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This paper aims to find out what attitudes Economics and Business students have towards sustainability and what they expect from their education in relation to the achievement of economic, social and environmental sustainability. The objective is to find out if the studies of Economics and Business favour the development of pro-sustainability attitudes, taking into account factors such as the gender of the students, the course in which they are enrolled and the economic training received before entering university.

A survey was designed covering ecological, social, cultural, economic and political aspects. The survey was conducted among students of the Bachelor’s Degree in Business Administration and Management and the Bachelor’s Degree in Economics. The authors used discriminant analysis and analysis of variance to test the research hypothesis.

Students are concerned about environmental problems and are aware of the need for action, but there is little consensus on the actions needed to overcome them. Some negationist traits are detected: those who rely more on technology give less importance to environmental problems and to the possibility of a major ecological catastrophe. Girls are more in favour of sustainability than boys, and students who have previously studied economics consider that their training has enabled them to evaluate the resources available and necessary to perform any job more than those who have not studied economics, regardless of their sex and year.

Many articles have focused on the importance of sustainability in higher education, but hardly any have analysed the role of economic education in achieving sustainability. Given the importance and the proven inter-relationship between economics and sustainability, with this article, the authors contribute to fill the gap in the literature. It is necessary that current students and future professionals receive adequate economic education.

As UN’s sustainable development goals (SDGs) are integrated across Asia-Pacific Higher Education Institutes (HEIs), the purpose of this descriptive and exploratory study is to investigate undergraduates’ own self-stated commitment to the SDGs and their perceived feasibility by the 2030 target.

A mixed-methodology approach covered quantitative and qualitative approaches facilitated by purposive selection of an Asia-Pacific HEI via a Japanese liberal arts college where a questionnaire survey was administered in Autumn 2021. Responses were monitored from freshmen students in twin courses within the same major (introduction to “Environment” and “Development” studies, respectively; n = 177) that both integrated SDGs within their respective curricula.

Students in both classes rated the SDGs as a useful learning tool but were sceptical of their feasibility by 2030. A self-stated commitment was high, especially among environment studies students. Multiple regression was run to predict SDGs commitment from gender, major, perceived SDGs’ usefulness and feasibility. These variables partially predicted SDGs commitment but only gender and major variables added statistical significance. Moreover, the same variables were less equivocal in terms of predicting the self-stated belief that the SDGs could be achieved by 2030.

The findings can inform instructors of students’ perceptions towards SDGs. Significant differences raise academic and applied discussion points, such as how to engage male students, for example, by setting up sustainability “business case” practicums.

As global HEIs grapple with effective ways to vertically integrate SDGs into a university’s curriculum, students’ opinions are often underrepresented. This paper’s originality and value address these gaps by exploring a holistic student-centric perspective on SDGs in the context of commitment. This paper also has implications for more effective cross-curricula integration of the SDGs.

The information technology (IT) sector is a powerful factor in present-day society, and its role in pro-sustainability policies is crucial. This study aims to gain insight into IT students' perspectives on the role of education for sustainable development (ESD) in their academic curriculum as well as to project their attitudes and actions to prospective employers.

This study used a cross-sectional survey design, involving 260 students majoring in IT at a public university in Bulgaria.

The majority of the students (67.30%) believed that their university education should promote students’ social and environmental skills. However, 55–65% thought that the current academic curriculum failed to connect subject matter with relevant environmental issues. The students held high expectations of prospective employers. There was a significant concordance between the participants' views on sustainability and their perceived workplace actions. The participants who believed that employers should reduce carbon emissions were significantly more likely to refuse to do any work that supports the fossil fuel industry [odds ratio (OR) = 4.82, 95% confidence interval (CI): 2.04–11.37] or leave a job if the company provides products or services for the fossil fuel industry (OR = 3.10, 95% CI: 1.26–7.26). Such participants were more likely to opt for a lower salary in favor of environmental principles (OR = 2.38, 95% CI: 1.32–4.28).

The IT sector is a powerful factor in present-day society, and its role in pro-sustainability policies is crucial. IT students’ perspectives on the gaps in current sustainability practices convey a message to the IT academic and employment communities that environmental issues matter and are important to this new generation of technologically savvy people.

