure” where formal systems are weakened by conflict. A more precise research gap consequently emerges at the intersection of Education in Emergencies, Islamic education, child development, and transitional justice. Existing Education in Emergencies scholarship and humanitarian practice have substantially documented school closure, displacement, learning loss, psychosocial vulnerability, system resilience, and the need for alternative learning opportunities during crises (UNICEF Somalia, 2023; UNICEF, 2024a; UNICEF Innocenti, 2024). Studies of Islamic education in Nigeria have examined the historical development, moral functions, institutional challenges, financial vulnerability, and reform potential of Tsangaya and Almajiri schooling (Idriss & Gwadabe, 2021; Idriss & Hamzah, 2021; Idriss et al., 2022; Umar et al., 2024). Conflict-focused research has also begun to question reductionist assumptions linking Qur'anic education automatically with radicalization (Hoechner et al., 2025). Separately, transitional-justice scholars have demonstrated that educational institutions can contribute to the reintegration and recovery of children, acknowledgement of past violence, social cohesion, and longer-term peacebuilding (Aptel et al., 2020; Velez, 2021). Yet insufficient attention has been given to the curriculum itself as the connecting mechanism across © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 203 these domains. In particular, previous research has not systematically compared how redistribution of educational access, recognition of religious-cultural identity, representation through locally legitimate educators, and reconciliation-oriented psychosocial pedagogy can operate through Islamic curricula across different African conflict ecologies. This omission constitutes the central gap addressed by the present comparative study. To investigate this gap, the study employs the Social Justice 4R Framework—Redistribution, Recognition, Representation, and Reconciliation—as its principal theoretical lens. The framework integrates concerns with educational inequality, cultural and identity recognition, participation in decision-making, and the rebuilding of relationships after conflict. In education, Redistribution concerns equitable access to educational resources and opportunities, especially for marginalized groups; Recognition concerns the affirmation of identities, languages, cultures, and religions within educational processes; Representation concerns participation and voice in governance and educational decision-making; and Reconciliation concerns rebuilding relationships and addressing the legacies of conflict through educational practice (Novelli et al., 2015; Novelli & Sayed, 2016; Wong et al., 2022). Transitional-justice scholarship similarly emphasizes education's relevance to children's cognitive and psychological recovery, institutional reform, social cohesion, and sustainable peace (Aptel et al., 2020; Velez, 2021). In the present study, the 4R framework is operationalized at the level of Islamic curricular adaptation rather than merely at national education-system level. Redistribution is examined through expanded educational access in Nigerian Tsangaya settings; Reconciliation through the psychosocial and ethical functions of Aqidah and Akhlaq pedagogy in Somalia; Representation through religious educators' translation and mediation of rights concepts in the Sahel; while Recognition operates across the cases by treating religious-cultural identity as an educational resource rather than an obstacle to postconflict reconstruction. Conceptually, the study links adaptive Islamic curricula, Education in Emergencies, and transitional justice through the child-centred functions of educational continuity, psychosocial stabilization, cultural legitimacy, and community mediation. Adaptive Islamic curricula are understood here not as a single standardized curriculum but as context-responsive modifications of established religious educational practices that enable Islamic institutions to respond to changing educational and social conditions. Evidence from Nigerian Tsangaya research already demonstrates that such institutions combine Qur'anic education, moral development, discipline, community legitimacy, and—in some reform initiatives—additional educational or livelihoodoriented content (Idriss & Hamzah, 2021; Idriss et al., 2022; Abdur-Rafiu et al., 2025). Education in Emergencies scholarship likewise stresses that learning environments in crises can provide protection, structure, psychosocial support, and continuity in addition to academic learning (UNICEF, 2024a; UNICEF Innocenti, 2024). Transitional justice adds a further dimension by asking how education can address inequality, acknowledge affected communities, support recovery, and contribute to peaceful social reconstruction (Aptel et al., 2020; Velez, 2021). Bringing these concepts together permits the study to investigate Islamic curricula neither as substitutes for functioning public education nor as inherently peace-promoting institutions, but as locally embedded educational structures whose actual curricular practices can be analysed in © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 204 relation to identifiable justice functions. This conceptual linkage provides the basis for the proposed notion of Faith-Based Transitional Justice. What makes this comparison particularly important is the coexistence of severe educational disruption with locally resilient forms of schooling that are often poorly represented in dominant humanitarian and peacebuilding frameworks. In northern Nigeria, the persistence and scale of Tsangaya schooling demonstrate both its social embeddedness and the need to understand its adaptive capacity rather than considering it only through deficiency or security narratives (Idriss & Hamzah, 2021; Karofi, 2024; Hoechner et al., 2025). In Somalia, conflict and displacement continue to create demand for educational arrangements capable of reaching children whose participation in conventional schooling has been disrupted (UNICEF Somalia, 2023; UNICEF, 2024a). In the Sahel, public education systems face simultaneous pressures from insecurity, weak learning outcomes, limited access, and uneven state reach, while religious and other non-state providers already educate substantial numbers of learners (World Bank, 2021; UNICEF Innocenti, 2024). These cases therefore allow comparison not because Nigeria, Somalia, and the Sahel are assumed to be homogeneous or representative of Sub-Saharan Africa, but because they illuminate different functions of locally grounded education under distinct conflict conditions. The analytical interest lies precisely in these differences: access and redistribution in Nigeria, psychosocial reconciliation in Somalia, and vernacular representation and mediation in the Sahel. Such comparison makes it possible to identify mechanisms without erasing the historical, religious, political, and institutional specificity of each setting. Accordingly, this study aims to examine how adaptive Islamic curricula support conflict-affected children and contribute to transitional justice across Nigeria, Somalia, and the Sahel. Specifically, it investigates how hybrid Tsangaya curricula redistribute educational access for disadvantaged and conflict-affected children in Nigeria; how Aqidah and Akhlaq pedagogy may support reconciliation, trauma recovery, and cognitive-emotional stability among learners in Somalia; and how religious educators in the Sahel represent community interests by translating universal human-rights concepts into locally intelligible Islamic frameworks. Using Qualitative Document Analysis of 42 strategically selected documents published between 2015 and 2025, including humanitarian reports and peer-reviewed case studies, the research applies deductive thematic coding based on the standardized 4R categories of Redistribution, Recognition, Representation, and Reconciliation. This design enables a structured comparison of curricular mechanisms while preserving the distinct socio-political characteristics of each case. Empirically, the study seeks to map how faith-based curriculum adaptations intersect with children's educational continuity, psychosocial recovery, and community justice practices; theoretically, it advances Faith-Based Transitional Justice as a context-sensitive framework for understanding how religious educational institutions can participate in post-conflict reconstruction without reducing them either to security threats or to inherently benevolent actors. In this way, the study positions adaptive Islamic curricula as a neglected but potentially consequential component of child-centred education and justice in crisis-affected African contexts (Aptel et al., 2020; UNICEF Innocenti, 2024; Hoechner et al., 2025). © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 205 2. RESEARCH METHODS This Study employed a quantitative explanatory research approach to examine the relationships among Green Human Resource Management (GHRM), Employee Engagement, Organizational Citizenship Behavior for Environment (OCBE), and Employee Performance in manufacturing companies located in Cirebon, West Java, Indonesia. The methodological process was organized sequentially from the formulation of the research problem and theoretical framework to the development of seven research questions and hypotheses, selection of the research design, determination of the population and sample, questionnaire administration, measurement-model assessment, structural-model assessment, mediation testing, and interpretation of the findings. This sequence was designed to maintain consistency between the conceptual model, measurement instruments, and statistical analysis. The study used cross-sectional survey data