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This study investigated successful strategies for engaging students in sustainable initiatives and encouraging a sense of accountability and ownership for sustainable development. Using a qualitative study methodology, eighty-three (83) administrators and lecturers from ten (10) Ugandan higher institutions participated in in-depth interviews. The data revealed eight major themes: awareness and education, practical engagement and hands-on activities, integration into the curriculum, student leadership and ownership, community and collaboration, recognition and reward, personal relevance and connection, and long-term impact and legacy. These results are consistent with international best practices in sustainability education, highlighting the necessity of an all-encompassing strategy incorporating knowledge dissemination with practical experience and active student involvement. Nonetheless, by offering context-specific insights pertinent to developing nations like Uganda, where such strategies have not received enough attention, our study attempts to address the literature gap. The findings highlight the importance of institutional support and offer practical suggestions for university administrators, educators, and policymakers who want to increase student involvement in sustainability projects. This study adds to the expanding body of information on sustainability education and provides a useful framework for using higher education to promote a sustainable future.
Uzorka et al. (Thu,) studied this question.