Abstract:

Sustainability has become a priority in public policy and higher education management due to the growing complexity of environmental, social, and economic challenges. University students play a key role, as they are not only recipients of educational processes but also shape attitudes, behaviors, and norms that contribute to more sustainable societies. Understanding how sustainability is internalized and which factors foster or hinder student engagement is therefore essential.

Recent studies show that students’ beliefs, attitudes, knowledge, and sustainable practices vary according to multiple variables. Mohammadi et al. (2023) found that institutional culture, leadership, educational strategies, and prior knowledge strongly influence students’ participation in sustainable actions. Similarly, the review by Concina and Frate (2023) indicates that integrating the Sustainable Development Goals (SDGs) and sustainability competencies into curricula promotes significant changes in students’ attitudes and behaviors by fostering deeper and more critical understanding.

Other research highlights the influence of demographic and academic factors such as age, discipline, educational level, and residence. At Universiti Sains Malaysia, Akib et al. (2022) observed no substantial differences by gender, but variations based on students’ residence, alongside generally positive attitudes toward campus sustainability initiatives. Studies in Indonesia show that students understand the general concept of sustainability yet are less aware of institutional programs and responsibilities; nevertheless, they value these efforts and suggest improved communication and curricular integration to enhance participation.

Formal education also plays a key role in strengthening sustainable commitment. Specialized courses, active methodologies, and extracurricular projects have been shown to increase environmental awareness and self-perceived knowledge. Oliveira et al. (2024) reported that familiarity with the SDGs, field of study, age, and academic level generate significant differences in both attitudes and sustainable behaviors.

However, a gap persists between declared attitudes and actual practices. Although students often express strong interest in sustainability, institutional barriers, limited resources, insufficient information, lack of incentives, and few practical opportunities hinder the translation of intentions into action. Perceived institutional support, subjective norms, perceived behavioral control, and personal values also condition pro-environmental behavior.

This study aims to identify and characterize the key factors shaping students’ perceptions of sustainability, examining which elements most influence their attitudes, knowledge, intentions, and behaviors, as well as the barriers and facilitators they recognize. The findings will inform practical recommendations to enhance student engagement.

A descriptive approach is adopted, appropriate for observing and detailing beliefs and behaviors without manipulating variables (Hernández-Sampieri & Mendoza, 2018). This design allows the identification of patterns and relationships that can support further research and guide the development of educational strategies aligned with the SDGs.

Keywords:

Sustainability, university student, academic life, motivation, higher education.