collected from permanent manufacturing employees and analyzed the relationships among latent variables through Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 4.0. The analytical procedure followed two principal stages: evaluation of the measurement model and evaluation of the structural model. This approach enabled the study to assess both the adequacy of the measurement properties and the hypothesized direct and indirect relationships among the constructs (Hair et al., 2022; Hair & Alamer, 2022; Sarstedt et al., 2022).. Figure 1. Overall Research Process from Research Design to Structural Model Evaluation Figure 1 illustrates The research process began with the identification of the research problem and theoretical framework, followed by the development of seven research questions and hypotheses. A quantitative explanatory cross-sectional design was then applied to permanent employees of © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 206 manufacturing companies in Cirebon. Respondents were selected using purposive sampling according to predetermined inclusion criteria. A total of 180 questionnaires were distributed, from which 156 usable responses were obtained, representing a response rate of 86.7%. The analytical stage began with measurement-model assessment using indicator loadings, Cronbach’s alpha, composite reliability, Average Variance Extracted (AVE), HTMT, and the Fornell–Larcker criterion. After the measurement requirements were satisfied, the structural model was assessed using path coefficients, t-values, p-values, R², and Q². Finally, mediation testing was conducted for H6 and H7 before the findings were interpreted. This sequence is consistent with the recommended PLS-SEM procedure in which measurement quality is established before structural relationships are interpreted (Hair et al., 2022; Hair & Alamer, 2022; Sarstedt et al., 2022). 2.1. Research Design This study employed a quantitative explanatory research design using a cross-sectional survey approach. The design was intended to examine theoretically specified relationships among GHRM, Employee Engagement, OCBE, and Employee Performance through hypothesis testing. Data were collected from respondents at a single period of observation rather than through repeated longitudinal measurements. The research model included GHRM and Employee Engagement as exogenous constructs, OCBE as a mediating construct, and Employee Performance as the principal endogenous construct. Seven hypotheses were formulated, comprising five direct-effect relationships and two mediation relationships. The explanatory design was appropriate because the study sought to estimate the strength and direction of relationships among several latent constructs while evaluating the mediating role of OCBE. Cross-sectional designs are suitable for examining contemporaneous relationships among multiple variables, although temporal causality must be interpreted cautiously because the variables are measured within the same observation period (Savitz & Wellenius, 2022; Hair & Alamer, 2022). PLS-SEM was selected because the model incorporates multiple latent variables and mediation pathways and requires simultaneous evaluation of both measurement and structural relationships (Hair et al., 2022; Sarstedt et al., 2022). The correspondence between the research questions and the analytical procedures is presented in Table 1. No. RQ1 RQ2 RQ3 RQ4 RQ5 RQ6 RQ7 Table 1. Research Questions and Types of Analysis Research Question Type of Analysis Does Green HRM influence Organisational Citizenship Direct-effect structural path: GHRM → Behavior for the Environment? OCBE Does Employee Engagement influence Organizational Direct-effect structural path: EE → Citizenship Behavior for Environment? OCBE Does Green HRM influence Employee Performance? Direct-effect structural path: GHRM → EP Does Employee Engagement influence Employee Direct-effect structural path: EE → EP Performance? Does Organizational Citizenship Behavior for Environment Direct-effect structural path: OCBE → influence Employee Performance? EP Does OCBE mediate the relationship between Green HRM and Indirect-effect/mediation analysis: Employee Performance? GHRM → OCBE → EP Does OCBE mediate the relationship between Employee Indirect-effect/mediation analysis: EE → Engagement and Employee Performance? OCBE → EP © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 207 Table 1 shows that RQ1–RQ5 were analyzed through direct structural paths, whereas RQ6 and RQ7 were evaluated through indirect mediation pathways. This analytical mapping ensured that each research question was directly connected to the corresponding statistical procedure in the PLS-SEM model.. 2.2 Population, Sample, Research Subjects, and Study Location The target population comprised permanent employees working in manufacturing companies located in Cirebon, West Java, Indonesia. The manufacturing sector was selected because of its environmental footprint and the relevance of green human-resource practices to operational activities. Approximately 45 medium- and large-scale manufacturing companies operate in the region. The sample size was determined using the PLS-SEM guideline applied in this study, which considers ten times the largest number of structural paths directed toward a particular construct. With seven structural paths in the model, the minimum required sample was 70 respondents. To increase the size of the available dataset, the study targeted 160 respondents. Purposive sampling was used with three inclusion criteria: permanent employment status with a minimum tenure of one year, involvement in operational activities relevant to environmental management, and willingness to participate voluntarily. Questionnaires were distributed to 180 potential respondents, and 156 completed questionnaires were considered usable for analysis, resulting in a response rate of 86.7%. The respondents therefore represented employees who had sufficient organizational exposure to assess HR practices, work engagement, environmental citizenship behavior, and work performance. The characteristics of the population and sample are summarized in Table 2. Table 2. Population and Sample Characteristics Original Study Specification Study area Cirebon, West Java, Indonesia Organizational context Manufacturing companies Approximate company population 45 medium and large manufacturing companies Target participants Permanent employees Sampling technique Purposive sampling Minimum tenure 1 year Other inclusion criterion Involved in operational activities relevant to environmental management Participation Voluntary Minimum sample used in planning 70 Targeted sample 160 Questionnaires distributed 180 Usable responses 156 Response rate 86.7% Component Table 2 indicates that the unit of analysis was the individual permanent employee working within the manufacturing sector in Cirebon. The sampling procedure was aligned with the study’s © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 208 objective of examining organizational practices, psychological engagement, environmental citizenship behavior, and employee performance within a specific industrial context. 2.3 Research Instruments and Construct Operationalization Data were collected using a structured questionnaire consisting of demographic information and four sections measuring the study constructs. All items were measured using a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The questionnaire was originally developed in English and translated into Bahasa Indonesia using a back-translation procedure to maintain conceptual equivalence. GHRM was measured using 12 items adapted from Dumont et al. (2017) and Tang et al. (2018), covering green recruitment and selection, green training and development, green performance management, and green compensation and reward. Employee Engagement was measured using the nine-item Utrecht Work Engagement Scale (UWES-9), comprising vigor, dedication, and absorption. OCBE was measured using 10 items covering ecohelping, eco-civic engagement, and eco-initiatives, adapted from Boiral and Paillé (2012) and Lamm et al. (2015). Employee Performance was measured using eight items covering task performance and contextual performance, adapted from Williams and Anderson (1991) and Koopmans et al. (2011). The use of multi-item measures allowed each latent construct to be represented through theoretically defined indicators and dimensions. Table 3 presents the operationalization without altering the original indicator structure. Construct Green HRM Employee Engagement OCBE Employee Performance Total Table 3. Research Instrument and Construct Operationalization No. of Dimension/Sub-indicator Main Source Items Green recruitment and 3 Dumont et al. (2017); Tang et al. (2018) selection Green training and 3 Dumont et al. (2017); Tang et al. (2018) development Green performance 3 Dumont et al. (2017); Tang et al. (2018) management Green compensation and 3 Dumont et al. (2017); Tang et al. (2018) reward Vigor 3 Schaufeli et al. (2006) Dedication Absorption Eco-helping Eco-civic engagement Eco-initiatives Task performance 3 3 3 4 3 4 Contextual performance 4 Schaufeli et al. (2006) Schaufeli et al. (2006) Boiral & Paillé (2012); Lamm et al. (2015) Boiral & Paillé (2012); Lamm et al. (2015) Boiral & Paillé (2012); Lamm et al. (2015) Williams & Anderson (1991); Koopmans et al. (2011) Williams & Anderson (1991); Koopmans et al. (2011) 39 items Table 3 shows that the research instrument contained 39 substantive measurement items distributed across the four constructs. The structure of the questionnaire was retained consistently throughout data collection and analysis. © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 209 2.4 Instrument Adaptation and Data Collection Procedure Data collection was