Spatial examination of sustainability literacy: the interplay of campus greenness and students’ values

Purpose Evidence from the sustainability literature suggests that personal values play a significant role in environmental behaviour. However, research on how the university environment can facilitate the translation of these values into enduring knowledge of sustainability through campus greenness is limited. This study aims to examine the role of self-transcendence and conservation values in determining the sustainability literacy of university students, with the perception of campus greenness serving as a mediator. Design/methodology/approach This study applies the theory of basic human values and social cognitive theory as a foundation for conducting correlational research among university students. A sample of 295 participants was selected using multistage sampling, and a self-report questionnaire was used to obtain responses. Partial least squares structural equation modelling validated the sustainability literacy model. Findings Results suggest that universalism had a strong positive effect on sustainability literacy (β = 0.262, p < 0.001), benevolence also contributed positively (β = 0.155, p = 0.001), while conformity was negatively associated (β = −0.194, p = 0.005). Security showed a positive effect (β = 0.147, p = 0.005). Perceived green campus partially mediated the relationships between universalism, conformity and security, but not benevolence. Research limitations/implications Findings have implications for higher education institution administrators and faculty members. Universities can leverage value-based appeals by designing greener campus spaces, integrating sustainability into curricula and promoting experiential learning opportunities that foster active student engagement. Originality/value This study extends the literature on sustainability literacy by providing empirical evidence from Nigerian universities, a non-Western context. It contributes novel insights by integrating Schwartz’s theory of basic human values with social cognitive theory, highlighting both motivational orientations and social learning mechanisms, while introducing perceived green campus as a mediating factor.