1 Introduction

The establishment of a receptive educational atmosphere that achieves the successful adoption of environmental sustainability practices in a university setting necessitates a clear comprehension of students' inclinations toward sustainability. Furthermore, as noted by Salvioni et al. [65], Disterheft et al. [31] and Leal Filho [49], universities serve as a vital avenue for exploring, experimenting, developing, and communicating the essential requirements for sustainable development. Education has become a significant investment for students, and therefore, universities must reform their teaching and research methods, as stated by Brito et al. [20]. Universities play an essential role in the advancement of economic systems by disseminating knowledge, encouraging innovation, promoting sustainable development and environmental friendliness, and propelling cultural growth [65]. The Council of the European Union (2018, p.2) emphasized that universities cultivate crucial adult competencies such as "problem-solving, critical thinking, cooperation, creativity, computational thinking, and self-regulation, which are more vital than ever before in our rapidly changing society." Universities possess a range of tools to combine these skills with expert knowledge, allowing students to generate innovative ideas, theories, and products that address concerns regarding sustainable development [51].

Numerous studies have highlighted the importance of higher education establishments in promoting environmental sustainability [28, 79]. Nonetheless, little attention has been paid to the probable impact of students' fields of study on their awareness, knowledge, and implementation of sustainable practices. Through exploring this association, universities can gain valuable insights into creating tailored curricula and campus initiatives that integrate sustainability holistically across all academic disciplines. This perspective, as argued by Mir and Khan [57], can guide the development of clear strategies to involve and enhance students' participation in sustainability initiatives at the university. To encourage students' involvement in sustainability practices in higher institutions, Mir and Khan [57] investigated the knowledge, behavior, and attitudes of students in three selected universities in India through a survey study. The authors found a disconnection between students' orientation to sustainability in the university and efforts by management to promote sustainability on the university campus, as students displayed low levels of knowledge and poor behavior on matters of sustainability on the university campus.

However, despite the students' lack of experience with environmental sustainability initiatives in the university, their attitudes were found to be promising. This indicates that students can contribute to driving the sustainability agenda in the university if they are well-versed in the relevant concepts of environmental sustainability on the university campus. By gaining a deeper understanding of sustainability, the students may be better equipped to appreciate and positively respond to the demands of sustainability as required [2, 57]. Revitalizing students' awareness and behavioural changes in sustainability issues may require robust education. As pointed out [9, 57, 59], the university can integrate sustainability as a core course in their curriculum as a deliberate effort to institutionalize sustainability in their broader educational framework. With this move, the university management can succeed in aligning its sustainability promotion plans with students' learning.

To date, the influence of academic discipline on students' orientations to environmental sustainability has received limited attention in research. Nevertheless, existing studies have revealed notable disparities in awareness and engagement among different programmes. For example, scholars have reported that students pursuing environmentally focused programmes like sustainable development or environmental sciences often exhibit higher levels of sustainability knowledge and engagement [60, 77]. Conversely, students enrolled in disciplines such as engineering or economics may display lower levels of environmental consciousness due to the perceived trade-off between sustainability and economic growth [18, 26]. Although previous research [9, 57, 59] has emphasized the role of education, particularly through the introduction of sustainability courses into university curricula, less attention has been given to the disparity in students' programmes of study and how this can influence the development of innovative, sustainability-informed teaching and learning strategies at the university level. The diversity of worldviews among students in universities is largely determined by the range of programmes offered, which are typically categorized as sciences, applied sciences, social sciences, and non-sciences. Each of these knowledge domains has a distinct appreciation of sustainability concepts and promotion, leading to differing approaches to sustainability [19]. For instance, science students may be more responsive to interventions that align with nature than programmes informed by social or economic factors. In the same vein, non-sciences such as language programmes may be more inclined toward social-oriented initiatives. Braun and Dierkes [19] conducted a study to assess the relationship between different dimensions of environmental knowledge and students' behaviour toward the environment. The results revealed that different knowledge dimensions significantly influence the behaviour of various experimental groups. This indicates that sustainability promotion initiatives, which are centred on teaching and learning, should not be generalized but rather tailored to the unique worldviews of students. By aligning sustainability-informed teaching and learning strategies with different knowledge domains, the unique interests and needs of students can be identified and addressed accordingly. Therefore, this study proposes that understanding the different worldviews of students is crucial to enhancing their engagement in sustainability interventions and programmes at the university, ultimately promoting campus sustainability.

Thus, understanding how academic disciplines shape students' attitudes and practices toward environmental sustainability is crucial for fostering a culture of sustainability within universities. By examining the relationship between the programme of study and environmental orientation, this research study aims to contribute empirical evidence that can guide educational institutions in creating more effective sustainability initiatives and curriculum interventions across all disciplines.

By exploring this association, this study aims to provide valuable insights into how academic disciplines shape students' orientations towards environmental sustainability. Understanding these dynamics can guide the development of tailored curricula, campus initiatives, and sustainability interventions that integrate sustainability holistically across all academic disciplines. This perspective is essential for universities to effectively engage and enhance students' participation in sustainability initiatives on campus.

The research also aims to contribute to the existing body of knowledge by addressing the limited attention given to the disparity in students' programmes of study and its influence on the development of innovative, sustainability-informed teaching and learning strategies at the university level. By aligning sustainability-informed strategies with different knowledge domains, this study seeks to identify the unique interests and needs of students, ultimately promoting campus sustainability in a more targeted and impactful manner.

Overall, this research study aims to fill the gap in the literature regarding the influence of academic disciplines on students' attitudes and practices towards environmental sustainability. This study is innovative because it offers empirical data that educational institutions can use to inform the development of more successful sustainability programmes and curriculum reforms that will support a sustainable culture in all university disciplines. This could have an impact on local and global initiatives to integrate sustainability teaching into university curricula.

1.1 The aim and objectives

This research study aims to investigate the relationship between university students' programme of study and their orientation to environmental sustainability et al. Baha University in Saudi Arabia. Specifically, the study seeks to examine the variation in orientation toward environmental sustainability among university students across different academic disciplines thereby providing insights into the potential influence of academic disciplines on students' attitudes and engagement with sustainability. This will provide the opportunity to explore potential drivers or barriers that may shape students' attitudes and behaviour toward sustainability. The realisation of these objectives tends to provide empirical evidence that can guide educational institutions in creating more effective sustainability initiatives and curriculum interventions across all disciplines, ultimately fostering a culture of sustainability within universities.