conducted over three months from March to May 2025. Before questionnaire distribution, permission was obtained from company management. Respondents who met the purposive-sampling criteria were then invited to participate voluntarily. The questionnaires were distributed through two channels. First, printed questionnaires were delivered directly to employees after obtaining permission from company management. Second, online questionnaires were distributed through Google Forms via company HR departments. Respondents were informed that participation was voluntary and that their responses would remain confidential and anonymous. Printed questionnaires were returned in sealed envelopes, while online questionnaires were submitted electronically. After the collection period, returned questionnaires were screened for usability before being included in the final dataset. Of 180 questionnaires distributed, 156 responses were retained for analysis, resulting in an 86.7% response rate. The sequence is summarised in Table 4. Stage 1 2 3 4 5 6 7 Table 4. Data Collection Procedure Procedure Obtain permission from company management Identify respondents meeting the purposive-sampling criteria Inform respondents about voluntary participation and confidentiality Distribute paper questionnaires and/or Google Forms through HR departments Collect sealed paper responses or electronic submissions Screen returned questionnaires for usability Retain 156 usable responses for analysis Table 4 demonstrates that data collection followed a sequential process from organizational permission and respondent selection to questionnaire administration, response screening, and preparation of the final dataset.. 2.5 Validity and Reliability Assessment The measurement model was evaluated before the structural relationships were interpreted. Indicator reliability was assessed through outer loadings, with values above 0.70 considered acceptable. Internal consistency reliability was evaluated using Cronbach’s alpha and composite reliability, with values above 0.70 indicating adequate reliability. Convergent validity was assessed using Average Variance Extracted (AVE), with values above 0.50 indicating that the construct explained an adequate proportion of variance in its indicators. Discriminant validity was assessed using the Fornell–Larcker criterion and the Heterotrait–Monotrait ratio (HTMT). These procedures are consistent with current PLS-SEM recommendations that measurement quality should be established before examining structural relationships (Hair et al., 2022; Hair & Alamer, 2022; Sarstedt et al., 2022). The resulting measurement-model criteria provided the basis for determining whether the four constructs could be used reliably in the subsequent structural-model analysis. The assessment criteria are summarised in Table 5. © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 210 Assessment Indicator reliability Internal consistency Internal consistency Convergent validity Discriminant validity Discriminant validity Table 5. Measurement Model Evaluation Criteria Indicator Criterion Used in Original Study Outer loading > 0.70 Cronbach's alpha > 0.70 Composite reliability > 0.70 AVE > 0.50 Fornell–Larcker criterion HTMT Square root of AVE greater than relevant inter-construct correlations Original method: <0.90; observed results: <0.85 Table 5 provides the criteria used to evaluate whether the measurement properties were sufficiently reliable and valid before proceeding to hypothesis testing. 2.6 Data Analysis Technique Data analysis was performed using Partial Least Squares Structural Equation Modeling (PLSSEM) with SmartPLS 4.0. PLS-SEM was selected because the study involved several latent constructs, direct structural relationships, and mediation pathways within a single analytical model. The analysis followed two sequential stages. The first stage involved measurement-model evaluation through indicator loadings, Cronbach’s alpha, composite reliability, AVE, the Fornell– Larcker criterion, and HTMT. The second stage involved structural-model evaluation through path coefficients (β), t-statistics, p-values, the coefficient of determination (R²), and Stone–Geisser’s Q². Statistical inference was generated using bootstrapping with 5,000 resamples. The direct relationships represented H1–H5, while mediation analysis was used to evaluate H6 and H7 through indirect effects and bootstrap confidence intervals. This analytical procedure is consistent with PLS-SEM recommendations for evaluating direct, indirect, explanatory, and predictive relationships among latent constructs (Hair et al., 2022; Hair & Alamer, 2022; Sarstedt et al., 2022). The analysis sequence is visualized in Figure 2. © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 211 Figure 2. Sequential Measurement and Structural Model Evaluation Using SmartPLS 4.0 Figure 2 illustrates that the statistical analysis proceeded from measurement-model assessment to structural-model evaluation. This sequencing ensured that the hypothesized relationships were evaluated only after the reliability and validity of the measurement model had been established. The structural-model indicators are summarized in Table 6. Analysis Component Direct relationship Statistical inference Resampling Explanatory power Predictive relevance Mediation Table 6. Structural Model Analysis Statistical Evidence Function Path coefficient (β) Direction and magnitude of relationship t-statistic, p-value Significance assessment 5,000 bootstrap resamples Inferential estimation R² Variance explained in endogenous constructs Q² Predictive relevance of the model Bootstrapped indirect Evaluation of H6 and H7 effect/confidence interval Table 6 shows that each hypothesis was evaluated using statistical evidence appropriate to its structural function, with direct effects assessed separately from indirect mediation effects. 2.7 Ethical Considerations The study adhered to ethical research principles throughout participant recruitment, questionnaire administration, and data handling. Participation was voluntary, and informed consent was obtained from all respondents. Participants were informed that their responses would remain confidential and anonymous and would be used solely for academic purposes. Permission was obtained from company management before data collection began. Respondents were also informed of their right to withdraw from the study at any time without consequences. Printed questionnaires were collected in sealed envelopes, while online responses were submitted electronically, thereby © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 212 supporting the confidentiality and anonymity of participant responses. These procedures were intended to protect participants while ensuring that their participation was based on informed and voluntary decision-making. 3. RESULTS The results are presented hierarchically according to the analytical sequence established in the research model. The presentation begins with the characteristics of the 156 respondents, followed by evaluation of the measurement model, assessment of direct structural relationships, examination of the explanatory and predictive power of the model, mediation testing, and an integrated summary of the empirical findings. This ordering enables the seven research questions to be answered systematically without separating the statistical findings from their respective structural pathways. The results section reports only evidence generated from the empirical data and does not introduce additional constructs beyond Green Human Resource Management (GHRM), Employee Engagement (EE), Organizational Citizenship Behavior for Environment (OCBE), and Employee Performance (EP). Interpretation of broader theoretical and educational implications is reserved for the discussion section. 3.1 Respondent Characteristics A total of 156 usable responses were included in the final analysis. The demographic profile shows that 67.3% of respondents were male and 32.7% were female. The largest reported age category was 31–40 years, representing 52.6% of the sample. In terms of educational background, 48.7% of respondents held senior high school qualifications, 32.1% held bachelor’s degrees, and 19.2% held diploma qualifications. Regarding organizational tenure, 44.2% had worked for 2–5 years, 35.9% for 6–10 years, and 19.9% for more than 10 years. Thus, all respondents reported in the tenure distribution had at least two years of organizational experience. The characteristics indicate that the analyzed sample consisted predominantly of employees with sustained exposure to their organizations and workplace practices. Because the available age data identify only the dominant 31–40-year category, no additional age categories are introduced into the results. The demographic information is summarized in Table 1 to provide a concise representation of the respondent profile. Table 1. Demographic Characteristics of Respondents Characteristic Category Percentage Gender Male 67.3% Female 32.7% Age 31–40 years 52.6% Education Senior high school 48.7% Bachelor’s degree 32.1% Diploma 19.2% Tenure 2–5 years 44.2% 6–10 years 35.9% >10 years 19.9% © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 213 Table 1 shows that the sample was heterogeneous in educational background and length of service, while the 31–40-year age group constituted the largest reported age category. These characteristics provide the empirical context for the subsequent measurement and structural analyses. 