Sustainability has emerged as a central dimension of institutional responsibility. Higher education institutions (HEIs) play an important role in embedding sustainable practices within their operations. The study examines how institutional drivers and barriers influence sustainable practices in HEIs. The study also explores the influence of sustainable practices of HEIs on sustainability behaviour of students (key stakeholders in the sustainability agenda), with the role of sustainability attitude as the mediator.
The study adopted quantitative exploratory research approach. Data were collected through a questionnaire survey among 447 undergraduate students enrolled in full-time degree programs in select universities located in India and analysed using SMART PLS 4.
The results indicated that drivers and barriers significantly influence the adoption of sustainable practices in HEIs. Sustainable practices were found to positively influence sustainability sustainable behaviour. Sustainability attitude demonstrated a statistically significant but weak mediating effect in the relationship between sustainable practices and sustainable behaviour.
Grounded in cognitive dissonance theory and protection motivation theory, the study provides a theoretical framework for understanding cognitive responses of students to institutionalize sustainability efforts. Prior studies have focused on institutional-level sustainability initiatives; the present study integrates the institutional factors (drivers and barriers) and their influence on individual sustainability attitudes and behaviours of students. By highlighting the mediating role of sustainability attitude, the present study highlights HEIs as critical actors whose responsibility extends beyond policy adoption towards shaping values and behavioural change.
