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It is easy to believe that we are living in a “green” environment when walking around campus. Trees line the walkways, plants decorate open spaces, and environmental organizations remind us to take better care of our surroundings. In 2024, De Montfort University conducted a sustainability survey and found that 85% of students strongly agreed that universities should actively promote sustainable development, while 89% expressed interest in developing skills that could contribute to a sustainable society. Academica Canada (2025) reported similar findings: 70% of students were knowledgeable about climate issues, and 76% acknowledged taking action in their daily lives to reduce their environmental footprint. When asked about the impacts of climate change, 65% said they were very concerned about the future.

These findings suggest that students are concerned about environmental issues. But why is caring about the environment different from actually behaving in environmentally friendly ways? Aquan, et al. (2025) identified a disconnect between environmental attitudes and sustainable behavior, commonly known as the attitude-behavior gap. In other words, students may recognize the importance of sustainability but still struggle to turn their concerns into meaningful action.

This gap can be seen in the everyday choices students make. They may understand that recycling, reducing waste, and saving energy are important, but awareness does not always translate into consistent practice. Some students may also struggle to determine which types of waste belong in each bin. Convenience can influence these decisions, too. Green facilities and environmental information on campus are important, but their presence alone does not guarantee that students will develop sustainable habits.

Research suggests that environmental concern does not automatically lead to action. Habits, workload, convenience, and institutional support can all influence whether people act on their good intentions (Chen et al., 2026). For example, a study of students in Vietnam found that the availability of waste-sorting facilities had the strongest effect on whether intentions to sort waste translated into actual behavior, followed by the provision of incentives (Bang et al., 2025). Unclear bin labels, unreliable recycling systems, and limited options for reusable products can create additional barriers and discourage students from maintaining sustainable habits (Chen et al., 2026).

One practical way to address these barriers is through a “nudge.” A nudge changes how choices are presented without removing other options, potentially influencing behavior across different areas of life (Mertens et al., 2022). On campus, this could include clearly labeled, color-coded waste bins, water refill stations near classrooms and libraries, discounts for students who bring their own cups or containers, and reminders to switch off lights and air conditioning in shared spaces. These small changes can make sustainable choices easier and more convenient.

However, practical facilities alone are not enough. Students may notice when sustainability messages do not align with everyday campus operations, leading them to view environmental programs as mere formalities (Chen et al., 2026). To build trust and encourage lasting participation, universities can involve students in green initiatives, connect the curriculum with campus operations, and report sustainability results transparently (Chen et al., 2026). Ultimately, a green campus is not simply about having more trees, recycling bins, or sustainability campaigns. UNESCO (2020) emphasizes that campus sustainability should go beyond “greening” the physical environment by using the university as a space for learning, changing mindsets, and encouraging sustainable behavior across the entire academic community.

The same concern is raised by Universitas Airlangga (2026), which questions whether a campus can truly become an SDG-driven institution or simply carry a “green label.” The article highlights the important role universities play in implementing the SDGs through both academic and non-academic activities. However, these efforts must be supported by meaningful implementation rather than remaining symbolic or limited to theoretical discussions. Responsibility, therefore, does not belong to students alone. Universities must create an environment in which sustainable choices are accessible, convenient, measurable, and consistently practiced.

In the end, the question is not simply whether students care about sustainability, but whether their concern is reflected in everyday behavior. A green campus should not only look sustainable; sustainability should be built into how the campus operates and how its community behaves. A truly green campus is defined not by how green it looks, but by how effectively it turns good intentions into lasting action.

References

1. Aquan, et al. (2025). Exploring the Environmental Awareness: Knowledge, Attitudes, and Behaviors in Indonesia’s Academic Community. JPBI (Jurnal Pendidikan Biologi Indonesia), 11(1), 218-227. https://ejournal.umm.ac.id/index.php/jpbi/article/view/39505/16102
2. Bang, N.-V., Nguyen, Y. T. H., Luong, L.-C., & Ngan, N.-K. (2025). Towards Sustainable Education: Investigating Waste Source Sorting Behavior Among Students in Vietnam. ScienceDirect, 11. https://doi.org/10.1016/j.ssaho.2025.101446
3. Chen, X., Huang, J., & Huang, X. (2026). From Intention to Action: Student and Faculty Perspectives on Private and Public Campus Pro-Environmental Behavior. Frontries in Psychology, 17. https://doi.org/10.3389/fpsyg.2026.1934478
4. Chiumkanokchai, C. (2025, June 10). Beyond the green campus. UNESCO. Retrieved October 3, 2026, from https://www.unesco.org/en/articles/beyond-green-campus
5. Church, C., & Carella, C. (2025, April 25). Students Share Their Views on Climate Change and Campus Action — Academica Forum. Academica Forum. Retrieved October 3, 2026, from https://forum.academica.ca/forum/students-share-their-views-on-climate-change-and-campus-action
6. Mertens, S., Herberz, M., Hahnel, U. J. J., & Brosch, T. (2021). The Effectiveness of Nudging: A Meta-Analysis of Choice Architecture Interventions Across Behavioral Domains. PNAS, 119(1). https://doi.org/10.1073/pnas.2107346118
7. Sandy-Kyari, A., & Lester, M. (2024). Do Students Care About Sustainability? Education for the Sustainable Development Goals at DMU. Retrieved October 3, 2026, from https://esdg.our.dmu.ac.uk/2025/01/29/do-students-care-about-sustainability-2024/