Investigating the Impact of Sustainability-Themed Extracurricular Activities on Student Engagement with the 17 SDGs by 2026: A Case Study of Greece

Abstract

This study explores how university students’ engagement in sustainability-themed extracurricular activities influences their awareness of the 17 Sustainable Development Goals (SDGs). Given the critical role of higher education in advancing sustainability, this research assesses initiatives such as environmental action clubs, sustainability research, eco-innovations, green campuses, and training workshops for fostering awareness, engagement, and leadership. A cross-sectional quantitative design targeted 400 university students in Greece involved in sustainability-related extracurricular activities. Structured online questionnaires were used, and multiple regression analysis examined the relationship between extracurricular activities and SDG engagement. The findings highlighted that all five activity types significantly enhance students’ sustainability awareness. Environmental action clubs improve knowledge of climate change and waste reduction, while research projects strengthen engagement with renewable energy and climate resilience. Eco-innovation challenges foster problem solving and interdisciplinary collaboration, particularly in urban and industrial sustainability. Green campus initiatives promote practical sustainable strategies, and capacity-building programs develop leadership and teamwork skills. Extracurricular activities serve as transformative tools that bridge theoretical knowledge with real-world sustainability applications, equipping students with the mindset and skills to address global challenges. Universities and policymakers should enhance funding, digital integration, and collaborations to expand the reach of these programs. Future research should assess the long-term impact of student participation on sustainable behavior and broader societal well-being.

1. Introduction

The surge of the UN’s Sustainable Development Goals (SDGs) in 2015 signaled an important shift in addressing global social, environmental, and economic challenges [1]. Comprising 17 mutually linked goals, the SDGs emphasize the critical role of education in achieving sustainable development. Recognizing the potential for transformative change, universities worldwide have integrated sustainability into their curriculum, research, and co-curricular activities, fostering the development of informed and engaged global citizens [2,3].

At a global level, education has been identified as a key enabler of sustainability, particularly through initiatives like Education for Sustainable Development (ESD) [3,4]. ESD promotes an interdisciplinary approach that integrates knowledge, skills, and problem-solving capabilities to address sustainability challenges [2]. Higher education institutions (HEIs) play a central role in advancing sustainability competencies, leadership, and global citizenship [5,6]. Among the most effective strategies for bridging the gap between theoretical learning and real-world application are environmental clubs, community-based projects, and innovation challenges. These initiatives have been identified as key in promoting active engagement with sustainability issues and fostering interdisciplinary cooperation [7,8].

Europe has been at the forefront of mainstreaming the SDGs in universities, with policy frameworks and institutional initiatives reinforcing sustainability-driven learning. EU legal and policymaking efforts have supported HEIs in integrating sustainability principles into governance structures, curricula, and operational models [9,10]. Through these initiatives, universities have been able to create participatory and inclusive sustainability programs that encourage student involvement in green innovation, environmental engagement, and climate action [11,12]. In northern Europe, HEIs have successfully implemented a combination of formal, informal, and non-formal learning experiences in sustainability education [13]. These efforts emphasize the importance of out-of-class experiences, which have been shown to be instrumental in fostering sustainable attitudes and actions among students [14].

In southern Europe, including Greece, there has been a growing emphasis on integrating sustainability into higher education. Universities have adopted various sustainability-oriented projects, focusing on practical applications that actively engage students in real-world sustainability issues [15,16]. Greek universities, in particular, have implemented environmental action clubs, green campus initiatives, and community-based sustainability projects to align with both global and regional SDG targets [16,17].

As with many countries, Greece faces specific socio-economic and environmental challenges, including economic fluctuations, resource management, and climate change adaptation. These challenges underscore the necessity of education-driven interventions that bridge the gap between theoretical learning and sustainability practice. In response, Greek universities have incorporated sustainability research projects, eco-innovation competitions, and volunteer initiatives into their extracurricular programs, providing students with opportunities to engage directly with sustainability issues [18].

Programs such as clean-up campaigns, recycling initiatives, and energy efficiency projects have played a vital role in promoting the SDGs among students, fostering both awareness and action in sustainability challenges [19]. Additionally, workshops, seminars, and conference days focusing on climate protection, renewable energy, and sustainable business models have further strengthened students’ leadership skills and commitment to sustainability [20,21]. These initiatives not only contribute to knowledge acquisition, but also cultivate a culture of sustainability-driven action among students.

Despite growing efforts to embed sustainability into extracurricular activities, there remains a critical gap in assessing their direct impact on student engagement with the SDGs [22,23]. While previous research highlights the role of sustainability-related extracurricular programs in raising awareness, empirical data on their long-term effectiveness in fostering sustainable behaviors and competencies remain limited. Additionally, the absence of standardized implementation guidelines for sustainability-focused extracurricular activities poses challenges in replicating and scaling successful models across different institutions [24].

This study aims to address these gaps by evaluating the effects of sustainability-themed extracurricular activities on student engagement with the SDGs at Greek universities. Specifically, it examines how different activities—including environmental action clubs, sustainability research projects, eco-innovation competitions, and green campus initiatives—enhance awareness of, participation in, and commitment to sustainable development. By identifying key factors that contribute to student leadership in sustainability efforts, this research seeks to provide practical recommendations for educators, policymakers, and university administrators on optimizing sustainability education.

The main research question guiding this study is as follows: how do sustainability-themed extracurricular activities impact students’ awareness of, engagement in, and adoption of sustainable practices in Greek universities?

• The study’s specific objectives are the following:

• To evaluate the impact of environmental action clubs on students’ knowledge of the 17 SDGs.
• To examine the extent to which sustainability research projects enhance students’ engagement with specific SDGs.
• To assess the role of eco-innovation competitions in spreading awareness about SDG-related initiatives.
• To explore how green campus initiatives reinforce organizational commitment to sustainability and the SDGs.
• To analyze the contribution of workshops and seminars to fostering leadership and engagement in SDG-related activities.

This study contributes to the literature on sustainability education by offering a systematic analysis of how extracurricular activities can enhance SDG engagement among university students in Greece. By comparing local practices with global sustainability education models, it provides insights into the most effective strategies for integrating sustainability into higher learning institutions. The findings will help to refine educational approaches and inform policy recommendations to support sustainable development in higher education.

2. Literature Review

This study is guided by the constructivist learning theory, which focuses on learner participation, cooperation, and the integration of real-life scenarios into the learning process. According to constructivist theory, students build knowledge through observation, active engagement, and reflection, making this framework highly relevant for sustainability education and extracurricular activities [25]. Sustainability challenges require interdisciplinary thinking, problem solving, and real-world applications, which align well with constructivist pedagogy, as it fosters critical thinking, adaptability, and hands-on learning [26].

This theoretical perspective corresponds well with the SDGs’ core priorities, which emphasize inclusive, participatory, and action-oriented approaches to achieving global sustainability [27]. When applied to extracurricular activities, constructivist theory explains how such programs enhance leadership, systems thinking, and solution-driven approaches to sustainability challenges. For instance, clubs, service-learning projects, and eco-innovation competitions provide experiential learning environments, where students apply their knowledge to address pressing social and environmental issues [28,29].