2 Literature review

2.1 The Significance of environmental sustainability within university campuses

Environmental sustainability has become an increasingly important topic in recent years. As educational institutions, universities have a significant responsibility to prioritize sustainability in promoting environmental awareness among their students in response to pressing ecological challenges and other activities within their campuses [28]. Thus, it is the significant role of higher education institutions in promoting it has been widely explored in previous research in different areas such as management and policies; curriculums and programmes; and operations and daily activities. However, limited attention has been given to the specific relationship between university students' programme of study and their orientation to environmental sustainability.

One of the key aspects of environmental sustainability in universities is the implementation of sustainable practices in campus operations. Numerous studies have emphasized the importance of reducing energy consumption and greenhouse gas emissions in university buildings [15, 68]. Many universities have recognized this and have taken steps to improve energy efficiency through measures such as the installation of energy-efficient lighting and heating systems, as well as the use of renewable energy sources [40, 62, 71]. These initiatives not only contribute to the overall reduction of carbon emissions but also serve as important educational tools for students and members of the university community.

Furthermore, waste management is another critical aspect of environmental sustainability in universities. Several studies have highlighted the importance of implementing effective recycling and waste reduction programmes on campuses [47, 69, 73]. Universities have implemented recycling bins across their campuses and have developed educational campaigns to raise awareness about the importance of proper waste disposal [33, 63]. These efforts not only help to minimize the environmental impact of universities but also encourage students to adopt sustainable habits that they can carry with them beyond their university years.

In addition to campus operations, universities play a crucial role in educating students about environmental sustainability. Many studies have highlighted the positive effects of sustainability-focused curricula on students' attitudes and behaviours toward the environment [22, 55, 67]. Universities have begun incorporating sustainability-related courses and programmes into various disciplines, allowing students to explore the complexities of environmental issues and develop innovative solutions [24, 25, 53]. Moreover, universities often provide students with opportunities to engage in sustainability-related research and community projects, which further enhance their understanding of environmental challenges and solutions.

The impact of universities’ sustainability initiatives extends beyond the campus and into the wider community. Many universities have established partnerships with local organizations and governments to address environmental challenges collectively [66]. By working together, universities and their communities can develop innovative solutions to promote environmental sustainability on a larger scale. These collaborations often result in community outreach programmes that aim to educate and involve individuals outside the university in sustainable practices [6, 12, 70]. Consequently, universities become integral components of local sustainability efforts, fostering a culture of environmental consciousness in their surrounding communities.

In conclusion, environmental sustainability in universities is an essential topic that has gained increasing recognition in recent years. Universities play a significant role in promoting sustainable practices both on campus and in the wider community. Through the implementation of sustainable campus operations, waste management initiatives, sustainability-focused education, and community partnerships, universities make significant contributions towards building a more environmentally conscious society.

2.2 Programme integration for environmental sustainability

In recent years, there has been a considerable increase in attention towards environmental sustainability, primarily due to the fast depletion of natural resources and the detrimental effects of human activities on the planet. Consequently, educational institutions have acknowledged the significance of incorporating environmental sustainability into their curriculum to promote sustainable practices and raise awareness amongst students [1, 50]. This literature review endeavours to examine the diverse approaches and strategies employed in various study programmes to guide students toward environmental sustainability. The review will accentuate the benefits and challenges connected with such initiatives and provide recommendations for future enhancements.

2.2.1 Integration of environmental sustainability in the curriculum

Educational institutions have adopted an approach that incorporates environmental sustainability in various subjects and disciplines. This interdisciplinary strategy provides students with a comprehensive understanding of sustainability and the multidimensional aspects of environmental issues. Tarrant and Thiele [74] found that integrating environmental sustainability into the curriculum enhances students' critical thinking skills and promotes their engagement in environmental problem-solving. This integration can be achieved through the inclusion of sustainability concepts in science, social studies, and even arts and humanities subjects.

Experiential learning is another effective strategy to foster students' orientation towards environmental sustainability. This approach involves hands-on activities and field trips that enable students to actively engage with environmental issues and understand their real-life implications. Stead and Stead [72] reports that experiential learning helps students develop a personal connection with the environment and a sense of responsibility toward its well-being. Moreover, it provides students with the opportunity to witness firsthand the consequences of unsustainable practices, leading to a deeper understanding and appreciation of environmental sustainability.

2.2.2 Benefits and challenges of environmental sustainability programmes

Numerous studies have demonstrated the favourable impact of environmental sustainability programmes on the attitudes and behaviours of students. Longitudinal research conducted by Milne and Gray [56] on students who partook in an environmental sustainability program discovered that it positively influenced their attitudes toward sustainability and their inclination to adopt environmentally friendly behaviours. Additionally, Hahn and Reimsbach [42] and Boca and Saraçlı [17] reported a noteworthy increase in students' awareness and knowledge of environmental issues following their participation in a sustainability-focused program.

Nevertheless, the implementation of environmental sustainability programmes presents several challenges. One of the common obstacles to implementing sustainability programmes is the resistance from educators who may regard sustainability as an extra burden within an already overloaded curriculum. DuBois et al. [32] propose that training and professional development opportunities for teachers can assist in overcoming this challenge by providing them with the necessary knowledge and resources to effectively integrate sustainability concepts into their teaching.

Furthermore, limited resources and funding can also impede the successful implementation of sustainability programmes. Lang [48] contends that financial constraints often prevent schools from providing the necessary infrastructure and materials for experiential learning activities. To conquer this challenge, collaboration between educational institutions, local organizations, and government agencies is essential to secure additional resources and funding for sustainability-oriented programmes.