There have been a few other studies in Bulgaria on the issue of ESD, but no other study has focused on the projection of students' attitudes toward the environment onto future employers. The study's results showed that the Bulgarian young people who were getting ready for jobs in the IT field had the same environmental values and concerns as their peers from different higher education areas in different parts of the world. They were interested in acquiring knowledge and competencies that would help propel pro-environmental actions in their academic institution and future workplace. Notwithstanding the overall low economic standards in their country, they tended to put carbon-free and environmentally friendly policies ahead of financial interests. Their critical perspectives on the gaps in current sustainability practices convey a message to the academic and job communities in IT that environmental issues matter to this new generation of technologically savvy people.

This research paper aims to evaluate the sustainability knowledge and background of students, staff and faculty regarding current university sustainability practices and individual behaviors at Central Michigan University (CMU); to compare sustainability background and knowledge based on academic discipline of enrollment or employment; and to assess sustainability awareness and interest of the campus community to guide future sustainability initiatives and resources at CMU.

An electronic cross-sectional survey was used to collect anonymous responses through Qualtrics, and then results were analyzed through SPSS. Analyses were performed based on the academic structures at CMU.

This research has found that students in STEM fields are more inclined to have pro-sustainability attitudes, knowledge and behaviors, compared to those studying the arts and business. Additionally, results indicate that there is a significant difference in knowledge between the students, and the staff and faculty respondents regarding sustainability knowledge and application, with the staff and faculty consistently demonstrating more pro-sustainability knowledge and behavior.

While research has previously been conducted on sustainability attitudes and behaviors, this research is unique because it ties sustainability knowledge to academic discipline. Additionally, it serves to gauge which sustainability programs and topics members of the campus community are most interested in, and which areas they are most willing to support.

The purpose of this paper is to illustrate that values-focused assessment can provide a useful lens for integrating sustainability and institutional performance assessment in universities.

This study applies a values elicitation methodology for indicator development, through thematic analysis of semi-structured interviews and a stakeholder workshop, in a pilot project at BOKU University, Vienna.

This case highlights that many of the values held by university staff and students are pro-sustainability values. Starting from these values may be a useful way of engaging university stakeholders in sustainability dialogues. The paper illustrates how values-based indicators can be integrated into university performance assessments, providing a novel way of thinking about sustainability assessment in universities.

The exploratory pilot was carried out in a university with a focus on natural sciences. Further research could replicate and compare the results of this paper in other institutions.

Creating a shared understanding of pro-sustainability values can help individuals to reconceptualise sustainability in relation to their own work and motivations. In doing so, it can highlight the inherent synergies between sustainability assessment and institutional performance assessment in the higher education sector, which are usually seen as separate domains.

The purpose of this paper is to examine the ways in which academic researchers frame and conduct sustainability research and to ask to what extent we are limited by these frames.

Our approach is based on an epistemological critique. We begin with a discussion of the ways in which sustainable consumption has been conceptualised within marketing; we question the influence of positivist social science research traditions and examine how research on sustainability is impacted by the structure of academia.

Our critical reflection leads us to suggest three ways in which sustainability research might be re-framed: a reconsideration of language, a shift in the locus of responsibility and the adoption of a holistic approach.

We propose that in order to make progress in sustainability research, alternative frames, terms, units of analysis, method(ologies) and research ambitions are needed.

By making visible our collective, unexamined assumptions, we can now move forward with new questions and agendas for sustainability research.

An online questionnaire survey was conducted to explore University of Plymouth students' perceptions and understandings of, and attitudes towards, sustainable development and related concepts and issues. In general, student perceptions of sustainable development have been under‐researched. This research sought to go some way towards filling the gap by providing insights for those working in the field of education for sustainable development (ESD) in higher education.

The survey was administrated in autumn 2005 by the Centre for Sustainable Futures at the University of Plymouth. The closed‐category statements were analyzed in terms of frequencies and percentages. A comprehensive set of cross tabulations and χ² tests were also conducted using SPSS. Responses to open‐ended questions were coded and categorized according to emerging themes.

Key findings include, first, that a majority of student respondents think sustainability is “a good thing” their positive response not particularly correlating with their degree of familiarity with either of the concepts of sustainable development or sustainability. Second, students strongly associate the concepts of sustainable development and sustainability with their environmental as against economic and social aspects. Third, in terms of personal change for a sustainable lifestyle, “light green” actions addressing responsibility as consumers such as changing purchasing habits, recycling, and saving energy and/or water were most frequently articulated. Fourth, respondents harbour mixed feelings regarding the future of society in the face of sustainability‐oriented challenges.