By engaging in sustainability-focused extracurricular activities, students develop key competencies, including global citizenship, interdisciplinary collaboration, and ethical decision making, which are necessary for tackling complex sustainability challenges [7]. Constructivist learning principles prioritize teamwork, a crucial component of effective sustainability education, where social learning and peer collaboration instill a collective responsibility for sustainable development. Sustainability-driven activities such as project-based workshops, university sustainability campaigns, and environmental service-learning initiatives further motivate students to take action [30].

The integration of digital technologies into extracurricular sustainability programs strengthens constructivist learning applications. Web 2.0 tools, sustainability simulations, and virtual engagement platforms expand students’ ability to test, analyze, and implement innovative solutions for sustainability challenges [31]. These technologies support experimentation and iterative learning, allowing students to refine sustainability strategies through practice and feedback loops.

Thus, constructivist learning theory not only underpins active, experiential, and participatory sustainability education, but also serves as a foundational framework for integrating extracurricular sustainability initiatives. By implementing these principles, higher education institutions (HEIs) can develop students’ sustainability competencies, preparing them to positively contribute to global sustainability efforts and engage meaningfully with the SDGs [23,26,32].

Extracurricular activities (ECAs) in higher learning institutions provide a practical and action-oriented mechanism for advancing the United Nations’ 17 Sustainable Development Goals (SDGs) [33]. Through hands-on experiences, ECAs foster students’ leadership, problem solving, and civic engagement, enabling them to actively contribute to sustainability solutions while developing critical competencies [34]. For instance, ECAs addressing SDG 1 (No Poverty) include volunteer initiatives, charity programs, and community outreach services, which enhance students’ empathy, social responsibility, and advocacy for economic justice [35]. Similarly, ECAs supporting SDG 2 (Zero Hunger) involve food donation campaigns, urban farming projects, and food security advocacy, promoting awareness of sustainable agriculture and hunger alleviation [36].

In alignment with SDG 3 (Good Health and Well-being), extracurricular programs such as mental health awareness workshops, fitness initiatives, and well-being campaigns have been shown to positively influence students’ physical and mental health, leading to improved academic outcomes [37,38]. SDG 4 (Quality Education) is supported by service-learning projects, where students volunteer in underserved communities to provide tutoring, mentorship, and educational assistance, fostering inclusive and equitable learning opportunities [39,40].

ECAs also promote SDG 5 (Gender Equality) through leadership training, gender equity forums, and empowerment workshops, which help to break gender stereotypes, encourage female leadership, and create inclusive dialogue on systemic inequalities [41]. SDG 6 (Clean Water and Sanitation) is addressed through water conservation initiatives, campus water audits, and awareness campaigns on sustainable water management [42].

Sustainability clubs and renewable energy awareness campaigns align with SDG 7 (Affordable and Clean Energy) by educating students on renewable energy sources, energy efficiency strategies, and climate-friendly technologies [43,44]. Green business competitions, social entrepreneurship programs, and circular economy projects directly support SDGs 8 (Decent Work and Economic Growth), 9 (Industry, Innovation, and Infrastructure), and 12 (Responsible Consumption and Production) by promoting sustainable economic models and resource-efficient practices [45,46].

For SDG 13 (Climate Action), student-led initiatives such as tree-planting campaigns, carbon neutrality programs, and university climate policy advocacy enhance climate literacy and student involvement in climate solutions [47]. Similarly, marine conservation programs and biodiversity protection initiatives contribute to SDGs 14 (Life Below Water) and 15 (Life on Land) by instilling ecological awareness and environmental stewardship among students [48].

In governance-related sustainability efforts, debate clubs and student-led policy discussions align with SDG 16 (Peace, Justice, and Strong Institutions) by developing critical thinking, ethical reasoning, and democratic engagement [49]. Finally, cross-institutional sustainability partnerships and research collaborations reinforce SDG 17 (Partnerships for the Goals) by facilitating global knowledge exchange and cooperative sustainability efforts [50].

Empirical studies show that ECAs significantly strengthen students’ engagement with sustainability goals by enhancing leadership, teamwork, and interdisciplinary problem-solving skills [51]. Through applied learning experiences, ECAs allow students to connect theoretical knowledge with real-world sustainability challenges, making them active change agents [52]. Research also suggests that structured ECAs cultivate students’ responsibility for sustainability, ensuring long-term behavioral shifts toward sustainable development [53]. Studies have shown that such extracurricular activities significantly enhance the understanding and implementation of the SDGs by promoting participation, cooperation, and intersectoral strategies to address sustainability issues [54]. For example, Canadian universities have introduced SDG-oriented toolkits and service-learning initiatives aimed at embedding sustainability education into practical applications [23,55]. These approaches demonstrate how universities can translate sustainability principles into tangible actions, equipping students with both the technical knowledge and leadership skills necessary for tackling sustainability challenges. With the increasing integration of digital platforms into ECAs, virtual initiatives such as sustainability hackathons, online student forums, and interdisciplinary research collaborations have expanded students’ access to interactive sustainability learning opportunities [7]. However, challenges such as limited institutional support and resource constraints remain barriers to expanding ECAs’ sustainability impact [33].

By embedding ECAs within university sustainability strategies, HEIs can empower the next generation of sustainability leaders, equipping them with the necessary knowledge and skills to address global sustainability challenges [5,23,56].

Development of the Hypotheses

Environmental action clubs enable students to implement sustainable practices in school affairs, including tree planting, increased conservation, waste campaigns and cleanup efforts, and community conservationism. These activities help in improving students’ ecological understanding and also contribute to the development of a green culture [7]. The experience of participating in such clubs enhances the perception and understanding of SDG 13 (Climate Action) and SDG 15 (Life on Land) through practical learning about environmental issues. Furthermore, environmental action clubs also promote idea sharing among students, enabling them to share information on sustainable practices and policies. The constructivism learning theories focus on learners’ engagement and interaction, activities for driving change; established clubs increase the constructive learning environment by supporting sustainability principles [25]. Furthermore, participation in environmental action clubs has also been associated with behavioral alterations in relation to recycling and reduced emissions, as well as increased enrolment in activist groups [43]. Students also enhance their critical thinking and leadership skills while planning and managing sustainability events. These clubs act as a platform through which school-going children can be empowered and take responsibility for the protection of the environment. This leads to the development of Hypothesis 1, which states that participation in environmental action clubs enhances students’ knowledge and perceptions of the 17 SDGs. Sustainability-related projects are scientifically orientated and focused on application to the subject matter of sustainability; projects include but are not limited to sustainable energy, climate adaptation strategies, and policy alterations [44]. These topics target SDG 7 (Affordable and Clean Energy) and SDG 13 (Climate Action), because students learn about sustainable science and technological advancement, among other things. Research projects, in contrast to environmental action clubs, which involve student-friendly projects with community involvement, involve students in the assessment of sustainability issues and findings, data analysis and inference, and addressing issues with facts and figures as opposed to guesswork [46]. It helps students to analyze sustainability policies better, comprehend the outcomes of their actions toward the environment, and come up with more sustainable solutions. According to prior research, students who participate in sustainability investigations enhance their problem-solving abilities and overall knowledge of sustainability science [47]. However, interdisciplinary collaboration in research projects also makes the essence of sustainable development challenges comprehensible to students. This incorporation of different areas of knowledge is in line with the constructivist learning theory, where students develop knowledge through inquiry, contemplation, and discernment [26]. Thus, H2 is justified because sustainability research projects provide a logical framework for tackling the intricacies of sustainability and exacerbating critical engagement with the SDGs as compared to other ECAs. This forms the basis for the second hypothesis, as follows: sustainability research projects provide a deeper understanding of specific SDGs compared to other extracurricular activities.