In summary, integrating environmental sustainability into educational programmes is crucial for creating a generation of environmentally conscious individuals. Therefore, exploring students’ perceptions of environmental sustainability is a key to addressing to what extent integrating sustainability in various academic disciplines was successful. However, challenges such as resistance from educators and limited resources need to be addressed for successful implementation. To overcome these challenges, it is recommended to provide ongoing training and support for teachers and to promote collaboration among stakeholders to secure additional funding and resources. Future research should focus on evaluating the long-term impact of sustainability programmes on students' behaviour and their contribution to solving global environmental challenges.

2.3 Students’ perceptions of environmental sustainability in HEIs

Exploring the intriguing notion of academic disciplines and their impact takes centre stage in this thought-provoking piece will help in understanding the factors that contribute to variations in environmental orientation within different academic disciplines is crucial for effective interventions. While studies have identified discipline-specific factors such as curriculum content and faculty perspectives [77], limited research has examined these variations across various disciplines. Therefore, an exploration of the factors influencing students' orientation towards environmental sustainability within their respective programmes can provide valuable insights for developing targeted approaches to enhance sustainability education.

According to Wiek et al. [79], higher education institutions have a crucial role to play in shaping the mindset and behaviour of future professionals and leaders in addressing these challenges. However, the influence of academic disciplines on students' attitudes and engagement with environmental sustainability has gained little empirical attention. Several studies have demonstrated variations in awareness and engagement with sustainability among university students based on their programme of study. For instance, Orr [60] found that students in environmentally focused programmes, such as environmental sciences or sustainable development, often possess higher levels of sustainability knowledge and engagement. This may be attributed to the specialized curriculum and exposure to sustainability-related content within these disciplines. Conversely, students in disciplines such as economics or engineering may exhibit lower levels of environmental consciousness. Böhme et al. [18], found that economic-focused students tend to prioritize economic concerns over environmental sustainability due to the perceived trade-off between economic growth and sustainability goals. Similarly, engineering students may emphasize technological advancements over sustainability considerations [27]. These findings suggest that specific academic disciplines can shape students' orientations to environmental sustainability. However, the extent of these variations and whether disparities exist among different programmes of study remains unclear. This knowledge gap highlights the need for further research to explore the relationship between academic disciplines and students' orientation to environmental sustainability.

Many literary works that examine university students’ perceptions are focused on the evaluation of environmental sustainability and their roles in endorsing campus sustainability and are predominantly centred on developed nations in the West. These studies incorporate various institutions in Austria [21], the United States [43], the UK [23], and Spain [52]. The findings of these studies have revealed that the majority of students have a considerable understanding of sustainable initiatives and are enthusiastic about supporting and participating in such activities at their universities. Additionally, the studies have documented that numerous sustainability initiatives related to campuses have been implemented and promoted. However, it is important to expand these studies to other regions to gain a more comprehensive understanding of college students’ perspectives on environmental sustainability.

The influence of academic programmes on students' perceptions of sustainability from various perspectives, including their attitudes, knowledge, and practices. The findings of these studies indicate that most students have positive attitudes toward sustainability [4, 14, 34, 44]. For instance, a study conducted in Turkey found that 74% of respondents prioritized the environment in sustainability-related decision-making [75]. However, studies by Azapagic et al. [13] and Gutierrez-Bucheli et al. [41] showed that students lacked clear and appropriate knowledge about sustainability issues, which indicates that the curriculum outcomes did not meet the requirements for the implementation of sustainability practically.

In light of recent developments, there have been numerous investigations carried out in developing nations that aim to explore the perceptions of students concerning various factors that contribute towards the advancement of understanding and promoting sustainability within university campuses. For example, a study conducted in China evaluated the attitudes of students toward higher education and its role in promoting sustainability [78]. Additionally, research has been conducted in Malaysia, where students were surveyed to gain insight into the factors that contribute to a sustainable university [3, 54]. Finally, a similar study conducted at the University of Dammam in Saudi Arabia suggested that students were highly aware of campus environmental sustainability but had insufficient willingness and motivation to participate in campus sustainability initiatives [2]. Additionally, a study was carried out in Saudi Arabia to assess the level of sustainability awareness amongst faculty members [5, 8].

Thus, positive attitudes and adequate knowledge about environmental sustainability do not guarantee that students will behave in ways that achieve sustainability goals [14]. Comparative studies have also been conducted in this field of research. For example, Emanuel and Adams [34] used a survey to compare college students' perceptions of campus sustainability among public colleges in the United States. Popescu et al. [64] compared the perceptions of Romanian and Dutch students, while Ulkhaq and George Joseph [76] studied the university's efforts to support sustainability and students' awareness and attitudes towards campus sustainability. Additionally, Cotton et al. [29] compared students' perceptions, attitudes, and behaviours toward sustainability-related issues in the United Kingdom and Portugal. Furthermore, a study conducted in Lithuania revealed that students in green universities were more likely to agree on the importance of environmental sustainability and engage in more sustainable practices than students in non-green universities [30].

However, few case studies [37, 78] have analyzed the differences in environmental sustainability perceptions and awareness on a university campus from the perspective of different students studying different subjects. Therefore, it is essential to investigate the perceptions and awareness of sustainability among students in different faculties and disciplines. Such an investigation would provide insights into the effectiveness of current sustainability initiatives and inform future efforts to promote sustainability on university campuses. Ultimately, this research will contribute to the achievement of sustainable development goals in higher education and beyond.

3 Research methodology

This section presents the research methodology employed in this study to investigate the relationship between university students' program of study and their orientation to environmental sustainability et al. Baha University in Saudi Arabia. The methodology includes the research design, population and sample, data collection instrument, data analysis and ethical considerations.

The research design for this study is a quantitative research design. It utilizes a cross-sectional survey approach to collect data at a specific point in time, allowing for the examination of current attitudes and orientations among the sample population. A stratified random sampling technique is employed to ensure representation from different academic disciplines. The study population consists of undergraduate students from various disciplines et al. Baha University.

The chosen research design and sample selection method align with the aim of the study, which is to investigate the variation in orientation toward environmental sustainability among university students across different academic disciplines. By employing a quantitative approach and collecting data from a diverse sample of students, this study aims to provide empirical evidence on the potential influence of academic disciplines on students' attitudes and engagement with sustainability. The research design protocol ensures that the study captures the perspectives of students from various disciplines, enabling the identification of potential drivers or barriers that shape their attitudes and behavior toward sustainability. Ultimately, the findings from this study contribute to the development of more effective sustainability initiatives and curriculum interventions across all disciplines within the university, fostering a culture of sustainability.

