Creation of an Integrated Conceptual Model of Sustainable Education: A University Student’s Perspective from Spain

Sustainability has become a central pillar of public policy and higher education, with university students playing a key role both as recipients of knowledge and as agents of change toward more responsible practices. Existing literature shows that students’ attitudes, beliefs, and behaviors related to sustainability are shaped by multiple explanatory factors; however, prior research has often addressed these factors in isolation, resulting in a fragmented understanding of how sustainability is constructed within the university context. Students’ engagement with sustainability emerges from the interaction of several interconnected dimensions, including conceptual clarity, everyday lifestyle practices, academic experiences, institutional environments, and sustainability-related training. This study provides a descriptive and exploratory empirical overview of the dimensions that shape university students’ understanding of sustainability, enabling the identification of patterns, trends, and key influences on attitudes, intentions, and sustainable behaviors. Data were collected from a sample of university students in Spain using a structured questionnaire designed to capture perceptions, behaviors, and experiences related to sustainability. The data were analyzed using quantitative descriptive techniques. The findings reveal distinct sustainability dimensions and highlight the interplay between conceptual understanding, educational experiences, institutional initiatives, and lifestyle practices in shaping students’ engagement with sustainability. By offering a comprehensive, non-manipulative empirical perspective, the study lays the groundwork for the development of more effective educational and university management strategies aimed at strengthening student commitment to the Sustainable Development Goals. Beyond its descriptive contribution, the study proposes an integrated conceptual model of sustainable education that brings together conceptual, attitudinal, educational, and institutional dimensions from the students’ perspective. This holistic framework provides actionable guidance for universities seeking to adapt curricula, pedagogical approaches, and institutional initiatives to foster more coherent, inclusive, and effective sustainability education.