Sustainability hackathons, entrepreneurship challenges, and green business pitch contests allow students to devise and propose approaches to sustainability issues [49,50]. These competitions help to encourage creativity, cooperation, and critical thinking, so they are very effective in teaching students about SDG 9 (Industry, Innovation, and Infrastructure) and SDG 11 (Sustainable Cities and Communities). Another benefit is the fact that eco-innovation competitions are based on the principles of incentives, which engage students and encourage the further development of ideas. It has also been found in the literature that students get more involved and are more likely to retain information learnt in competition-based learning as compared to traditional classroom learning [51]. Regarding the use of prototyping, business modeling, and industry interaction, authors have stated that these frameworks enable students to build and refine concepts and solutions, as well as to foster connections with professional industries, thus narrowing the gap between the academic environment and real business settings [52]. Furthermore, these competitions are a great way to create interdisciplinary teamwork, since students from different faculties develop pragmatic sustainable solutions. This cross-interdisciplinary learning prepares students to be flexible and be able to solve problems, thus, the understanding is in line with constructivist learning theory [53]. This leads to the formulation of hypothesis 3, which states that eco-innovation competitions significantly increase student engagement in SDG-related initiatives.

Green campus measures introduce sustainability concepts to learners, allowing them to adopt sustainable practices in their daily lives. Some of these programs include waste management programs, recycling initiatives, green transportation initiatives, and energy conservation policies [56]. The findings of empirical research have also indicated that green campus initiatives have a positive impact on SDG 12 (Responsible Consuming and Production) and SDG 13 (Climate action), as they help students in implementing sustainable practices in their daily lives [57]. It is important to note that green campus initiatives are not limited to short-term engagement, but actually become a part of institutional policies and daily practices, making habit changes long-lasting and natural [58]. These activities help in the creation of awareness and shared responsibility, as students work together in implementing the recommended solutions across campus. Studies have shown that students who are able to see and interact with sustainable initiatives like solar panels, composting, and water conservation programs as they study are more likely to adopt these sustainable practices in their daily and workplace activities. This leads to the development of hypothesis 4, which states that green campus initiatives contribute positively to students’ responsibility toward sustainability. Company-specific or studio-based workshops and seminars constitute useful frameworks for discourse and the practice of sustainability, analysis of policies, and leadership. These activities are particularly relevant for Sustainable Development Goal 4 (Quality Education) and Sustainable Development Goal 17 (Partnerships for the Goals), as they help to develop student leadership in sustainability and foster changes in policies [59]. Compared to other types of ECAs that involve more programmatic interaction, workshops also entail sustainability leaders, communication, and planning. First, the empirical evidence indicates that students who undergo leadership development have a higher propensity to assume advocacy for sustainable development in their universities and communities [60]. They also develop student networking and collaboration skills that stem from the fact that workshops frequently include scholars, government representatives, and sustainability professionals. Such comprehensive and real-world learning enhances students’ awareness of sustainability issues and supports them in creating practical solutions towards achieving the SDGs [61]. Additionally, sustainability policies may be discussed and students may engage in participatory simulations or design workshops in which they create strategies for sustainability. This is in consonance with the constructivist approach to learning, which engages the learner in an active way. This leads to the development of hypothesis 5, which states that workshops and seminars are critical platforms for fostering student leadership and commitment to the SDGs.

3. Materials and Methods

The study utilized a cross-sectional study design and used a quantitative method to examine the correlation between participation in sustainability-themed co-curricular activities and students’ awareness, understanding, and active participation in the 17 SDGs. A cross-sectional method helped in the data collection process, whereby data were collected at one particular point in time to capture the relationships between the different independent and dependent variables [57,62]. This design was chosen due to its ability to measure correlation, as well as to generalize the results in the target population [58]. The target population in this study was composed of university students in Greece who engaged in sustainability-related co-curricular activities. These students were chosen since they were involved in environmental, research, and community-based projects which are in line with the 17 Sustainable Development Goals. This involvement made them suitable subjects for assessing the link between extracurricular participation and SDG awareness, engagement, and, therefore, commitment. To capture the target sample of students involved in sustainability projects, a purposive sampling technique was employed. This sampling technique was used to reach out to students who were involved in various activities related to sustainability, such as functioning in competitive environmental clubs, engaging in sustainability research, participating in sustainable innovation competitions, working on green campus projects, and conducting sustainability workshops. In order to include a large enough number of universities and to capture all types of sustainability engagement, the study was designed to focus on five main categories of activities. From this cross-sectional population, a random sampling technique was applied to yield a sample of 400 students. These 400 students were selected from a pool of 10,000 university students in Greece who were engaged in sustainability-focused co-curricular activities. A total of 10,000 students implies that the target group comprised a relevant sample, which included Greek university students who voluntarily participated in sustainability initiatives and, thus, were suitable for understanding the influences of extra-curricular activities on SDG effectiveness. The total sample size of 400 students was then arrived at using Yamane’s (1973) [63] formula, as demonstrated in Equation (1), where the margin of error was set at 5%.

$$\mathrm{n}={\displaystyle \frac{\mathrm{N}}{1+{\mathrm{Ne}}^2}}$$

(1)

where:

• n = sample size
• N = population size (10,000)
• E = the level of significance to be tested was set at 5% (alpha level of 0.05).

$$\mathrm{n}={\displaystyle \frac{\mathrm{10,000}}{1+\mathrm{10,000} {(0.05)}^2}}$$

$$\mathrm{n}=400$$

In this study, the data collection method was an online questionnaire that was distributed to the targeted university students involved in sustainability-themed co-curricular activities. The survey was structured to engage quantitative and categorical data, since these were important in measuring the understanding, interest, and commitment that the students had regarding sustainability and the 17 Sustainable Development Goals. Participants were requested to report their field of study, their academic level (undergraduate or postgraduate), and the number of years they had been engaged in sustainability-related activities. Further, the survey obtained data on the more detailed structures of the types of sustainability that students were involved in, namely environmental action clubs, sustainability research, eco-innovation competitions, green campus, and workshops/seminars. It was easier to compare the demographics of different activities using this approach. The participants were also asked for the number of years they had been involved in sustainability extracurricular activities, as follows: less than 1 year, 1–3 years, or more than 3 years. This allowed for an evaluation of whether more time spent on these activities might be associated with greater levels of knowledge and passion for the SDGs. The survey questions were arrived at after carefully analyzing the literature on sustainability education and extracurricular involvement. Closed-ended and Likert-scale questions were used to measure students’ perceptions and self-reported engagement levels. The Likert scale adopted a descriptive metric with response options ranging from 1 through 5, where 1 meant strongly disagree and 5 indicated strong agreement. The use of 3 represented a middle/neutral position, signifying that participants were not completely in agreement or disagreement about the statement.