3.2 Measurement Model Evaluation The measurement model was evaluated before the structural relationships were examined. All item loadings exceeded 0.70, indicating that the indicators met the loading criterion specified for the study. Internal consistency was assessed using Cronbach’s alpha and composite reliability, while convergent validity was assessed using Average Variance Extracted (AVE). As shown in Table 2, Cronbach’s alpha values ranged from 0.865 to 0.914, and composite reliability values ranged from 0.894 to 0.931. All values therefore exceeded the 0.70 threshold. AVE values ranged from 0.611 to 0.672, exceeding the minimum criterion of 0.50 and supporting convergent validity (Hair et al., 2022; Hair & Alamer, 2022). OCBE produced the highest internal consistency values, with Cronbach’s alpha of 0.914 and composite reliability of 0.931, while Employee Performance recorded the lowest values, although these remained above the required threshold. Discriminant validity was additionally evaluated using the Fornell–Larcker criterion and HTMT. The square root of the AVE for each construct exceeded its corresponding inter-construct correlations, and all HTMT values were below 0.85, indicating adequate discriminant validity. Table 2. Reliability and Convergent Validity Construct Cronbach’s Alpha Composite Reliability Green HRM 0.892 0.913 Employee Engagement 0.876 0.901 OCBE 0.914 0.931 Employee Performance 0.865 0.894 AVE 0.647 0.623 0.672 0.611 Table 2 demonstrates that the four constructs satisfied the internal consistency and convergentvalidity requirements. Because the measurement requirements were fulfilled, the analysis proceeded to evaluation of the structural model. 3.3 Direct Structural Relationships After confirmation of the measurement model, the structural model was evaluated to answer RQ1– RQ5. Table 3 presents the five direct structural relationships. GHRM had a positive and statistically significant relationship with OCBE (β = 0.342, t = 4.892, p < 0.001), supporting H1. Employee Engagement was also positively related to OCBE (β = 0.398, t = 5.214, p < 0.001), supporting H2. For Employee Performance, GHRM showed a positive significant relationship (β = 0.189, t = 2.341, p = 0.019), thereby supporting H3. Employee Engagement was positively and significantly related to Employee Performance (β = 0.267, t = 3.456, p = 0.001), supporting H4. Finally, OCBE was positively and significantly associated with Employee Performance (β = 0.357, t = 4.678, p < 0.001), supporting H5. Thus, all five direct hypotheses were empirically supported at the 0.05 significance level. Numerically, Employee Engagement produced the largest coefficient among the two predictors of OCBE, whereas OCBE showed the largest coefficient among the three direct © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 214 predictors of Employee Performance. These comparisons describe the observed coefficients and do not imply a separate statistical test of coefficient differences. Hypothesis H1 H2 H3 H4 H5 Table 3. Direct Effect Hypothesis Testing Structural Path β t-statistic p-value GHRM → OCBE 0.342 4.892 <0.001 EE → OCBE 0.398 5.214 <0.001 GHRM → EP 0.189 2.341 0.019 EE → EP 0.267 3.456 0.001 OCBE → EP 0.357 4.678 <0.001 Result Supported Supported Supported Supported Supported Note. GHRM = Green Human Resource Management; EE = Employee Engagement; OCBE = Organizational Citizenship Behavior for Environment; EP = Employee Performance. Table 3 confirms that both organizational green practices and employee psychological engagement were significantly associated with OCBE and Employee Performance, while OCBE itself was significantly related to Employee Performance. To provide a visual representation of the direct structural relationships, Figure 3 should display the standardized path coefficients together with the explained variance of the endogenous constructs. Figure 3. Structural Model and Standardized Path Coefficients Figure 3 summarizes the empirical pattern obtained from the structural model. Both GHRM and Employee Engagement were directly related to OCBE and Employee Performance, while OCBE additionally contributed directly to Employee Performance. The model therefore contained simultaneous direct and mediated pathways, which were subsequently examined through R², Q², and indirect-effect analysis. © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 215 3.4 Explanatory Power and Predictive Relevance The explanatory power of the structural model was evaluated using the coefficient of determination (R²), while predictive relevance was assessed through Stone–Geisser’s Q². Table 4 shows that the R² value for OCBE was 0.436. Accordingly, GHRM and Employee Engagement jointly accounted for 43.6% of the observed variance in OCBE. The R² value for Employee Performance was 0.512, indicating that GHRM, Employee Engagement, and OCBE together accounted for 51.2% of the variance in Employee Performance. The remaining variance in the two endogenous constructs was attributable to factors outside the specified model. Predictive relevance was positive for both endogenous constructs: Q² = 0.318 for OCBE and Q² = 0.396 for Employee Performance. Because both Q² values were greater than zero, the model demonstrated predictive relevance for the two endogenous variables. These results complement the path-coefficient findings because they show not only that the individual relationships were statistically significant but also that the combined predictor structure accounted for a substantial proportion of variation in both OCBE and Employee Performance. Table 4. Explanatory Power and Predictive Relevance Endogenous Construct R² Variance Explained Q² OCBE 0.436 43.6% 0.318 Employee Performance 0.512 51.2% 0.396 Table 4 indicates that Employee Performance had the larger R² and Q² values, while both endogenous constructs exhibited positive predictive relevance. These findings provide the basis for evaluating whether OCBE additionally functions as an indirect mechanism connecting the two antecedent variables with Employee Performance. 3.5 Mediation Effects of OCBE The mediation analysis addressed RQ6 and RQ7 by examining the indirect pathways through OCBE. The results are presented in Table 5. For H6, the indirect effect of GHRM on Employee Performance through OCBE was positive and statistically significant (β = 0.122, t = 3.456, p = 0.001). The 95% bootstrap confidence interval ranged from 0.067 to 0.189 and therefore did not include zero. This result supports the indirect GHRM → OCBE → Employee Performance pathway. Because the corresponding direct relationship between GHRM and Employee Performance also remained statistically significant (β = 0.189, p = 0.019), the observed pattern is consistent with partial mediation. For H7, the indirect effect of Employee Engagement on Employee Performance through OCBE was also positive and significant (β = 0.142, t = 4.123, p < 0.001), with a 95% confidence interval of 0.089–0.211. The confidence interval again excluded zero. Since the direct Employee Engagement → Employee Performance relationship was simultaneously significant, this pattern is also consistent with partial mediation. Thus, H6 and H7 were both supported. © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 216 Hypothesis H6 H7 Table 5. Mediation Effect Hypothesis Testing Indirect tp95% CI 95% CI β Path statistic value Lower Upper GHRM → 0.122 3.456 0.001 0.067 0.189 OCBE → EP EE → 0.142 4.123 <0.001 0.089 0.211 OCBE → EP Result Supported; Partial Mediation Supported; Partial Mediation Note. GHRM = Green Human Resource Management; EE = Employee Engagement; OCBE = Organizational Citizenship Behavior for Environment; EP = Employee Performance. Table 5 shows that neither indirect-effect confidence interval crossed zero, providing bootstrapbased evidence for both mediation pathways. The mediation structure can be presented visually in Figure 4 to show how OCBE connects each antecedent with Employee Performance. Figure 4. Mediation Pathways of OCBE between GHRM, Employee Engagement, and Employee Performance Figure 4 illustrates that OCBE does not replace the direct relationships of GHRM and Employee Engagement with Employee Performance. Rather, both antecedents maintain statistically significant direct associations with Employee Performance while also operating through a statistically significant indirect OCBE pathway. This simultaneous direct-and-indirect pattern corresponds to the partial mediation results reported in Table 5. 3.6 Integrated Empirical Findings across the Seven Research Questions The complete set of empirical findings provides a coherent answer to the seven research questions. First, GHRM was positively associated with OCBE, thereby answering RQ1 and supporting H1. Second, Employee Engagement was positively associated with OCBE, answering RQ2 and supporting H2. Third and fourth, GHRM and Employee Engagement each demonstrated © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 217 significant direct relationships with Employee Performance, answering RQ3 and RQ4 and supporting H3 and H4. Fifth, OCBE was positively associated with Employee Performance, answering RQ5 and supporting H5. Sixth, OCBE significantly transmitted part of the relationship between GHRM and Employee Performance, answering RQ6 and supporting H6. Seventh, OCBE also transmitted part of the relationship between Employee Engagement and Employee Performance, answering RQ7 and supporting H7. The integrated pattern therefore indicates that the structural model contains two parallel antecedent routes to OCBE, three direct routes to Employee Performance, and two significant indirect routes through OCBE. Table 6 consolidates these findings without introducing additional variables or interpretations beyond the empirical model. Table 6. Summary of Research Questions and Empirical Findings Research Question RQ1 RQ2 RQ3 RQ4 RQ5 RQ6 RQ7 Empirical Finding Statistical Evidence Decision GHRM was positively related to OCBE β = 0.342; p < 0.001 Employee Engagement was positively related to OCBE GHRM was positively related to Employee Performance Employee Engagement was positively related to Employee Performance OCBE was positively related to Employee Performance OCBE partially mediated GHRM → Employee Performance OCBE partially mediated EE → Employee Performance β = 0.398; p < 0.001 H1 Supported H2 Supported H3 Supported H4 Supported H5 Supported H6 Supported H7 Supported β = 0.189; p = 0.019 β = 0.267; p = 0.001 β = 0.357; p < 0.001 β = 0.122; 95% CI [0.067, 0.189] β = 0.142; 95% CI [0.089, 0.211] Table 6 shows that all seven hypothesized relationships were empirically supported. The findings also reveal that the model explained 43.6% of the variance in OCBE and 51.2% of the variance in Employee Performance, while both endogenous constructs demonstrated positive predictive relevance. Accordingly, the empirical evidence establishes the complete statistical pattern required for the subsequent discussion of the relationships among GHRM, Employee Engagement, OCBE, and Employee Performance. 