Research background and purpose:
This study explores how the management of sustainability initiatives in higher education institutions (HEIs) influences students’ awareness and engagement with sustainable development. We investigate the role of university-led, curricular and extracurricular, actions in shaping students’ sustainability-related attitudes and behaviours. The study addresses two fundamental research questions: How do higher education institutions (HEIs)’ initiatives and curricular’ activities affect students' sustainability-awareness levels? And how do those potentially impact on students’ engagement with sustainable practices and behaviour?

Design/methodology/approach:
The research reflects the application of methodological triangulation, integrating both quantitative and qualitative research methods. The research was carried out using the CAWI and PAPI techniques. Two types of non-random selection were used: accidental/convenience sampling, and quota sampling. Derived from the literature review, a total of five independent variables were identified, which were included in one package called “University Initiatives Activating Involvement in Sustainability (UIASS)” and 23 dependent variables (DV), which were divided into two groups.

Findings:
The findings aim to inform the management and design of educational frameworks and institutional policies, promoting responsible citizenship and active participation in sustainability efforts. A number of recommendations have also been prepared for HEIs, which may have a real impact on increasing students’ engagement in sustainability. These activities are based on the effective management and promotion of student engagement programs in the field of sustainability. The results of the study showed that students who were actively encouraged to engage in sustainable activities were more willing to get involved and initiate various activities in this area.

Value added and limitations:
Graduates whose awareness of environmental issues has been effectively shaped through activities initiated by HEIs are more likely to act as responsible consumers and potential leaders in advancing sustainable development. The research is cross-sectional and doesn’t track the long-term impact of sustainable development management activities at HEIs on students’ attitudes and engagement. The research is also limited by the deliberate selection of the sample and its size, so the conclusions drawn are not a basis for generalizations, but the analysis has revealed patterns that are worth further investigation.