• Dependent Variable (DV):

• Student Engagement with the 17 SDGs: Using an index that equates awareness levels, involvement in SDG projects, and self-attested engagement in sustainable development.

• Independent Variables (IVs):

• Engagement in Environmental Action Clubs: Assessed in terms of the number of organized events such as recycling campaigns, anti-littering crusades, and planting days.
• Participation in Sustainable Research Initiatives: Based on the number and quality of projects carried out in the context of goals such as the use of renewable energy and fighting climate change.
• Participation in Eco-Innovation Competitions: Measurable through stakeholders’ participation rates or percentages of success in competitions, as well as through the assessment of contributions to the SDGs.
• Engagement in Green Campus Activities: Assessed based on the extent of student participation in events such as gardening projects, energy conservation initiatives, and recycling crusades.
• Participation in Workshops and Seminars on Sustainability: Assessed by the amount of workshops conducted together with the degree of knowledge that was considered as being acquired.

The data collected were analyzed using SPSS ver. 23, with the use of descriptive statistics, Pearson correlation, and multiple regression to determine how the variables were related. The regression model used is represented in Equation (2) [59,60].

$$\mathrm{Y}={ \mathsf{\beta }}_{\mathrm{O}}+{ \mathsf{\beta }}_1{\mathrm{X}}_1+{ \mathsf{\beta }}_2{\mathrm{X}}_2+{ \mathsf{\beta }}_3{\mathrm{X}}_3+{ \mathsf{\beta }}_4{\mathrm{X}}_4+ \mathsf{\epsilon }$$

(2)

where:

• Y: Student Engagement with the 17 SDGs (dependent variable)
• X₁: Engagement in Environmental Action Clubs
• X₂: Participation in Sustainable Research Initiatives
• X₃: Participation in Eco-Innovation Competitions
• X₄: Engagement in Green Campus Activities
• X₅: Participation in Workshops and Seminars on Sustainability
• ε: Error term

It is important to note that participants’ permission was sought before data collection, and they agreed to participate in the research of their own free will. To respect the rights of the respondents, their information was obscured to maintain their identity and privacy. All the students were informed of their rights when agreeing to participate in the study and understood that they could opt out of the study at any time, without any ramifications. Moreover, the study was cleared by the university ethics committee to conform to the ethical practices for research as prescribed by the universities.

4. Results

4.1. Demographic Characteristics

Table 1. Demographic characteristics of the respondents.

Characteristic	Frequency	Percentage (%)
Gender
Male	229	57.2
Female	171	42.8
Age bracket (years)
Below 20	63	15.8
20–25	125	31.3
26–30	171	42.8
Above 30	41	10.3
Field of Study
Environmental Science	125	31.3
Engineering	110	27.5
Business and Management	100	25.0
Social Sciences	40	10.0
Other	25	6.3
Level of Study
Undergraduate	229	57.2
Postgraduate	171	42.8
Participation in SDG-related Activities (Years)
Less than 1 year	71	17.8
1–3 years	229	57.2
More than 3 years	100	25.0

Source: Survey (2025).

identifies the demographic characteristics of the 400 respondents based on gender, age, field of study, and level of study.

The demographic profiles of the 400 respondents offer insights into their backgrounds when engaging in the study. Out of all the respondents, the percentage of males was 57.2%, while the percentage of females was 42.8% suggesting that more male individuals participate in activities related to the study. Based on the age classification, 42.8% of the respondents fell into the age category of 26 to 30 years, while 31.3% were aged from 20 to 25 years. The age distribution showed that 15.8% were below 20 years and only 10.3% were above 30 years. This is attributed to the fact that our participants were relatively young, with most of them being students and young professionals belonging to organizations who implement sustainable practices. Pertaining to the fields of specialization, Environmental Science topped the list with 31.3% of the participants, Engineering came second at 27.5%, and Business and Management ranked third with 25.0%. Social Sciences and other fields captured a smaller portion in number at 10.0% and 6.3%, respectively. Concerning educational status, most of the participants were undergraduates, accounting for 57.2%, whilst postgraduate participants accounted for 42.8%. Furthermore, regarding years of participation in activities related to the SDGs, 57.2% indicated that their participation ranged from 1 to 3 years, 25.0% reported more than 3 years, while 17.8% reported less than a year. This depicts a fairly experienced respondent pool with a degree of engagement in sustainable development projects.

Students who were involved in environmental action clubs showed an improvement in their knowledge of the SDGs. Projects including recycle fairs, clean-up initiatives, and tree planting helped to enhance the understanding of objectives such as SDG 13 (Climate Change) and SDG 15 (Life on Land). The study revealed that students enhanced their awareness of sustainability issues and had more concern about community services.

4.2. Effect of Environmental Action Clubs on Knowledge Acquisition of the 17 SDGs

Interaction/engagement in environmental action clubs, in effect, improved students’ knowledge of the seventeen SDGs, especially of SDG 13 (Climate Action) and SDG 15 (Life on Land) (

Table 2. Influence of environmental action clubs on knowledge acquisition of the 17 SDGs by students.

Statement	1	2	3	4	5	N	Mean	Std. Deviation
Participation in environmental action clubs improved my understanding of climate action (SDG 13).	5	66	191	121	17	400	3.20	0.81
Recycling drives organized by the clubs enhanced my awareness of waste management practices.	10	15	30	125	220	400	4.50	0.67
Clean-up campaigns helped me understand the importance of SDG 15 (Life on Land).	0	2	51	203	144	400	4.30	0.76
Tree-planting activities contributed to my understanding of reforestation’s role in SDGs.	1	36	187	155	21	400	3.40	0.74
Club discussions provided insights into global sustainability challenges.	0	9	85	194	112	400	4.10	0.85
My participation in clubs motivated me to adopt sustainable behaviors in my daily life.	1	16	100	185	98	400	4.00	0.90

Source: Survey (2025).

). Recycling campaigns, cleanup campaigns, and tree planting sessions were some of the most important activities that aided in raising awareness and changing the behavior of students. Students further indicated that recycling drives helped in raising their understanding of how waste management is addressed, with an average of 4.50 (SD = 0.67), thus esteeming the benefits of these activities in imparting practical lessons in sustainability. Likewise, clean-up campaigns, with a mean score of 4.30 (SD = 0.76), helped participants to develop an awareness of the need for the conservation of ecosystems and other critical aspects of bio-diversity in a bid to align to SDG 15. Another significant component was tree-planting activities, which contributed to the process of raising students’ awareness regarding the importance of reforestation; however, this activity achieved only moderate, average results and obtained a mean score of 3.40 (SD = 0.74), which indicates that further improvement could be attained in this line. The discussions that occurred within the clubs were another effective feature that received a mean score of 4.10 (SD = 0.85), as the students received additional and, perhaps, more global perspectives on sustainable development goals.