4 Research design

Research Design: This study will employ a quantitative research design to investigate the relationship between university students' programme of study and their orientation to environmental sustainability. A cross-sectional survey approach will be used to collect data at a specific point in time, allowing for the examination of current attitudes and orientations among the sample population.

4.1 Population and sample

A study population is a group of people or elements from which a sample is chosen. The target population for this study will be university students from various academic disciplines. The total study population was 23,527 students pursuing various undergraduate programmes at different levels.

A stratified random sampling technique was utilised to ensure representation from different programmes of study. The choice of random sampling technique was to provide equal opportunity for students pursuing undergraduate programmes in the university to participate in the study. The sampling frame containing students’ bio-data in areas of gender, age, and programme of study among others was used to sample the students. The sampling frame was obtained from the university’s website. In all, 943 students were randomly selected for the study. The sample size of 943 students was obtained through the sample size formula below as recommended by Fowler [36] in survey research.

Where,

$$n = N \times \frac{{Z^{2} \times p \times (1 - p)}}{{\frac{{e^{2} }}{{\left[ {N - 1 + \frac{{Z^{2} \times p \times (1 - p)}}{{e^{2} }}} \right]}}}}$$

  • N = Population size,

  • Z = Critical value of the normal distribution at the required confidence level,

  • p = Sample proportion,

  • e = Margin of error

4.2 Data collection instrument

The survey technique was adopted as the data collection method. To investigate university students’ awareness/perceptions about sustainability issues and university students’ involvement in campus sustainability efforts, a survey using a self-administered questionnaire. The instrument used in the survey is based on the Sustainability Assessment Questionnaire (SAQ), which could be modified to remove questions not related to university stakeholders and to optimize its validity for the Saudi context. The questionnaire assesses university students’ perception of their university’s achievements on some important dimensions of campus sustainability. Apart from the section on demographic information, the questionnaire consisted of four main sections. After presenting our working definition of environmental sustainability,

The first section explored students’ awareness of and concern about environmental sustainability in general (four items).

The second section, consisting of three items, investigated the aspect of offered courses and learning that address the issue of environmental sustainability.

The third section (five items) examined the perception of students on the extent to which campus operations and practices conform to sustainability principles—garbage recycling, energy conservation, water conservation, landscaping, and transportation.

The questions in Sects. 1–3 was close-ended, requiring responses on a five-point Likert scale (from none to a great deal).

The last section (five dichotomous items requiring “yes” or “no” responses) explored the availability of opportunities to involve university stakeholders, in campus sustainability efforts.

Certainly, the SAQ questionnaire is an efficient data-collection mechanism when the researcher identifies exactly what is required and how to analyse the variables of interest.

Ethical Considerations: the empirical investigation adhered to ethical guidelines to ensure the protection and privacy of participants. Informed consent was obtained from all participants, and their participation was voluntary. Confidentiality and anonymity were maintained throughout the study by identifying data and ensuring secure storage. Additionally, the study went through ethical review and approval from the relevant institutional research ethics board to ensure compliance with ethical standards.

5 Data analysis and discussion

This section discusses methods employed in analysing the empirical data obtained from respondents on students’ orientation to sustainability concepts and initiatives on the university campus. Further, it provides a detailed description of procedures followed in undertaking the analysis. The study used both descriptive and inferential statistics to analyse the data. The descriptive statistics, which were presented in tables and figures (bar graph and pie chart) comprised frequencies, percentages, and weighted averages. The use of percentages, counts, and weighted averages helped to gain insight into the nature of respondents and their orientations on environmental sustainability initiatives pursued on the university campus by management. Variables describing respondents’ backgrounds included a programme of study, age range, and gender. In the case of orientation to environmental sustainability, students’ awareness and concern about environmental sustainability, sustainability-informed teaching and research, sustainability-informed campus operations and practices on campus, as well as the availability of opportunities to promote sustainability on campus, were summarised.

The empirical data obtained on students’ inclination to environmental sustainability pursued on the university campus were numbered, coded, and entered into the IBM Statistical Package for Social Science (SPSS) research spreadsheet. The coding enabled categories of the various scales to be transformed into numerical values as required in the SPSS workflow. Categories such as ‘Yes’ and ‘No’ measuring items q6; q7a-q7e; q10; and q12a-12e were coded using numbers ‘1’ and ‘2’. ‘Yes’ was coded as 1 while ‘No’ as ‘2’. However, variables with a 5-point Likert scale (Don’t know, None, A little, Quite a bit, and A great deal) were coded as 1 = ” Don’t know”; 2 = “None”; 3 = “A little”; 4 = “Quite a bit”, and 5 = “A great deal” (see Fig. 1 for an excerpt of data entry in IBM SPSS spreadsheet).

Fig. 1
figure 1

SPSS spreadsheet of data on students’ orientation to environmental sustainability on the university campus

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Further, Inferential statistics, using Pearson Chi-Square (Χ2) test for independence was conducted to establish evidence of a significant association between students’ field of study and knowledge of environmental sustainability concepts and initiatives carried out on the university campus. The use of the Pearson Chi-Square (Χ2) test for independence was deemed appropriate due to its ability to reveal underlying relationships inherent in two or more nominal variables without stringent assumptions. One of the main arguments of the study was that students’ programme of study has some effect on their inclination to environmental sustainability concepts and activities on the university campus. Hence, the study hypothesized that Students’ field of study has a significant association with their knowledge of sustainability concepts and initiatives in the university. This study only seeks to explore evidence of relationship between students’ programme of study and orientation to environmental sustainability, thereby deepening understanding of sustainability initiatives in Al Baha University. Hence, the analysis does not establish a causal relationship between programme offered by students and their inclination to environmental issues in the university campus. The argument being that different factors may contribute to shape the behaviour and attitude of people toward a particular phenomenon. The students’ fields of study considered were science, applied science, and social science while sustainability concepts comprised students’ awareness and concern about environmental sustainability; sustainability concepts taught in the university as well as sustainability-informed teaching and research. Other concepts such as the establishment of multidisciplinary and interdisciplinary structures towards sustainability on campus; sustainability-informed campus operations and practices, and the availability of opportunities to promote sustainability on campus were considered.