4. DISCUSSION The discussion is organized around the research objectives rather than around a repetition of statistical outputs. The central issue is not merely whether the hypothesized relationships were significant, but how organizational green practices, psychological engagement, voluntary environmental behavior, and employee performance become connected within the manufacturing context of Cirebon. The analytical thread therefore proceeds from the antecedents of OCBE, to the direct performance pathways, to the mediating function of OCBE, and finally to the broader © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 218 implications for organizational practice, sustainability-oriented learning, and theory. Such an approach is necessary because the empirical model suggests a layered mechanism rather than a single linear effect: formal institutional practices provide environmental structure, employee engagement reflects psychological involvement in organizational life, and OCBE represents voluntary enactment of environmental values. This layered reading is more informative than a simple confirmation of hypotheses because recent green HRM studies increasingly demonstrate that organizational sustainability outcomes depend on intervening behavioral and psychological processes rather than on HR practices alone (Ababneh, 2021; Afsar & Umrani, 2021; Ahmad et al., 2022; Ahmed et al., 2023; Elshaer et al., 2023; Al Doghan, 2024; Dwumah et al., 2025). The present evidence adds an Indonesian manufacturing perspective to this conversation while remaining cautious about causality because the study employed a cross-sectional design. 4.1 Green HRM and Employee Engagement as Antecedents of OCBE The first two research objectives concern why Green Human Resource Management and Employee Engagement are associated with Organizational Citizenship Behavior for Environment. The most plausible interpretation is that these two antecedents operate through different but complementary mechanisms. GHRM provides a formal institutional architecture for environmental responsibility through recruitment, training, performance management, and reward practices, whereas Employee Engagement reflects an employee’s psychological investment in work and organizational goals. Social Exchange Theory is particularly useful for interpreting the GHRM–OCBE pathway because green HR practices communicate that the organization invests resources, expectations, and recognition in environmentally responsible conduct. Employees may reciprocate such organizational investment through discretionary actions that exceed formal role requirements. In this sense, OCBE can be understood as one behavioral form of reciprocal exchange rather than as a mechanical response to policy. Afsar and Umrani (2021) similarly interpret pro-environmental behavior through a social-exchange lens, while Ababneh (2021) demonstrates that green HR practices do not act independently of employee psychological engagement. Ren et al. (2021) further argue that contemporary GHRM research must move beyond direct associations and examine the mechanisms through which environmental HR systems become translated into employee behavior. The present findings refine this literature in an important way. Ababneh (2021) positioned Employee Engagement as a mediating process between green HRM and individual green behavior in the hospitality context, whereas the present model treats GHRM and Employee Engagement as parallel antecedents of OCBE. Dwumah et al. (2025), studying manufacturing firms in Ghana, similarly found that green HRM practices influence OCBE and that employee engagement plays a critical behavioral role, but their model emphasizes engagement as a mediator between specific green HR practices and OCBE. The Cirebon pattern is therefore not a direct replication of that architecture. It suggests that engagement itself may have an independent association with voluntary environmental citizenship alongside formal green HR systems. This distinction matters because it implies that organizations may not generate discretionary environmental behavior merely by introducing environmental HR procedures; employees must also be psychologically connected enough to notice, internalize, and enact those environmental signals. Ahmad et al. © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 219 (2022) reinforce this broader argument by showing that pro-environmental behavior functions as a mechanism connecting green HRM with green creativity, while Elshaer et al. (2023) identify pro-environmental behavior as a mediator between GHRM and environmental performance in tourism enterprises. Across these studies, the recurring pattern is that employee behavior operates as the transmission mechanism between institutional green practices and broader organizational outcomes. The Cirebon manufacturing context adds another layer to this interpretation. Manufacturing environments typically integrate environmental responsibility into concrete operational routines involving waste, energy, production processes, and resource use rather than treating sustainability as an abstract organizational value. This operational visibility may make the environmental meaning of HR practices more salient to employees. Al Doghan (2024), working in a manufacturing context, shows that green skill development, motivation, involvement, and empowerment are associated with green capability and green performance, suggesting that environmental HR practices gain significance when employees encounter sustainability directly through work processes. Ahmed et al. (2023) similarly emphasize environmental consciousness and green intellectual capital as mechanisms linking GHRM with sustainable performance. The present findings complement these studies by locating OCBE at the behavioral level: employees’ voluntary environmental actions may represent the point at which formal green systems become personally enacted. The implication is not that engagement is statistically “stronger” than GHRM in a formal comparative sense, because the study did not test coefficient differences; rather, the observed pattern suggests that psychological involvement may be at least as consequential as formal environmental systems in explaining discretionary environmental behavior. This interpretation shifts the managerial problem from “implementing green HRM” to “creating conditions in which employees actively appropriate and enact green HRM.” 4.2 Direct Relationships with Employee Performance The next set of research objectives concerns the direct relationships of GHRM, Employee Engagement, and OCBE with Employee Performance. These relationships suggest that environmental management and performance should not be treated as competing organizational agendas. A narrow efficiency perspective might assume that voluntary environmental activities divert attention from core production tasks, especially in manufacturing settings where output, quality, and operational discipline are central. The present pattern points in the opposite direction: environmentally structured HR practices, psychological engagement, and voluntary environmental citizenship coexist with higher employee performance. The most defensible interpretation is not that environmental activity automatically produces superior productivity, but that the competencies, motivational signals, and discretionary behaviors embedded in green organizational systems are compatible with broader performance processes. Anwar et al. (2021), for example, found that GHRM contributes to OCBE and environmental performance in a university setting, while Ahmed et al. (2023) connect GHRM with sustainable performance through environmental consciousness and green intellectual capital. Al Doghan (2024) extends this line of inquiry in manufacturing by showing that green HRM dimensions are associated with green capability and green performance. The present study differs by using Employee Performance rather than © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 220 environmental or organizational performance as the individual-level outcome, thereby demonstrating that sustainability-related practices can be discussed within the same model as conventional performance outcomes. The Employee Engagement pathway requires a somewhat different theoretical interpretation. Engagement is not best treated as a social-exchange outcome in itself; it functions more plausibly as a psychological condition that enables employees to invest sustained attention, energy, and commitment in organizational tasks. Recent green-behavior research supports the proposition that engagement is consequential for sustainability-related conduct. Ababneh (2021) shows that employee engagement helps transmit green HRM into individual green behavior, while Dwumah et al. (2025) identify engagement as part of the process through which specific green