Students’ participation in sustainability research projects helped them to be more engaged with specific SDGs, with an emphasis on SDG 7 (Affordable and Clean Energy) and SDG 13 (Climate Action). By joining research projects, students could learn more about the utilization of renewable energy and climate change prevention measures, which made them more engaged in SDG-related matters.

4.3. Effectiveness of Completed Sustainability Projects in Fostering Interest in Particular SDGs

It is noted that the identified sustainability research projects enabled the students to investigate the SDGs to various extents, with a focus on SDG 7 and SDG 13 (

Table 3. Effectiveness of completed sustainability projects in fostering interest in particular SDGs.

Statement	1	2	3	4	5	N	Mean	Std. Deviation
Participating in research projects improved my understanding of SDG 7 (Affordable and Clean Energy).	0	3	54	197	146	400	4.31	0.79
Conducting climate-related research enhanced my awareness of SDG 13 (Climate Action).	0	0	14	193	193	400	4.50	0.62
Research opportunities helped me engage more deeply with sustainability concepts.	0	5	64	194	137	400	4.26	0.83
Collaborative projects encouraged teamwork and interdisciplinary approaches to sustainability.	0	1	35	199	165	400	4.40	0.72
Research findings motivated me to contribute to SDG-related community initiatives.	0	6	75	201	118	400	4.15	0.81
My participation in research enhanced my academic and professional skills related to sustainability.	0	2	49	205	144	400	4.30	0.75

Source: Survey (2025).

). Through these research activities, the students looked into renewable energy sources, climate change measures, and cross-disciplinary integration towards sustainability and objectives. Students’ awareness of SDG 7 was found to be well-developed through their involvement in research projects, with a mean rating of 4.31 (SD = 0.79). This indicates that projects with objectives drawn from Sustainable Development Goal Seven (Affordable and Clean Energy) were perceived to have been more successful in improving their awareness and engagement. Likewise, engagement in climate-related research also enhanced the understanding of SDG 13, with a mean score of 4.50 (SD = 0.62). This shows the effectiveness of these projects in addressing some of the most important climate issues that an area or region may face. With an average of 4.26 (SD = 0.83), the data also indicate that pursuing research opportunities helped students to engage more intimately with sustainability ideas, underscoring the value of practical exposure to complex Sustainable Development Goal issues. Specifically, multi-disciplinary group projects also promoted collaboration and teamwork, with a mean of 4.40 (SD = 0.72), signifying the importance of collaboration in addressing complex sustainability challenges. Furthermore, the encouragement of research participation helped students to engage in SDG-related community projects (mean = 4.15, SD = 0.81) by linking theory with practice. In addition, the students agreed that their involvement in sustainability activities improved their educational and occupational competencies, with an average rating of 4.30 (SD = 0.75) concerning these skills. This underlines the concept of research projects as being valuable in developing not only students themselves, but overall society as well. This evidence validates sustainability research projects as an essential co-curricular activity to facilitate student engagement with the SDGs. Inasmuch as these initiatives prepare students with knowledge, skills, and motivation for confronting emergent global challenges, they align with the Greek development objectives of attaining the overall 17 SDGs by 2026.

Eco-innovation competition became recognized as an effective tool for furthering SDG-associated activities. Through such competitions, creativity, teamwork, and the pitching of ideas were encouraged, together with solving problems that revolve around the SDGs, particularly SDG 9 (Industry, Innovation, and Infrastructure) and SDG 11 (Sustainable Cities and Communities).

4.4. Efficiency of Eco-Innovation Competitions for SDG-Related Initiatives

The results in

Table 4. Efficiency of eco-innovation competitions for SDG-related initiatives.

Statement	1	2	3	4	5	N	Mean	Std. Deviation
Eco-innovation competitions motivated me to develop innovative solutions for SDGs.	0	0	9	169	222	400	4.60	0.61
Participation improved my understanding of SDG 9 (Industry, Innovation, and Infrastructure).	0	1	39	196	164	400	4.40	0.75
Teamwork during competitions enhanced my problem-solving skills related to SDGs.	0	3	55	196	146	400	4.31	0.80
Developing solutions for competitions deepened my engagement with SDG 11 (Sustainable Cities).	0	0	17	185	198	400	4.53	0.66
Winning or recognition in competitions boosted my commitment to SDG-related actions.	0	6	70	198	126	400	4.20	0.82
Competitions enhanced my practical understanding of sustainability challenges.	0	3	52	196	149	400	4.33	0.79

Source: Survey (2025).

emphasize the importance of eco-innovation competitions as tools to encourage the development of SDG-related activities. Students expressed high perceived behavioral control to design sustainable solutions for the SDGs, as indicated by a mean score of 4.60 (SD = 0.6), illustrating that these competitions foster innovation. It was also found that participation improved knowledge on SDG 9, with a mean of 4.40 (SD = 0.75), proving how the competitions exposed students to the industry innovation and infrastructure concept. There was considerable improvement in the problem-solving section, which recorded a mean score of 4.31 (SD = 0.80) concerning teamwork during these competitions. This underlines the significance of the interdisciplinary partnerships to address sustainability concerns and enhance integrated education. Furthermore, the development of solutions during the competitions enhanced students’ understanding of SDG 11, with the mean score of 4.53 out of 5 (SD = 0.66). In light of this, it can be argued that engaging in sustainable city-centered problems assisted students in perceiving and relating to the goal oriented towards sustainable cities. There was a slight but positive correlation between the SDG actions that students engaged in and the recognition received from competitions, with a mean of 4.20 (SD = 0.82). This means that the recognition of efforts and achievements may lead to increased long-term commitment to sustainability programs. Furthermore, competitions improved students’ practical experience in tackling sustainability issues, with a mean rating of 4.33 (SD = 0.79), proving that such activities help to shorten the gap between the theoretical and the practical.

Schemes like community gardening, energy conservation, and waste management formed a core aspect of green campus schemes, as they instilled student participation towards a sustainability agenda, including SDG 12 (Responsible Consumption and Production) and SDG 13 (Climate Action).

4.5. Effect of Green Campus Initiatives on Sustainable Practices Among the Campus Community

Green campus initiatives have also helped in engaging students with environmental stewardship, most especially in supporting SDG 12 (Responsible Consumption and Production) and SDG 13 (Climate Action) (

Table 5. Green campus initiatives and their impact on sustainable practices among the campus community.

Statement	1	2	3	4	5	N	Mean	Std. Deviation
Green campus initiatives increased my awareness of SDG 12 (Responsible Consumption).	0	3	52	201	144	400	4.30	0.77
Energy-saving programs helped me understand the importance of SDG 13 (Climate Action).	0	0	28	204	168	400	4.41	0.68
Community garden participation fostered my connection to sustainable agriculture practices.	0	0	17	192	191	400	4.50	0.64
Waste reduction efforts motivated me to adopt eco-friendly habits.	0	5	69	200	126	400	4.20	0.81
Green campus activities encouraged collaboration and community building around sustainability.	0	30	226	137	7	400	3.30	0.63
I am more likely to support sustainability initiatives as a result of green campus programs.	0	5	65	192	138	400	4.26	0.84

Source: Survey (2025).