The Chi-Square (Χ2) test for independence was performed using IBM SPSS Statistics Version 20 in adherence to guidelines recommended by Pallant [61]. First, a preliminary analysis was run to explore the nature of the programme of study variable to appreciate its emerging dynamics. The outcome of the descriptive statistics informed the use of the Chi-Square test for independence since unequal group sizes in terms of field of study emerged. This occurrence made use of the Chi-Square test, which is a non-parametric statistical analysis test, more suitable for exploring relationships between respondents’ fields of study and relevant variables on orientations to environmental sustainability initiatives in the university campus. Hence, variables with a five-point Likert scale- “Don’t know”,“None”; “A little”; “Quite a bit”; and “A great deal”, were collapsed into three measures- “Don’t know or None”, ‘A little”, “A great deal or Quite a bit”.

While the Chi-square test for independence is not governed by strict assumptions, certain precautions are sometimes followed to ensure credibility in the results generated. These assumptions comprise selecting respondents through random sampling, making independent observations on the cases, and use of categorical variables each with two or more categories (Pallant, 2016; pp235-237). Besides, Pallant advises that the least count in each cell to be obtained should not be less than 5. This study adhered to these guidelines in conducting the Chi-square test for independence.

The Chi-square(Χ2) analysis used both two-category by three-category (2 by 3 design) and three-category by three-category (3 by 3 design) to establish significant relationships between respondents’ field of study and orientation to sustainability initiatives in the university campus. The use of these designs was informed by the underlying hypothesis of the study and results obtained from the descriptive analysis. The 2 by 3 design included students’ field of study (i.e., ‘Sciences’, ‘Applied sciences’, and ‘Non-sciences’) and sustainability concepts such as Availability of Sustainability Opportunities (‘Yes’ and ‘No’); Established multidisciplinary and Interdisciplinary structures on sustainability issues (‘Yes’ and ‘No’); Sustainability concepts taught in the university (‘Taught’ and ‘Not taught’). Contrary, the 3 by 3 design encompassed the field of study as well as these sustainability concepts: Students’ level of awareness and concern about environmental sustainability (‘None/Don’t know’; ‘Little’; ‘Quite a bit/great deal’); Sustainability-informed teaching and research (‘None/Don’t know’; ‘Little’; ‘Quite a bit/great deal’); Sustainability-informed Campus Operation (‘None/Don’t know’; ‘Little’; ‘Quite a bit/great deal’).

The total scores for each sustainability concept scale used for the Chi-square analysis were transformed using the procedures provided by Pallant [61]. First, the concepts were recoded to facilitate the analysis. The total scale concepts and their new codes are provided in Table 1.

Table 1 Total sustainability concept scales and their codes
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Second, the scores of items under each total concept scale were computed. This was achieved by aggregating scores from all the items constituting the respective scale and dividing by the number of items. ‘Total students’ level of awareness and concern about environmental sustainability’ had three (3) items computed; ‘Total sustainability-informed teaching and research’ had four (4) items, while ‘Total sustainability-informed campus operations and practices’ comprised seven (7) items. Similar computations were done for ‘Total availability of sustainability opportunities’ (5 items), and ‘Total sustainability concepts taught’ (5 items). For details of these computations see Fig. 2.

Fig. 2
figure 2

Computation of total sustainability concept scales

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Finally, new codes obtained from the total sustainability concept scale computations were used to perform the Chi-square analysis (see Fig. 3).

Fig. 3
figure 3

Sample of coded total sustainability concept scales used for Chi-Square analysis

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To accept or reject the null hypothesis, that there is no significant association between students’ field of study and their awareness of environmental sustainability initiatives on the university campus, a probability level (P-value) of 5% (P ≤ 0.05) was used by established practices of statistical analysis [36]. The results of the cross-tabulation and Pearson Chi-square test for independence (Χ2) obtained are presented in Tables 2, 3, 4, 5, 6 and 7 in the Analysis and Discussion section of the study.

Table 2 Cross-tabulation of field of study and students’ level of awareness and concern about environmental sustainability
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Table 3 Cross-tabulation of field of study and sustainability-informed teaching and research
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Table 4 Cross-tabulation of field of study and sustainability-informed campus operation
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Table 5 Cross-tabulation of field of study and availability of sustainability opportunities
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Table 6 Cross-tabulation of field of study and established multidisciplinary and Interdisciplinary structures on sustainability issues
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Table 7 Cross-tabulation of Field of Study and Sustainability concepts taught in the university
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5.1 Response rate

The study administered 943 questionnaires to students pursuing different categories of programmes, which included Medical Science, Science, Architecture, Engineering, Art and Education, and others. The questionnaires were sent out via emails and face-to-face meetings by a team of research assistants after initial contacts explaining the rationale of the study had been done. A period of 3 months was used to administer and collect the responses. Out of the 943 questionnaires administered, 546 were retrieved, representing a 60% response rate.

5.2 Overview of participants' programmes of study

The study explored the students’ programme of study and age range since they are considered more appropriate to shape students’ views on environmental sustainability [10]. The results (Fig. 4) reveal that almost two-fifths (39.2%) of the students offered Science, followed by Engineering and Architecture students (31.0%) with those in Social Science (Art and Education) and other disciplines recording almost thirty percent (29.7%). This indicates that the majority of the students have a science or applied science background compared to their counterparts in the non-sciences. Hence, the orientation of participants on environmental and nature conservation issues could be higher to inform richer discussions on sustainability initiatives on the university campus.

Fig. 4
figure 4

Source: Authors’ field data, 2022

Distribution of respondents’ programme of study.