HR practices generate OCBE in manufacturing. The present evidence extends this conversation by showing that engagement is connected not only with environmental citizenship but also directly with Employee Performance. This dual relationship matters because it suggests that engagement may bridge conventional work objectives and environmental values rather than requiring employees to choose between them. An engaged employee can simultaneously invest effort in task completion and participate in discretionary green action. Such a configuration is especially relevant in manufacturing, where sustainability practices must be embedded in ongoing work rather than performed as occasional symbolic activities. The direct relationship between OCBE and Employee Performance is analytically significant because it challenges the assumption that voluntary environmental behavior sits outside the productive core of work. OCBE includes eco-helping, eco-civic engagement, and eco-initiatives, all of which involve discretionary contribution rather than mandatory compliance. Khan et al. (2024) similarly emphasize OCBE as an important mediating mechanism within GHRM relationships, while Dwumah et al. (2025) show that OCBE is increasingly central to explaining how green HR practices operate in manufacturing organizations. Ahmad et al. (2022) demonstrate a related mechanism by showing that pro-environmental behavior helps translate green HRM into green creativity. The important distinction is that the present study connects environmental citizenship to general Employee Performance rather than to green creativity or environmental performance alone. This suggests that OCBE may overlap conceptually with broader contextualperformance orientations because both involve discretionary contribution, initiative, and support for organizational functioning. Such an interpretation should remain carefully bounded: the study did not separately measure problem-solving skill development, collegial trust, or motivational meaning. It is therefore inappropriate to claim that OCBE caused those outcomes. What can be argued is that employees who voluntarily enact environmental responsibility may also be demonstrating forms of discretionary participation compatible with broader performance behavior. The theoretical significance lies in this compatibility rather than in an unsupported causal chain. 4.3 OCBE as a Behavioral Mediating Mechanism The mediation findings represent the most analytically important contribution of the study because they explain why the relationships between GHRM, Employee Engagement, and Employee Performance cannot be reduced to direct effects. The partial mediation pattern indicates that OCBE © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 221 carries part, but not all, of the association between each antecedent and Employee Performance. This distinction matters. If mediation had been complete, one could argue that green HR practices and engagement affect performance only through voluntary environmental behavior. The partial pattern instead suggests multiple pathways. Formal HR systems may be associated with performance through competence development, performance expectations, recognition, or other processes not represented in the model, while engagement may also relate to performance through effort, persistence, and task involvement. OCBE constitutes one specific behavioral pathway within this wider network. This interpretation is more theoretically defensible than treating OCBE as the sole mechanism linking green organizational practices with employee outcomes. The GHRM–OCBE–performance pathway speaks directly to the “black box” problem identified in contemporary GHRM research. Ren et al. (2021) argue that green HRM scholarship needs stronger explanations of the psychological and behavioral processes connecting HR systems with outcomes. Afsar and Umrani (2021) addressed this problem through thriving and trust in leadership; Ababneh (2021) emphasized employee engagement; Ahmad et al. (2022) used proenvironmental behavior to explain green creativity; Ahmed et al. (2023) introduced environmental consciousness and green intellectual capital; Al Doghan (2024) examined green capability; Khan et al. (2024) focused specifically on OCBE; and Dwumah et al. (2025) combined green HRM, engagement, personality, and OCBE. The present model contributes to this literature by placing OCBE between GHRM and an individual performance outcome while simultaneously retaining Employee Engagement as a parallel antecedent. Its contribution is therefore not the discovery that behavior matters—previous studies have already established that—but the integration of institutional, psychological, and behavioral layers within a single employee-level model in an Indonesian manufacturing setting. The engagement–OCBE–performance pathway produces a particularly interesting theoretical tension. If engagement were simply another organizational outcome, its role would end with improved performance. Instead, the mediation pattern suggests that psychologically engaged employees may express part of their engagement through voluntary environmental conduct before that conduct becomes associated with performance. This interpretation extends the logic of Ababneh (2021) and Dwumah et al. (2025), although the causal ordering differs across models. In Ababneh’s framework, engagement mediates the green HRM–green behavior relationship; in Dwumah et al. (2025), engagement mediates relationships between selected green HR practices and OCBE. In the present model, engagement precedes OCBE and contributes to performance both directly and indirectly. This difference should not be treated as contradiction because the studies use different theoretical architectures and contexts. Rather, it highlights that engagement may occupy different positions depending on whether the analytical focus is organizational practices, green behavior, or performance. The broader implication is that Employee Engagement is not merely an endpoint of good HR practice; it may function as a psychological resource that enables employees to convert organizational values into discretionary action. That possibility deserves longitudinal testing because the cross-sectional design cannot determine whether engagement precedes OCBE temporally, whether voluntary environmental participation strengthens engagement, or whether the relationship is reciprocal. © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 222 4.4 Practical and Sustainability-Oriented Learning Implications The practical significance of the findings lies in how they reposition environmental management within everyday organizational practice. A compliance-oriented strategy would focus narrowly on environmental rules, targets, and sanctions. The present evidence suggests that such a strategy may be insufficient because OCBE is inherently discretionary. Employees cannot be ordered to display genuine citizenship behavior in the same way that they can be required to follow safety procedures. Green HR systems therefore need to create conditions that make environmental participation credible, supported, and meaningful. Research by Alzgool (2021), Ababneh (2021), Ahmad et al. (2022), Ahmed et al. (2023), Elshaer et al. (2023), Al Doghan (2024), and Dwumah et al. (2025) collectively shows that environmental training, green capability, engagement, supportive leadership, pro-environmental behavior, and organizational green practices operate through interconnected rather than isolated mechanisms. For manufacturing firms in Cirebon, this implies that environmental criteria should not be confined to recruitment documents or periodic training events. They need to become visible in performance expectations, recognition systems, opportunities for employee input, peer collaboration, and management behavior. The practical shift is from “green HRM as policy” to “green HRM as an institutional learning environment.” This distinction creates a legitimate, but carefully bounded, bridge to sustainability-oriented learning. The study did not measure students, teachers, classrooms, learning outcomes, or formal sustainability education, so its findings cannot be presented as evidence of educational effectiveness. Their relevance is conceptual. Workplace environmental behavior illustrates how sustainability values may be reinforced through repeated institutional cues, behavioral participation, peer interaction, and opportunities to act voluntarily. Such mechanisms are relevant to broader discussions of transformative environmental learning because learning does not occur only through formal curricular instruction; adults also learn norms, values, and practices through participation in institutional routines. Dwumah et al. (2025) is particularly informative here because its manufacturing evidence shows that green training and development can strengthen engagement, which in turn supports OCBE. Al Doghan (2024) similarly emphasizes green skill development and involvement as components of capability formation. These studies suggest that environmental competence is partly developed through structured experience, not merely through awareness campaigns. For sustainability-oriented education, the conceptual implication is that environmental citizenship may require more than transferring ecological knowledge. Institutions may need to create repeated opportunities for individuals to practice environmental responsibility, observe behavioral models, collaborate with peers, and exercise agency in sustainability decisions. The workplace evidence from Cirebon therefore contributes indirectly to pedagogical debates about the formation of environmental citizenship: values become more durable when they are enacted rather than merely communicated. This does not mean that a manufacturing workplace can be equated with a school or that employee behavior can be generalized directly to children aged 0–18. The contribution is narrower and more defensible: the study identifies institutional conditions—structured environmental practices, engagement, voluntary participation, and behavioral reinforcement—that may inform future educational research on sustainability-oriented learning. For CEJ, this © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 223 distinction is essential. The manuscript can contribute to the journal’s interest in transformative pedagogy and resilient learning by offering an institutional-behavior perspective, but future studies would need to test these mechanisms directly among students, teachers, schools, or non-formal educational settings before educational effectiveness could be claimed. 