). The respondents’ engagement in green campus activities made them more familiar with the specifics of SDG 12, as indicated by a mean score of 4.30 (SD = 0.77). Other concepts such as waste management and recycling programs helped students to understand more about proper and efficient consumption patterns. Additional information on energy-saving measures enhanced students’ knowledge of SDG 13, obtaining an average result of 4.41 (SD = 0.68). This means that such programs serve their intended purpose of raising awareness about the role of individual and collective contributions towards climate change mitigation. Specifically, the relevance of participation in community gardens was identified as being highly effective in promoting sustainable agriculture practices and received the highest mean value of 4.50 (SD = 0.64). By participating and being able to actively take part, there was an emphasis on sustainable development principles with a focus on behavioral change towards environmental friendliness. On average, students responded positively to the use of waste reduction campaigns to encourage learners to adopt sustainable practices, with a score of 4.20 (SD = 0.81). This shows that it was practical activities that helped to promote sustainable changes and the development of lifestyles among the participants. Also, green campus activities fostered coordination and the incorporation of sustainability within the university while creating camaraderie; however, this area could be considered least, with a mean of 3.30 (SD = 0.63). This leaves considerable room for improvement that could be made through adding more formalized instances where teamwork and collective action can take place in campus programs. Last but not least, the aspect of green campus programs in enhancing long-term organizational commitment to sustainability obtained a score of 4.26 (SD = 0.84). The respondents affirmed that these measures elevated the chances of them supporting future sustainability campaigns, signifying the role of campus-driven projects in developing positive stances toward sustainable development.

Overall, the conduct of workshops and seminars on sustainability helped to foster student leadership for the attainment of the SDGs. The study revealed enhanced knowledge, communication skills, and self-assurance towards advocating for SDG-related programs, especially Quality Education for All (SDG 4) and Integrated Partnership for SDG Implementation (SDG 17).

4.6. Effect of Workshops and Seminars on Building Leadership for the SDGs

Conducting several workshops and seminars on sustainability enabled the development of student leadership for attaining the SDGs (

Table 6. Results on the effect of workshops and seminars on building leadership for the SDGs.

Statement	1	2	3	4	5	N	Mean	Std. Deviation
Attending workshops improved my understanding of SDG 4 (Quality Education).	0	4	65	203	128	400	4.21	0.79
Seminars enhanced my ability to collaborate on SDG 17 (Partnerships for the Goals).	0	2	48	207	143	400	4.30	0.74
Leadership activities in workshops increased my confidence in advocating for SDGs.	0	0	19	188	193	400	4.51	0.66
I gained practical skills for organizing SDG-related initiatives through seminars.	0	3	54	200	143	400	4.30	0.78
Knowledge-sharing during workshops broadened my perspectives on sustainability challenges.	0	1	31	199	169	400	4.42	0.70
Participating in workshops motivated me to lead community-based sustainability projects.	5	66	181	121	17	400	3.20	0.81

Source: Survey (2025).

). These activities enhanced students; knowledge, speaking, and self-confidence, especially in promoting SDG 4 (Quality Education) and SDG 17 (Partnerships for the Goals). Students also realized that it is possible to transform various projects into SDG-based initiatives through structured learning and the sharing of ideas and experiences. Students expressed that attending workshops positively affected their perception of SDG 4, with a mean score of 4.21 (SD = 0.79). This demonstrates that such sessions aid in making people aware of the need to provide quality education as a basic push towards achieving the UN’s SDGs. Likewise, for seminars, the students improved their research and collaboration on SDG 17 by achieving a mean score of 4.30 (SD = 0.74). This explains why seminars are essential in enhancing students’ competencies in the creation of partnerships and collaborative efforts towards the attainment of the Sustainable Development Goals. Activities that involved leadership within the workshops were most effective, as students confirmed that they gained confidence in advocating for the SDGs, scoring a mean of 4.51 (SD = 0.66). This means that, through the workshops, there was an affirmative influence on leadership competencies and proactive work conducted by students in championing goals related to the SDGs. The training competencies derived from the seminars for the organization of SDG-related activities were also considered favorably, with an average rating of 4.30 (SD = 0.78). Moreover, this implies that, through seminars, students were empowered with practical instruments in terms of converting theoretical lessons into applied sustainability-focused actions in the community. Students’ awareness of sustainability issues increased during workshops, and they were able to gain more perspective on issues, as measured by a mean score of 4.42 (SD = 0.70) on the perceived increase in knowledge. This goes to show the importance of having interactive sessions on covering all aspects of sustainability challenges. The mean score for motivation to lead community-based sustainability projects was slightly lower at 3.20 (SD = 0.81); however, this indicates positive impacts of workshops and seminars towards developing the willingness to start community-based sustainability efforts.

4.7. Diagnostic Tests

The Breusch–Pagan test was performed (

Table 7. Breusch–Pagan Test.

Test	Chi2 (1)	Prob > Chi2
Breusch–Pagan Test	0.589	0.743

) to check for heteroscedasticity, meaning that the residuals of the regression model are uniformly distributed [61]. Thus, the test rejected the null hypothesis and stated that heteroscedasticity was not a problem, since the p-value was greater 0.05 (0.743 > 0.05). Therefore, the null hypothesis of homoscedasticity could be accepted, or in other words, the null hypothesis of constant variance could not be rejected.

In order to test for autocorrelation in the residuals, the Durbin–Watson test was performed (

Table 8. Durbin–Watson Test.

Model	R	R Square	Adjusted R Square	Std. Error of the Estimate	Durbin-Watson
Regression	0.712	0.507	0.498	0.315	1.917

) [64]. Ideally, it stands at or near two in order to caution against the presence of autocorrelation. The test yielded a value of 1.917, suggesting that there is no issue with autocorrelation in the data.

4.8. Regression Analysis Results

The regression model yielded a satisfactory fitness, where R-Square was equal to 0.507, which means that 50.7% of the total variability in engagement was accounted for by the independent variables, which included participation in environmental action clubs, sustainability research projects, eco-innovation competitions, green campus initiatives, and workshops or seminars on sustainability (

Table 9. Model fitness.

R	R Square	Adjusted R Square	Std. Error of the Estimate
0.712	0.507	0.498	0.315

).

Table 10. Coefficients. Dependent Variable: Student Engagement with the 17 SDGs.