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Similarly, the distribution of the age range of respondents (Fig. 5) shows that in every ten students contacted, almost seven of them are above 20 years of age (66.8%) compared to those within 20 years or below bracket (33.2%). This means that a greater number of students appear to be advanced in their studies and could be more aware of sustainability initiatives embedded in their curriculum and campus operations by the management of the university. The premise is that students enrolled to pursue programmes in the university are often below the age of twenty, hence could be limited in knowledge of the university’s efforts to promote sustainability. However, as these students mature in age and progress in their studies, they are better positioned to develop greater awareness of activities in the university that are likely to safeguard the environment.

Fig. 5
figure 5

Source: Authors’ field data, 2022

Distribution of students by age range in years.

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5.3 Relationship between programme of study and environmental orientation

The analysis of the collected data revealed significant findings regarding the relationship between university students' programme of study and their orientation to environmental sustainability. The following are the key findings:

5.4 Variation in environmental orientation

To determine the existence of association and effect between students’ fields of study and their inclination to key sustainability concepts underpinning the promotion of environmental sustainability on the university campus, a Pearson Chi-Square test for independence was conducted. The significance of association was pegged at a 5% level of probability (p = 0.05).

The data analysis indicated significant variations in the level of environmental orientation among university students across different academic disciplines (p < 0.05). Students enrolled in environmentally-focused programmes, such as environmental sciences or sustainability studies, displayed higher levels of environmental orientation compared to students in disciplines such as economics or engineering.

The main concepts considered included, Students’ awareness and concern about environmental sustainability; Students’ views on sustainability concepts taught in the university; Sustainability-Informed Teaching and Research; Establishment of multidisciplinary and interdisciplinary structures towards sustainability on campus; Sustainability-informed Campus Operations and Practices; Availability of Opportunities to Promote Sustainability on Campus. The results are presented in Tables 2, 3, 4, 5, 6 and 7.

5.4.1 Field of study and students’ level of awareness and concern about environmental sustainability

According to Table 2, differences exist among students’ fields of study and their level of awareness and concern about environmental sustainability within the university campus. In responding to their level of awareness of and desire about issues of the environment within the context of sustainability, almost thirty per cent (28.7%) of applied science students demonstrated a higher level of awareness compared to science and non-science students who recorded 17.6% and 14.2% in that order. Similarly, 12.7% of applied science students, 22.9% of science students, and 24.1% of non-science students exhibited no knowledge of environmental sustainability initiatives carried out by the university authorities (Table 2). These responses indicate evidence of an association between the programme pursued by students and their orientation toward initiatives to promote environmental sustainability on the university campus.

To ascertain the nature of the association between students’ field of study and level of awareness and concern about environmental sustainability programmes on the university campus, a Chi-square (Χ2) test for independence was conducted. The results (Table 2) revealed a significant association between the field of study and students’ awareness of environmental sustainability initiatives championed by managers of the university (Χ2 = (8, n = 546) 21.987, P = 0.005; Phi = 0.2. However, the strength of the association appears to be weak as the Chi-square (Χ2) test recorded a Phi value of 0.2. This outcome suggests that while a link can be established between students’ choice of programme and their commitment to environmental sustainability initiatives, the nature of the relationship could be interpreted with care. The reason is that the nature of the strength of the association often has some implication on the type of responses required from the university management to remedy the situation. While the university authorities are encouraged to vary their programmes towards attracting the interest of students in environmental sustainability about science, applied science, and non-science traditions, flexibility to this approach is necessary. The premise is that a lot of effort and resources are spent to develop effective and responsive environmental sustainability programmes appealing to students in different study areas. Hence, managing the variation in programmes in terms of design can reduce the cost incurred resulting in cost-effective and optimum output.

5.4.2 Field of study and students’ opinion on sustainability-informed teaching and research embarked on the university campus

Touching on establishing the association between students’ field of study and opinion on sustainability-informed teaching and research embarked on the university campus, the Chi-square (Χ2) test for independence conducted (Table 3) revealed evidence of significant association existing between the variables (N = 546; Χ2 = 27.988; df(8); P = 0.001; Phi = 0.2). However, according to Table 3, a weak strength of relationship exists between the student’s area of study about science and their opinions on sustainability-informed teaching and research carried out in the university.

From Table 3, a little over two-fifths (42.7%) of Applied Science students responded that sustainability-informed research undertaken in the university is quite okay compared to the views of science (26.5%) and non-science students (21.6%). This suggests that students offering applied science disciplines seem to have more knowledge of sustainability curriculum, focus on teaching, and research conduction compared to their counterparts in the pure and non-science study areas. This variation could be attributed to the rationale underpinning the development of these strands of academic disciplines since course content in applied science fields (Architecture and Engineering) may give more emphasis on the effect of their activities and deliverables on the environment compared to the other categories (science and non-science).

The implication is that sustainability programmes designed to promote environmental sustainability on the university campus need to be varied since students per their area of speciality have a different exposition on knowledge of sustainability. The operations outfit of the university management charged with the responsibility of championing environmental sustainability promotion could enrich the design of their programmes for the science and non-science students regarding exposition to sound knowledge of sustainability. However, since the nature of the association between students’ area of study and opinion on sustainability-driven teaching and research carried out in the university, the differences in of terms richness in content-informed environmental sustainability designed to enrich their knowledge may be reduced to save cost and effort. This is because a lot of effort and cost are often required to design and implement high-performing environmental sustainability improvement programmes in the university.

5.4.3 Students’ field of study and knowledge on sustainability-informed campus operations

Regarding establishing an association between respondents’ field of study and knowledge of sustainability-informed campus operations, the analysis indicates a significant weak association existing between variables (Table 4). According to Table 4, a Chi-square test (Χ2) for independence (with Yate’s Continuity Correction) at a 5% probability level (P ≤ 0.05) with 8 degrees of freedom yielded a value (Χ2) of 27.922 [Χ2 = (8, N = 546) 27.9228; P = 0.001; Phi = 0.2]. This shows evidence of a significant association between the field of study pursued by the students about science and their level of knowledge on sustainability-informed campus operations. From Table 4, about thirty-four percent (34.4%) of applied science students opine that much effort of campus operations is towards promoting environmental sustainability compared to their counterparts in the science (22.5%) and non-science (16.1%) domains. This variation suggests that the nature of science underpinning a student’s programme of study has some effect on their awareness of various activities and operations implemented by the university management. This is because objectives and expected learning outcomes of a particular discipline may affect what matters most to the students in their interaction with activities carried out on the university campus.