4.5 Theoretical Contributions and Boundary Conditions The principal theoretical contribution lies in the integration of three analytical layers: organizational structure, psychological involvement, and voluntary environmental behavior. Social Exchange Theory provides a useful explanation for the first transition because GHRM signals organizational investment in environmental values, resources, and expectations, which employees may reciprocate through OCBE. Yet the findings also reveal the limits of a pure exchange explanation. Employee Engagement is not simply an exchange transaction; it represents a psychological state through which employees become more willing to invest themselves in organizational activities. OCBE, meanwhile, is not merely compliance with a reciprocal obligation because it is defined by voluntary behavior beyond formal requirements. The integrated model therefore suggests that Social Exchange Theory explains part of the process but should not be treated as an exhaustive account of environmental citizenship. This more modest theoretical position is preferable to claiming that the study “extends Social Exchange Theory” in a wholly novel direction, because Afsar and Umrani (2021) and related green-behavior research have already applied exchange logic to environmental contexts. The study also contributes by clarifying the position of OCBE relative to other mechanisms proposed in recent literature. Ababneh (2021) foregrounds engagement and personality; Afsar and Umrani (2021) emphasize thriving and trust; Ahmad et al. (2022) focus on pro-environmental behavior and ethical leadership; Ahmed et al. (2023) highlight environmental consciousness and green intellectual capital; Elshaer et al. (2023) analyze pro-environmental behavior as a mediator; Al Doghan (2024) introduces green capability; Khan et al. (2024) positions OCBE as a mediating mechanism; and Dwumah et al. (2025) integrates green HRM, engagement, personality traits, and OCBE in manufacturing. Rather than displacing these explanations, the present study shows that OCBE can function as one behavioral pathway connecting both institutional and psychological antecedents with individual performance. The partial mediation pattern is especially important because it prevents theoretical overreach: OCBE matters, but it does not explain everything. Other mechanisms remain plausible and empirically untested within the current model. The Indonesian manufacturing context provides a further boundary condition. Much green HRM evidence has been generated in hospitality, tourism, universities, or manufacturing settings outside Indonesia. Cirebon firms operate within their own industrial, institutional, and workforce conditions, which may shape how employees interpret environmental expectations and discretionary participation. The present findings should therefore be understood as contextually informative rather than universally generalizable. One possible contextual explanation for the simultaneous importance of structured HR practices and engagement is that manufacturing employees encounter environmental issues through tangible production processes—waste handling, energy use, material efficiency, and operational discipline—making environmental © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 224 norms less abstract than in settings where sustainability is primarily symbolic or service-oriented. This proposition remains interpretive rather than directly measured, but it offers a productive direction for future comparative research. Taken together, the theoretical contribution is best described as integrative rather than revolutionary. The study provides additional support for Social Exchange Theory in environmental organizational contexts, positions Employee Engagement as a psychological enabling condition, identifies OCBE as a partial behavioral mediator, and links these mechanisms to individual Employee Performance in an Indonesian manufacturing setting. Its broader relevance to sustainability-oriented learning arises from the same layered logic: institutional structures can provide opportunities and signals, psychological engagement can sustain participation, and voluntary behavior can embody internalized environmental values. Future longitudinal, multilevel, and educational studies are needed to determine whether this sequence holds over time, whether relationships are reciprocal, and whether similar mechanisms operate in formal and non-formal learning environments. 5. CONCLUSION AND RECOMMENDATIONS 5.1 Conclusion This study examined the relationships among Green Human Resource Management (GHRM), Employee Engagement, Organizational Citizenship Behavior for Environment (OCBE), and Employee Performance among manufacturing employees in Cirebon, West Java, Indonesia. The overall pattern of findings suggests that environmentally oriented organizational practices and employees’ psychological engagement are both meaningfully associated with voluntary environmental behavior and individual performance. GHRM appears to provide the institutional structure through which environmental expectations, competencies, and recognition are embedded in organizational routines, while Employee Engagement reflects the psychological involvement that may enable employees to respond actively to those organizational signals. OCBE occupies a particularly important position within this model because it represents the voluntary behavioral expression of environmental responsibility rather than mere compliance with formal organizational requirements. In this sense, the study indicates that environmental sustainability within organizations is not explained solely by formal HR systems or by employee motivation in isolation, but by the interaction between institutional practices, psychological engagement, and discretionary environmental behavior. The partial mediation pattern provides the most important synthesis of the study. OCBE functions as one behavioral pathway through which GHRM and Employee Engagement are associated with Employee Performance, but it is not the only pathway. This finding implies that structured green HR practices and employee engagement may relate to performance both directly and indirectly © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 225 through voluntary environmental citizenship behavior. The significance of this mechanism lies in showing that environmental responsibility and employee performance are not necessarily competing organizational priorities. Rather, voluntary environmental behavior may coexist with, and partly connect, environmentally oriented organizational practices and psychological engagement to broader performance outcomes. This interpretation supports the view that sustainability-oriented organizational systems are most meaningful when they move beyond policy formulation and become enacted through employee participation, initiative, and discretionary behavior. At a broader conceptual level, the findings also offer implications for sustainability-oriented learning. The study did not directly examine students, teachers, classrooms, educational interventions, or learning outcomes; therefore, no conclusion about the effectiveness of sustainability education can be drawn from these data. Nevertheless, the observed relationships suggest that environmental values may be reinforced through repeated institutional practices, engagement, peer-supported action, and opportunities for voluntary participation. These mechanisms may provide a useful conceptual basis for future research on sustainability-oriented learning in formal and non-formal educational settings. The contribution is therefore best understood as an organizational-behavior perspective that may inform, rather than directly validate, educational approaches to environmental citizenship. 