Abstract Recent years have witnessed a surge in global interest and awareness regarding sustainability. Research highlights the crucial role of sustainability education in enhancing student awareness and influencing their sustainable behaviors. Sustainability awareness among university-level students is a crucial factor in shaping future attitudes and behaviors toward sustainable development. In Cairo, Egypt, where rapid urbanization and environmental challenges are prominent, assessing sustainability awareness can provide valuable insights for educational interventions and policy development. This study explores the level of sustainability awareness in Cairo, Egypt, concerning the academic levels and socio-educational profiles of the students. A questionnaire was developed and distributed among various students in different schools in Cairo, Egypt; 524 responses were collected within more than one year. The questionnaire responses were analyzed using several advanced numerical techniques, including but not limited to chi-squared tests, Spearman correlation, and multinomial logistic regression. The relationship between selected parameters on the level of sustainability awareness and its significance was identified. Findings reveal that while a significant portion of participants have encountered the term “sustainability,” their actual knowledge of sustainability concepts, such as recycling, renewable resources, and energy conservation, remains limited. Notably, a majority of students are not actively involved in any recycling practices. Despite these knowledge gaps, the study indicates that a considerable number of students engage in sustainable actions and lifestyles. The study concludes that fostering sustainability awareness requires a multi-stakeholder approach involving universities, schools, governments, and local municipalities. Recommendations include integrating mandatory sustainability courses into academic programs, supporting student-led sustainability initiatives both on and off campus, and implementing resource conservation measures within educational institutions. Moreover, the study emphasizes the need for collaborative efforts among all stakeholders who significantly influence individual sustainable knowledge and behaviors.
Teama et al. (2026) studied this question.