Model	Unstandardized Coefficients (B)	Std. Error	Standardized Coefficients (Beta)	t	Sig.
(Constant)	0.532	0.215	-	2.475	0.014
Participation in Environmental Action Clubs	0.321	0.068	0.425	4.721	0.000
Sustainability Research Projects	0.287	0.073	0.394	3.931	0.001
Eco-Innovation Competitions	0.315	0.058	0.412	5.431	0.000
Green Campus Initiatives	0.289	0.067	0.365	4.313	0.002
Workshops and Seminars	0.274	0.072	0.352	3.806	0.003

Dependent Variable: Student Engagement with the 17 SDGs.

displays the coefficients and significance levels of each independent variable. The findings demonstrate that all the independent variables had a significant positive effect on the level of students’ engagement with the SDGs.

From the results of the regression analysis, it was possible to identify the adherence to different kinds of sustainability-themed extracurricular activities and their potential to influence students’ awareness of the 17 Sustainable Development Goals (SDGs). The analysis showed that there was a positive significance, meaning that students who were part of an environmental action club had a better understanding of the SDGs and their achievements (p = 0.000, B = 0.321). The study further discovered that students who engaged in activities such as recycling, cleaning the environment, and planting trees had better knowledge of the SDGs. This underscores the importance of environmental clubs where members can share knowledge and practices with each other, making them a most suitable channel through which the principles of sustainability can be imparted to students. The regression results suggested that sustainability research projects led to a stronger association with certain individual SDGs (p = 0.001, B = 0.287). Based on the analysis, students involved in research projects in subjects such as renewable energy, climate, and sustainable cities showed a higher interest in the intended SDGs. Such tasks gave students a chance to understand real-life challenges and come up with novel ways to address them, using elements of critical thinking and specialized knowledge to advance sustainability aspirations. Eco-innovation competitions demonstrated a significant and positive influence on the engagement of SDG-related activities among students (p = 0.000, B = 0.315). The organization of hackathons and design challenges in sustainability-related problems helped students to gain interest and be more engaged. The competitive aspect of these events also positively influenced students’ engagement in developing practical activities out of their conceptual frameworks, which underlines the efficiency of such platforms within the sphere of advancing the SDGs. The findings of the research indicated that green campus activities positively impacted the students’ intentions of engaging in sustainable practices and the overall progress of the SDGs (p = 0.002, B = 0.289). Measures for instituting energy-saving programs, promoting campaigns on waste management, and establishing community gardens also fostered a culture of responsibility among students. All these activities were not only about environmental awareness and encouraging sustainable behaviors, but also about the SDG values becoming a permanent part of the students’ life perspectives. Workshops and seminars were seen to be significantly related to student leadership and participation in SDGs, with a significance value of 0.003 and Beta value of 0.274. There was a sense of learning amongst the students who attended these events, as most of them said that they now felt equipped to take on leadership roles in sustainable practices. From the well-organized learning environment during classes and the use of workshops to foster group discussions, the students were well prepared in terms of tools to fight for sustainability.

5. Discussion

This research reveals that students’ engagement in environmental action clubs positively impacts their knowledge and understanding of key SDGs, with a particular focus on Climate Change (SDG 13) and Land Utilization (SDG 15). This is in line with Uzorka et al. [7], who emphasized that forming environmental clubs enables students to engage in sustainability-related activities such as recycling and tree planting, enhancing ecological literacy and environmental stewardship. Likewise, Zakaria et al. [65] postulated that engagement in club activities fosters a sense of responsibility among students, thus bridging the gap between academic learning and personal action. This is also consistent with constructivist learning theory, which asserts that learning occurs through participation and reflection [66]. By creating and leading sustainability clubs, students develop critical thinking, global perspectives, and problem-solving skills, reinforcing the principles of participatory learning and collective responsibility, as highlighted by Wals and Jickling [67]. However, as Kosarikov and Davydova [54] noted, such initiatives require structured programming and strong institutional support to maximize their long-term impact and ensure systematic integration into university sustainability strategies.

The analysis also underscores how sustainability research projects significantly enhance students’ knowledge of SDG 7 (Affordable and Clean Energy) and SDG 13 (Climate Action) by exposing them to renewable energy technologies, carbon reduction measures, and climate mitigation strategies [68]. Research-based sustainability projects foster interdisciplinary learning and problem-solving skills, aligning with the observations of Dragutinovic et al. [69]. These projects allow students to connect course content with practical applications, thus deepening their engagement with sustainability challenges [22]. This process mirrors real-world sustainability research, where students develop skills in data analysis, policy evaluation, and sustainable decision making. The collaborative nature of such projects aligns with Vasconcelos et al. [70], who emphasized that teamwork enhances innovation, critical thinking, and cross-disciplinary knowledge exchange in sustainability education. Theoretical perspectives such as constructivist learning theory further support this notion by stressing the effectiveness of experiential learning in building SDG competencies [71].

Having analyzed the key factors, we identified that eco-innovation competitions emerged as one of the most effective platforms for promoting SDG-related initiatives, specifically SDG 9 (Industry, Innovation, and Infrastructure) and SDG 11 (Sustainable Cities and Communities). The research outcomes indicate that such competitions enhance creativity, teamwork, and problem-solving skills, aligning with Surendran et al. [72]. These competitions are particularly effective because they incorporate incentives such as recognition and awards, which encourage active student participation in sustainability innovation. This aligns with Uzorka et al. [7], who recognized eco-innovation competitions as dynamic experiential learning opportunities that foster student engagement and a sense of ownership over sustainability challenges. The constructivist approach of “learning by doing” is evident in these activities, where students interact, iterate, and refine sustainability solutions based on peer feedback and industry best practices [73]. Moreover, the findings corroborate with Mahesh et al. [74], who posited that eco-innovation initiatives equip students with leadership skills and technical expertise, empowering them to drive sustainability transformations across different sectors.

The research further indicates that green campus initiatives play a crucial role in fostering a culture of sustainability within educational institutions. These initiatives cultivate long-term commitment to sustainable practices, including energy conservation, waste management, and sustainable landscaping. Our findings confirm that green campus activities effectively promote awareness of SDG 12 (Responsible Consumption and Production) and SDG 13 (Climate Action), as supported by Kosarikov and Davydova [54]. Similarly, Zakaria et al. [65] highlighted the importance of active student participation in institutional sustainability efforts, emphasizing how students who engage in green campus projects develop practical skills in environmental planning, circular economy strategies, and carbon footprint reduction [46]. However, the study also identified the need to enhance collaboration and interdisciplinary partnerships within green campus initiatives, supporting the suggestions of Leal et al. [75]. As Ribeiro [76] recommended, integrating green campus projects into broader institutional sustainability strategies is essential for ensuring their long-term viability and effectiveness. The findings align with theoretical frameworks on sustainable education, which emphasize that embedding sustainability in higher education institutions fosters a transformative learning environment that nurtures sustainable mindsets and behaviors [77].

