The role of sustainability-integrated curricula in promoting sustainable practices among university students

Abstract

Universities promote student sustainability awareness, but the gap between attitudes and actual behaviours remains underexplored, particularly regarding curriculum influence. This study investigates the relationships between students’ awareness of campus sustainability initiatives, their attitudes, and the adoption of sustainable behaviours, with particular emphasis on the influence of sustainability-integrated curricula. Specifically, the study examines (i) the relationship between awareness and attitudes, (ii) the extent to which positive attitudes translate into sustainable behaviours, and (iii) the impact of curriculum integration on awareness, attitudes, and behavioural adoption. A quantitative survey of 259 undergraduate students at Istanbul Gelisim University was analysed using correlation and regression techniques. The findings reveal a significant positive relationship between sustainability awareness and attitudes (r = 0.62, p < 0.01). However, an observable attitude–behaviour gap exists, as only 58% of students consistently translate positive attitudes into sustainable practices. Students exposed to sustainability-integrated curricula demonstrated higher levels of awareness (M = 4.31), attitudes (M = 4.28), and behaviours (M = 4.05). Regression results further indicate that curricular exposure significantly predicts sustainable behaviour (β = 0.34, p < 0.01). The findings underscore the importance of embedding sustainability within university curricula to strengthen sustainable actions among students.