The paper highlights the importance of ESD curriculum development that more explicitly addresses the interconnectedness of different aspects of sustainable development and which also employs pedagogies that help students to take action towards realizing their preferred futures. It also suggests future study directed towards identifying various means of facilitating students' pro‐sustainability behaviours.

The purpose of this paper is to draw attention towards sustainability consciousness (SC) of pre-service teachers (student teachers) as their role is central in teaching for sustainable development. This paper investigated SC of the pre-service teachers in Pakistan and compared it with other undergraduate students in the country and with that of Swedish upper secondary students.

The paper used survey method using a tool developed by a group of Canadian researchers to measure knowledge, attitudes and behaviours towards sustainable development. The instrument was later adapted by a group of Swedish researchers to measure SC. Study data came from 207 pre-service teachers and 154 undergraduate students studying humanities.

The paper reports that SC of the pre-service teachers in Pakistan is much lower than that of Swedish upper secondary students. Moreover, the paper indicates that the SC of pre-service teachers is not different from other undergraduate students in the country.

This paper establishes a baseline of SC of the final-year pre-service teachers enrolled in BEd (Honours) programme in Pakistan. Such a study is critical in the context when ESD is a missing element in teacher education in Pakistan. In the presence of such a baseline study, teacher education institutes and departments might review their curricula in terms of their focus on ESD and plan for initiatives to educate pre-service teachers for sustainability.

The paper contributes to a broader debate on measuring SC of university students.

The purpose of this study is to examine the differences in sustainability knowledge, behaviors and attitudes among college students and to estimate the influence of knowledge of sustainability on students’ sustainable behaviors.

A cross-sectional online survey was used to collect quantitative data on sustainability knowledge, behaviors and attitudes among 291 undergraduate college students at a mid-size Midwestern US university. This study used a structural equation model to answer the research questions.

In all, 291 students completed a sustainability attitudes and behaviors survey. The results of this study show sustainability knowledge is poor (average score 5.3/10). Statistical modeling indicates positive influence of economic attitudes on sustainable behaviors; however, ecology and social attitudes were not associated with sustainable behaviors. Furthermore, those with greater sustainable knowledge engaged in fewer sustainable behaviors.

Sustainability and/or wellness initiatives can provide education targeting actionable behaviors college students can make to reduce their carbon footprint, including washing clothes in cold water, limiting red meat consumption, recycling, reducing food waste and taking shorter showers. Sustainability initiatives such as organizing a recycling competition and coordinating volunteers for local clean-up days and events such as Earth Day celebrations offer opportunities for collaboration between campus departments and engagement and socialization among students, staff and faculty. The inclusion of sustainability in college curricula may increase students’ knowledge, develop critical thinking skills and self-efficacy related to sustainability and promote climate action.

First, this study adds to the literature in terms of the use of structural equation modeling. Second, this study’s results indicate a dissociation between positive sustainable attitudes as they relate to sustainable behaviors. Why is it that students think the environment is important yet do not place importance on sustainable behaviors? These issues are highly relevant and present opportunities for future research and interventions aimed at increasing sustainable behaviors.

This study analyses the role of individuals' objective financial knowledge in shaping preferences for ethical intermediaries and sustainable investments in Italy. Another goal of this study is to assess the impact of individuals' misperceptions about their own financial knowledge and to test for gender-related differences in attitudes towards socially responsible investing (SRI).

Using nationally representative microdata from the Bank of Italy’s “Italian Literacy and Financial Competence Survey” (IACOFI), the authors use probit models, extended to account for potential endogeneity issues, to assess the causal effects of financial knowledge and confidence on stated preferences for SRI. Empirical models also allow to explicitly assess the moderating role of gender on the effects of financial knowledge and confidence on attitudes towards sustainable investing.

Results indicate that individuals' preferences for sustainable finance significantly increase with financial knowledge, suggesting that inadequate financial competencies represent a barrier to participation in SRI. At the same time, lack of confidence in one’s own financial knowledge significantly hampers attitudes towards sustainable investments. Furthermore, the authors show that women have a greater preference for sustainable finance than men and point out that financial knowledge and confidence exert heterogenous effects on attitudes towards SRI.

This study provides several contributions to the literature on SRI. First, the authors give evidence of the causal effect of financial knowledge on preferences for both ethical financial intermediaries and sustainable investments. Moreover, this is the first study to investigate the role of financial underconfidence bias in shaping individuals' SRI attitudes. Finally, extending previous research, the authors assess differences in SRI preferences between women and men and provide novel evidence on gender-related heterogeneity in the effects of financial knowledge and underconfidence.