Moreover, this study highlights the impact of education outreach initiatives, such as intensive workshops and sustainability seminars, in cultivating student leadership and advancing SDG 4 (Quality Education) and SDG 17 (Partnerships for the Goals). These findings align with Ribeiro et al. [51], who observed that increased communication and knowledge sharing in structured educational sessions enhance students’ awareness, engagement, and collaboration in sustainability projects. Workshops serve as interactive platforms for idea exchange, problem solving, and leadership development, fostering sustainability awareness on both the local and global scales. Another key aspect of these initiatives is student-led leadership within workshops, as noted by Alghalyini et al. [78], where students take on coordination roles, enhancing their ability to lead sustainability projects effectively. Additionally, the peer-to-peer learning model used in many workshops expands students’ perspectives, enhances their critical thinking skills, and strengthens their sustainability knowledge [79]. These findings align with constructivist learning principles, which advocate for active engagement, group collaboration, and experiential learning in sustainability education.

Overall, the study underscores the importance of sustainability-themed extracurricular activities in enhancing students’ engagement with the SDGs. These findings are consistent with the broader academic literature, which describes higher education institutions as key drivers of global sustainability transformations [56]. By integrating sustainability-driven extracurricular initiatives into university planning, HEIs can effectively bridge the gap between academic theories and real-life sustainability applications, equipping students with the skills necessary to tackle complex sustainability challenges [23,80]. These conclusions are supported by both empirical data and theoretical arguments, reinforcing the need for participatory and experiential learning approaches in sustainability education.

6. Conclusions

This study establishes the importance of sustainability-themed extracurricular activities (ECAs) in promoting students’ awareness of the 17 Sustainable Development Goals (SDGs). These activities bridge the gap between theoretical knowledge and practical application, equipping students with the skills, knowledge, and motivation necessary to address global sustainability challenges. As a result, they fulfill the core principles of experiential learning, allowing students to actively engage with sustainability issues in real-world contexts. The study highlights that various ECAs—environmental action clubs, sustainability research projects, eco-innovation competitions, green campus initiatives, and workshops—each play a distinct yet complementary role in raising awareness, strengthening commitment, and developing leadership for sustainable practices.

Engagement in environmental action clubs enhances students’ understanding of SDG 13 (Climate Action) and SDG 15 (Life on Land) by fostering active participation in environmental conservation efforts, community-driven sustainability projects, and climate advocacy initiatives. These clubs encourage students to take part in sustainability practices such as tree planting, waste reduction, and ecological restoration, fostering a culture of environmental stewardship and responsible decision making. Similarly, sustainability research projects provide students with opportunities to explore targeted SDGs, such as SDG 7 (Affordable and Clean Energy), by exposing them to interdisciplinary problem solving, technological innovations, and policy considerations related to renewable energy and climate mitigation.

Eco-innovation competitions serve as active learning platforms that stimulate creativity, teamwork, and sustainable problem solving, particularly in relation to SDG 9 (Industry, Innovation, and Infrastructure) and SDG 11 (Sustainable Cities and Communities). These competitions not only deepen students’ understanding of sustainability applications, but also inspire them to develop inventive, scalable solutions to real-world environmental and societal challenges. In parallel, green campus initiatives provide direct experiential learning opportunities by integrating sustainability into students’ daily lives, reinforcing long-term behavioral change. Such initiatives help to institutionalize responsible consumption and production practices (SDG 12), embedding sustainability into campus policies, infrastructure, and daily operations.

Finally, leadership development for the SDGs is particularly fostered through workshops and seminars, which enhance interpersonal communication, confidence, and collaborative skills among students. These sessions equip future sustainability leaders with the capacity to implement SDG-driven initiatives and influence positive change within their communities. The non-academic outcomes of these activities—such as leadership growth, civic engagement, and team building—underscore the need for higher education institutions (HEIs) to systematically integrate ECAs into their sustainability education frameworks. This study establishes that embedding sustainability-themed ECAs in universities is critical for enhancing student engagement with the SDGs, and expanding their implementation across multiple institutions will be instrumental in accelerating progress toward the 2030 Agenda for Sustainable Development.

The findings presented in this research hold practical applications for educators, decision makers, and university stakeholders who seek to promote students’ awareness and engagement with the SDGs. Most notably, the study demonstrates the positive impact of sustainability-themed ECAs in fostering critical thinking, leadership, and sustainable behavioral change.

For higher education institutions (HEIs), these insights provide a basis for designing and launching sustainability interventions that align with the SDG framework. Universities can incorporate structured sustainability-focused ECAs into their institutional strategies to prepare students for real-world sustainability challenges and strengthen their role as sustainability ambassadors. Additionally, these findings serve as valuable evidence for policymakers advocating increased funding, scholarships, and institutional support for sustainability education. By prioritizing sustainability initiatives in higher education policies, institutions can better equip students with the skills necessary to drive sustainable transformation in their respective fields.

Furthermore, integrating sustainability-focused extracurricular initiatives into curricula offers a model for other regions aiming to synchronize their educational systems with international sustainability standards. Universities worldwide can use these findings to develop frameworks for enhancing sustainability competencies, ensuring that students are adequately prepared to tackle local and global sustainability issues [81].

Despite the strong evidence supporting the impact of sustainability-themed ECAs, this study has certain limitations. A weakness of this study is that all the participants were already students involved in sustainability initiatives, making it difficult to generalize the results to the wider student population. This is why it is recommended that more diverse participants be included in future research, particularly those with a low baseline of prior learning about sustainability topics.

Second, the study’s methodology is based on cross-sectional survey data, which may be subject to response bias and self-reporting inaccuracies. Students may overestimate their engagement with sustainability activities, leading to potential misinterpretations of their actual involvement. Conducting longitudinal research would allow scholars to track students’ sustainability engagement over time, providing more robust insights into the long-term effects of ECAs on sustainability behavior and career trajectories.

Additionally, since this research captures student engagement at a single point in time, it does not measure the cumulative impact of sustained participation in sustainability-themed ECAs. Future studies should explore how long-term engagement in sustainability programs influences students’ perspectives, skill development, and professional aspirations in sustainability-related careers.

Moreover, with the increasing role played by digital technologies in education, further research should examine how online platforms, virtual sustainability programs, and digital engagement tools can enhance student participation in sustainability-themed extracurricular activities. The integration of e-learning, gamification, and AI-driven sustainability platforms could significantly expand access to sustainability education and reach a wider, more diverse student population.

Lastly, future research should investigate the broader community impacts of university-led sustainability initiatives. Many ECAs have far-reaching effects beyond campus settings, influencing local communities, businesses, and policymakers. By exploring how student-driven sustainability initiatives create ripple effects within community-based sustainability efforts, researchers can provide a more holistic view of how ECAs contribute to societal transformation.

This research reaffirms the critical role of sustainability-themed extracurricular activities in advancing the SDGs and equipping students with sustainability competencies. By actively engaging students in experiential learning, interdisciplinary collaboration, and leadership development, ECAs contribute significantly to bridging the gap between sustainability theory and practice. Moving forward, expanding and institutionalizing sustainability-focused ECAs within higher education frameworks will be key to fostering a new generation of sustainability leaders. Universities, policymakers, and educators must prioritize the integration of sustainability in education to ensure that students are prepared to meet the evolving global challenges of the 21st century. By embedding sustainability across both curricular and extracurricular dimensions, higher education institutions will not only enhance student engagement with the SDGs, but also create long-lasting societal impacts in the journey toward a more sustainable future.