5.2 Limitations and Future Research Directions Several limitations should be considered when interpreting the findings. First, the study employed a cross-sectional design in which all variables were measured within the same general observation period. This design is appropriate for examining structural associations but does not provide strong evidence regarding temporal ordering or long-term causal processes. Future studies could employ longitudinal designs to examine how GHRM, Employee Engagement, OCBE, and Employee Performance develop over time and to strengthen temporal inference regarding the sequence among organizational practices, psychological engagement, voluntary environmental behavior, and performance. Second, the data were obtained primarily from employees using self-report questionnaires. Although this approach enabled the study to capture employee perceptions of HR practices, engagement, environmental citizenship, and performance, reliance on a single respondent source may increase susceptibility to common method variance. Future research could strengthen measurement validity by combining employee self-reports with supervisor evaluations, objective performance indicators, environmental performance records, or other independent data sources. Multi-source designs would also make it possible to distinguish more clearly between perceived organizational practices and independently observed performance outcomes. Third, the study was conducted specifically among manufacturing employees in Cirebon, West Java. The environmental and operational characteristics of manufacturing organizations may differ substantially from those of service, hospitality, healthcare, educational, or public-sector organizations. The findings should therefore be interpreted as contextually specific rather than universally generalizable. Future research could test the model across different industries, © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 226 organizational sizes, and geographical regions to determine whether the relationships remain stable under different institutional and environmental conditions. Fourth, OCBE was examined as the principal behavioral mediator, but the partial mediation pattern indicates that other mechanisms may also connect GHRM and Employee Engagement with Employee Performance. Future studies could examine alternative or complementary mediators such as green self-efficacy, environmental consciousness, green passion, perceived organizational support for the environment, green psychological climate, or pro-environmental attitudes. Such extensions would help clarify whether OCBE represents a dominant behavioral pathway or one component within a broader set of psychological and behavioral mechanisms. Fifth, the current model did not examine potential moderating conditions. Leadership style, organizational culture, environmental values, perceived organizational support, job characteristics, and green psychological climate may strengthen or weaken the relationships identified in the study. Future studies could investigate these boundary conditions to determine when and under what organizational circumstances GHRM and Employee Engagement are more likely to be translated into voluntary environmental behavior and performance outcomes. Sixth, the study used a quantitative approach exclusively. Future research could incorporate qualitative or mixed-method designs to explore how employees interpret green HR practices, why some employees engage more actively in voluntary environmental behavior than others, and how environmental norms are negotiated within manufacturing workplaces. Interviews, focus groups, ethnographic observations, or case studies could provide deeper insight into the institutional and cultural processes that are not fully captured through structured questionnaires. Finally, future research should examine whether the institutional mechanisms identified in this study also operate within educational settings. Structured environmental practices, psychological engagement, peer-supported environmental behavior, and repeated opportunities for voluntary participation may have relevance for sustainability-oriented learning, but this proposition requires direct empirical testing among students, teachers, schools, vocational institutions, or non-formal learning environments. Such studies would be necessary before organizational findings could be generalized to educational practice. 5.3 Practical and Policy Recommendations For manufacturing organizations, the findings suggest that environmental sustainability should be embedded across the employee-management system rather than treated as a separate environmental program. Green recruitment, environmental training, sustainability-related performance expectations, recognition mechanisms, and opportunities for employee participation should function as interconnected practices. The practical value of GHRM is likely to be greater when employees encounter consistent environmental signals across multiple organizational processes rather than isolated initiatives. Manufacturing firms should also create channels through which employees can propose environmental improvements, participate voluntarily in green initiatives, and support colleagues in environmentally responsible work practices. Such © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 227 mechanisms are especially important because OCBE represents behavior that cannot be produced solely through formal rules or compliance requirements. Employee Engagement should also be treated as a strategic condition for environmental participation rather than only as a general HR outcome. Organizations should create work environments that support meaningful participation, recognition, involvement, and opportunities for employees to contribute to sustainability-related decisions. Environmental initiatives are less likely to become embedded in everyday practice when employees experience them as externally imposed obligations. A more sustainable approach is to connect environmental goals with meaningful work, employee agency, and visible organizational support so that voluntary participation becomes part of normal organizational life. For HR practitioners, the findings imply that environmental objectives should be integrated into broader employee-development and engagement strategies. Training should not be restricted to technical environmental knowledge but should also create opportunities for employees to translate that knowledge into workplace action. Recognition systems should acknowledge voluntary environmental contributions without turning OCBE into a purely compliance-based activity. HR practitioners should also monitor whether environmental policies are experienced as supportive opportunities or as additional work demands, because the psychological meaning of green practices may influence how employees respond to them. For policymakers, the findings support the development of organizational frameworks that encourage companies to integrate environmental responsibility into workforce management. Policy initiatives may include guidance on environmentally responsible HR practices, incentives for employee participation in sustainability programs, and mechanisms for sharing effective practices across manufacturing organizations. Any attempt to translate these findings into vocational or educational policy should remain cautious, because the present study did not directly examine educational outcomes. Nevertheless, the institutional mechanisms identified here may provide a useful basis for future policy-oriented research examining how workplace environmental behavior can inform sustainability training and professional development. 5.4 Implications for Sustainability-Oriented Learning The study offers a conceptual contribution to sustainability-oriented learning by showing that environmental values can be associated with institutional practices, psychological engagement, and voluntary behavioral enactment. From this perspective, sustainability learning may be more effective when individuals are not only exposed to environmental information but also provided with repeated opportunities to participate, observe institutional commitment, collaborate with peers, and exercise agency in environmentally responsible activities. The workplace evidence suggests that environmental citizenship is strengthened when environmental expectations are embedded in everyday routines and supported by structures that encourage participation rather than merely prescribe compliance. These implications should not be interpreted as direct evidence of educational effectiveness. The study did not measure pedagogical interventions, student learning, teacher practices, or child © 2026 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Indonesia. CEJ • Vol. 7 No. 3 CEJ • Vol. 8 No. 2 228 outcomes. Its contribution lies in identifying mechanisms that may be relevant to future educational research. Sustainability-oriented learning environments may benefit from examining how institutional consistency, engagement, peer interaction, behavioral modeling, and voluntary participation contribute to the internalization of environmental values over time. Future studies in schools, universities, vocational institutions, and non-formal education settings are needed to determine whether the mechanisms observed in the manufacturing context operate similarly in educational environments. 6. ACKNOWLEDGMENT The authors would like to express their appreciation to Universitas Swadaya Gunung Jati, Universitas Bhayangkara Jakarta Raya, and SMK Pulau Gaya, Kota Kinabalu, Sabah, Malaysia, for their institutional support and academic contribution to this research. The authors also extend their sincere gratitude to the manufacturing companies in Cirebon that facilitated the research process and to all respondents who voluntarily contributed their time and information to this study. Ethical & Author Statements CRediT Statement: Eteh Resa Asyifa: Conceptualization, Methodology, Formal Analysis, Writing – Original Draft, Project Administration; Dian Sudiantini: Validation, Investigation, Resources, Writing – Review & Editing, Supervision; Azlan Bin Saflie: Investigation, Resources, Validation, Writing – Review & Editing.. Conflict of Interest: The authors declare no conflict of interest in this research. Funding: This research received no external funding from any agency, commercial, or non-profit sectors. Data Availability Statement (Data Policy): The data analyzed in this study were obtained from questionnaire responses provided by permanent employees of manufacturing companies in Cirebon, West Java, Indonesia. Due to confidentiality and anonymity considerations, the raw dataset is not publicly available. Supporting data may be made available by the corresponding author upon reasonable request and subject to applicable confidentiality requirements.. 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