As to what is the nature of the association in terms of strength, Table 4 reveals that a weak strength of association exists between students’ fields of study and views on sustainability-informed campus operation (Phi = 0.2). This means although different strategies are required to attend to students’ exposition on university operations to improve environmental sustainability in the university campus due to their programme alignment, the variations need to be measured to reduce spending in such approaches. Designing different targeted sustainability programmes to address specific students’ needs require much effort and investment. However, a person’s understanding of the nature of these differentiations is key to achieving a workable and cost-effective activity to drive sustainability initiatives on the university campus.

5.4.4 Students’ field of study and availability of sustainability opportunities

While students’ programme of study has some linkage with sustainability operations undertaken by the university management, Table 5 indicate that availability of opportunities within the sustainability-informed operations has no significant association with courses pursued by students in the university [N = 546; Χ2 = 0.574; df(2); P = 0.751; Phi = 0.032]. This suggests that opportunities available to encourage students’ participation in sustainability activities within the university campus do not discriminate against their programme of study. Hence, students can explore the opportunities and attach themselves to those they consider relevant and interesting. When people’s interests become a factor in accessing opportunities, their quest to succeed within any venture becomes high.

5.4.5 Field of study and established multidisciplinary and interdisciplinary structures on sustainability issues

The promotion of sound environmental sustainability within the university campus thrives on the establishment of strong multidisciplinary and interdisciplinary structures. These structures ensure principles key to driving the sustainability agenda are well grounded within the operations of the university. On this premise, the study attempted to ascertain whether there is an association between respondents’ fields of study and awareness of established structures to champion sustainability drive in the university. According to Table 6, the Chi-square test of independence revealed evidence of a link between the field of study and established multidisciplinary structures on sustainability issues in the university as 39.5% of applied science students affirmed compared to science (37.0%) and non-science (27.8%) students. However, the association appears to be insignificant at a 5% level of probability [N = 546; Χ2 = 5.508; df(2); P = 0.064; Phi = 0.1]. Thus, structures instituted in the university to champion sustainability are well communicated to students irrespective of their area of expertise. While the available structures are known to students, efforts need to be made to ensure that their interest and awareness of sustainability interventions are boosted. Since these structures are multi and interdisciplinary, and serve to support the development of sustainability improvement programmes, aligning intervention programmes to day-to-day teaching and learning interactions as well as faculty research may help to achieve university-wide participation in environmental sustainability.

5.4.6 Field of Study and Sustainability concepts taught in the university

Although Table 7 indicates that a significant association exists between the field of study and sustainability concepts taught in the university [N = 546; Χ2 = 7.059; df(2); P = 0.029; Phi = 0.114], their linkage to students’ interests, as argued, is critical to achieving optimum success in making the university campus sustainability compliance. Besides, the strength of the association between students’ programme of study and concepts of sustainability is weak as a Phi value of 0.114 was recorded in the Chi-square test for independence (Table 7). Hence, the attainment of higher success in promoting environmental sustainability will require an integrated approach where sustainability concepts taught in the university, students’ level of awareness of and concern about environmental sustainability, sustainability-informed teaching and research as well as campus operations are holistically considered. By this, students will be well knowledgeable, equipped, and motivated to initiate, support, and participate in programmes and activities implemented to improve environmental sustainability on the university campus.

6 Discussion

The results of this study shed light on the relationship between a student's academic curriculum and their attitude toward environmental sustainability. When compared to students in other academic disciplines, students in ecologically focused programmes showed higher levels of environmental orientation, according to the analysis, which showed substantial differences in environmental orientation across several academic fields. These results are consistent with earlier studies that show how academic discipline affects students' views toward and participation in sustainability [37, 58] as the study finds that curriculum content has the potential to shape pro-environmental attitudes among students. In addition, a study carried out by Arshad et al. [11] pinpointed that the students who are pursuing social sciences and arts and humanities exhibit the lowest level of environmental consciousness, whereas those who are studying biological sciences demonstrate the highest level of awareness in this regard. Conversely, the students who are enrolled in environmental sciences courses rank second and physical sciences in third place in terms of their environmental awareness. This finding underscores the significance of the academic curriculum in influencing students' perspectives on environmental sustainability, indicating the importance of integrating sustainability themes across all disciplines, which requires re-evaluating curriculum design and teaching methods in HEIs to promote a universal sustainability mindset regardless of the field of study.

There are many reasons for the observed variances in ambient orientation. Programmes with dedicated sustainability courses or those that incorporate sustainability themes throughout the curriculum, for instance, may show higher levels of environmental orientation. This result lends credence to the idea that students' exposure to and comprehension of sustainability-related material in the curriculum can increase their feeling of environmental responsibility [38, 39, 45]. On the other hand, because they are exposed to fewer sustainability-related subjects, students in fields like the non-sciences that place less emphasis on sustainability may have lower degrees of environmental orientation. This finding aligns with the research conducted by Arshad et al. [11] which revealed that students in social sciences and arts and humanities (non-sciences) exhibit a lesser degree of environmental awareness compared to those in biological and environmental sciences. Therefore, integrating sustainability courses into the curriculum enhances students' environmental awareness, while disciplines with less emphasis on sustainability result in lower levels of environmental awareness, highlighting the need for interdisciplinary collaboration, interventions, faculty training, and policy discussions to promote environmental responsibility and bridge the gap in environmental orientation among different fields of study.

Another potential factor likely to influence the variations in the student’s orientation to the various sustainability initiatives on the university campus could be attributed to faculty perspectives and teaching methods. Students may demonstrate higher levels of environmental orientation when faculty members in the university actively promote sustainability and incorporate sustainability themes into their teaching. This emphasizes the role of faculty as influencers and role models for students within their respective disciplines [46]. This is in line with the findings of the study conducted by Biasutti et al. [16], which emphasised the impact of academic staff on the attitudes of participants by implementing instructional principles and methodologies, enhancing course design abilities, and employing evaluation strategies that integrate sustainability knowledge. Faculty members who prioritize sustainability education can cultivate a positive environment and influence students to adopt sustainable practices.

