Sustainability consciousness and its demographic determinants among Nigerian university students

Abstract

Introduction Globally, higher education institutions (HEIs) occupy a uniquely strategic position in advancing sustainability agendas. The citadels of higher education are saddled with knowledge production for a responsive citizenry in the host country, and the development of the country depends on the quality of the workforce that drives the economy. However, despite the strategic importance of higher education institutions in advancing sustainability agendas, empirical evidence on the levels of sustainability consciousness among higher education students in sub-Saharan Africa, particularly Nigeria, remains scarce This study, therefore, investigated the level of sustainability consciousness and its demographic determinants among Nigerian university students. Methods Tthe study is anchored on the theory of planned behaviour, and a quantitative research design was adopted. The study participants comprised 251 students randomly selected from a university in Nigeria. The study utilised the Sustainability Consciousness Questionnaire (SCQ) developed by Gericke et al. Data generated from the study were analysed using descriptive statistics (frequencies, percentages, means, and standard deviations) and inferential statistics (multiple linear regression, Pearson correlation, T-test, One-Way Analysis of Variance (ANOVA), and Multivariate Analysis of Variance (MANOVA)). Results The study found that the majority of students demonstrated high levels of knowledge, attitudes, and behaviour related to sustainability. However, a substantial minority still exhibited low sustainability consciousness. It was also established that while sustainability knowledge and sustainability attitudes are predictors of sustainability behaviour, sustainability attitudes are the stronger predictors. Furthermore, it was revealed that age does not operate as an isolated determinant of sustainability consciousness; rather, age, year of study, and growing-up area interactively and significantly influence students’ sustainability attitudes, not knowledge or behaviour. Post hoc analysis confirmed that students aged 31–35 years demonstrated significantly more positive sustainability attitudes and behaviours than younger age groups, though these effects were explained by the three-way interaction with year of study and rural upbringing. Discussion These results indicate that sustainability consciousness is not yet a universal value among Nigerian university students. Thus, policymakers and university administrators should consider making education for sustainable development a compulsory general studies course for all undergraduate students, regardless of their discipline.