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Higher Education Institutions (HEIs) have a significant role in raising competences critical for addressing global sustainability challenges. However, a lack of sustainability awareness was observed among university students. This study examines students’ awareness of sustainability and pro-environmental behaviors within a higher education institution in Jordan. It explores the role of educational institutions in fostering sustainability awareness and encouraging pro-environmental behaviors by integrating sustainable development goals into their curricula. The study employs a quantitative methodology, comprising primary data collected through a designed survey. The survey was answered by 503 students from the University of Jordan. The research adopted a combination of statistical methods for the analysis of the survey results, including t-tests, one-way ANOVA, and Tukey’s post hoc test. A regression analysis of the survey results was performed to test the proposed hypotheses. The results reveal that while students have a moderate level of awareness, they display a high level of pro-environmental behavior. Furthermore, the study reveals that the inclusion of the 17 SDGs in the curriculum positively impacts students’ awareness and influences sustainable behaviors. The results also suggest that student behavior at the University of Jordan is impacted by gender, age, and academic year, while awareness remains consistent. The study concluded that the University of Jordan is geared to enhance the students’ understanding of SDGs and their pro-environmental behavior. The study recommends targeted curriculum enhancements to increase students’ awareness and drive behavioral changes. The importance of this study lies in the exploration of education for sustainability in higher education institutions within developing countries, where research on this topic is limited.
Walaa Al Husban (Sat,) studied this question.