Faculty attitudes and teaching strategies are other potential aspects that may have an impact on how differently students respond to the various sustainability programmes on campus. When university faculty members actively promote sustainability and include sustainability topics in their teaching, students may exhibit higher degrees of environmental orientation. This highlights how important it is for academics to serve as mentors and role models for students in their particular fields [35, 79]. For instance, the experiment conducted by Alm et al. [7] used an interdisciplinary approach to create a learning setting that stimulates students' problem-solving competencies for sustainability-related issues and the result of this experiment shows that the Interdisciplinary pedagogical setting is key to understanding sustainable development and sustainability issues. Thus, faculty members who place a high priority on sustainability education can foster a pleasant atmosphere and persuade students to engage in sustainable behaviours.

These findings have implications for educational institutions seeking to promote environmental sustainability across academic disciplines. Universities can adjust their sustainability activities and curriculum modifications to match the particular demands and problems of different disciplines by taking into account the differences in environmental orientation among students. Courses or modules that focus on sustainability could be beneficial for disciplines like economics or engineering that have a weaker environmental orientation. Additionally, faculty development programmes can be quite helpful in providing faculty members from all disciplines with the information and abilities they need to successfully incorporate sustainability topics into their teaching.

The limitations of this study should also be acknowledged. The research design focused on a specific sample of university students and cannot be generalized to the entire student population. Additionally, the use of self-report metrics opens the door to the possibility of response bias. Future studies can look at the important elements that influence how students view environmental sustainability and the long-term effects of sustainability activities across academic fields.

In conclusion, this study provides valuable insights into the relationship between university students' programmes of study and their orientation to environmental sustainability. The findings highlight variations in environmental orientation across academic disciplines, emphasizing the importance of curriculum content, faculty perspectives, and peer influence in shaping students' attitudes and behaviours toward sustainability. By recognizing these variations and addressing discipline-specific challenges, educational institutions can develop effective sustainability initiatives and curriculum interventions that foster a culture of environmental responsibility among university students.

7 Conclusions and recommendations

This research study aimed to investigate the relationship between university students' programmes of study and their orientation to environmental sustainability. The findings of this study provide valuable insights into how academic disciplines shape students' attitudes and engagement with sustainability and the influencing factors that contribute to variations in environmental orientation across different disciplines.

The analysis revealed significant variations in environmental orientation among university students across academic disciplines. Students enrolled in environmentally-focused programmes displayed higher levels of environmental orientation compared to students in disciplines such as non-sciences. This suggests that the curriculum content and educational resources within specific programmes of study play a crucial role in shaping students' orientation toward environmental sustainability.

The findings of this study have important implications for educational institutions seeking to cultivate a culture of sustainability across academic disciplines. The results revealed significant variations in students' orientation to environmental sustainability based on their chosen academic disciplines. Specifically, students enrolled in environmentally-focused programmes exhibit higher levels of environmental orientation compared to their counterparts in other disciplines. This underscores the importance of tailoring sustainability initiatives and curriculum interventions to address the specific needs and challenges of different disciplines. It also highlights the crucial role of curriculum content in shaping students' environmental orientation. Programmes that offer dedicated sustainability courses or integrate sustainability concepts throughout the curriculum demonstrate higher levels of environmental orientation among students. This finding emphasizes the need for educational institutions to incorporate sustainability-focused courses or modules into their curricula, enabling students from various disciplines to develop a deeper understanding of environmental issues and adopt sustainable practices. Moreover, the perspectives and teaching methods of faculty members emerged as influential factors in shaping students' environmental orientation. Students reported higher levels of orientation when faculty actively promote sustainability and incorporate sustainability themes into their teaching approaches. This underscores the importance of faculty development programmes, which can enhance faculty members' knowledge and skills in sustainability and empower them to effectively integrate sustainability principles into their instructional practices.

These findings contribute to a better understanding of the relationship between students' programme of study and their orientation to environmental sustainability. They provide evidence for the importance of curriculum content, and faculty perspectives, in determining students' attitudes and behaviours toward sustainability. The insights from this study can inform educational institutions in developing effective sustainability initiatives and curriculum interventions that cater to the diverse needs of students across different academic disciplines, ultimately fostering a culture of environmental responsibility and sustainability.

Discipline-Specific Recommendations: Based on the findings, specific recommendations can be made for educational institutions to enhance sustainability initiatives and curriculum interventions across different academic disciplines. For instance, disciplines with lower levels of environmental orientation, such as the non-sciences, can benefit from incorporating sustainability-focused courses or modules into their curriculum to increase students' exposure and knowledge on the subject. Faculty within these disciplines can also be encouraged to integrate sustainability themes into their teaching to foster a more positive orientation towards environmental sustainability among students.

While this study has provided valuable insights into the relationship between university students' programme of study and their orientation to environmental sustainability et al. Baha University, it is important to acknowledge its limitations. Firstly, the generalizability of the findings may be limited as the conclusions are based on a sample drawn solely from Al Baha University. Therefore, caution should be exercised when extrapolating these findings to students from other universities. Future research should consider conducting comparative studies that include students from different universities, both locally and internationally, to provide a more comprehensive understanding of students' knowledge, attitudes, and behaviours towards environmental sustainability.

Secondly, the questionnaire used in this study may not capture all the intricacies of the concept of environmental sustainability, particularly with regard to organizational and external factors. As it is a complex phenomenon, future studies should explore additional factors and employ more comprehensive measurement tools to better understand their influence on students' orientation to sustainability. By designing studies that delve deeper into the influence of these factors, the field of environmental sustainability in higher education institutions can be enriched, leading to more effective strategies and interventions.

Overall, the findings provide empirical evidence supporting the relationship between a student's programme of study and their orientation to environmental sustainability. The analysis highlights the importance of curriculum content and faculty perspectives, in shaping students' attitudes and behaviours toward sustainability within different disciplines. The results have practical implications for educational institutions aiming to promote a culture of sustainability across academic disciplines, allowing for the development of targeted interventions and tailored initiatives to enhance environmental orientation among university students.