Making sense of the sustainable campus through student generated metaphors

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Kızıloğlu and Cici Ka aboğa Disco e Sus ainabili y (2025) 6:1033
h ps://doi.o g/10.1007/s43621-025-01594-y
*Co espondence:
Es a Kızıloğlu
es aci [email protected].
1Facul y o Economics and
Adminis a i e Sciences, Selçuk
Uni e si y, Konya, Tu key
2Facul y o Applied Sciences,
Necme in E bakan Uni e si y,
Konya, Tu key
Making sense o he sus ainable campus
h ough s uden gene a ed me apho s
Es aKızıloğlu1* and Emine NihanCici Ka aboğa2
Disco e Sus ainabili y
Abs ac
Sus ainable campuses a e spaces whe e uni e si ies can con ibu e o a sus ainable
u u e by implemen ing en i onmen ally, social, and economic p inciples. Nowadays,
i is i al ha campuses se e no only as cen e s o educa ion bu also as small
ci ies ha a e he applica ion a eas o a sus ainable mindse . The e o e, educa ional
ins i u ions should implemen sus ainable p ac ices on campuses o ul ill hei
esponsibili ies o socie y and con ibu e o a sus ainable u u e. The aim o his
s udy is o examine he pe cep ions o s uden s s udying a wo s a e uni e si ies in
Konya, Tu key, ega ding he concep o “sus ainable campus”. In his s udy, me apho
analysis and semi-s uc u ed in e iew me hods, quali a i e me hods, we e used
oge he . Combining hese wo me hods p o ided an in-dep h unde s anding o
bo h concep ual and emo ional dimensions. Acco ding o he me apho ical indings,
pa icipan s associa ed he concep o a sus ainable campus wi h en i onmen al,
economic, social, and cul u al dimensions. Social sus ainabili y was he dimension
mos equen ly emphasized by he pa icipan s. Pa icipan s gene ally de ined a
sus ainable campus wi h me apho s such as “na u e” and “g ow h”, bu hey s a ed
ha hey had di icul y p oducing me apho s due o he abs ac na u e o he
concep . Acco ding o he in e iew indings, s uden s had a gene al awa eness
o he concep o a sus ainable campus, bu his awa eness was mos ly limi ed
o conc e e p ac ices such as en i onmen al managemen and ene gy sa ing.
Pa icipan s emphasized only he en i onmen al aspec s o sus ainable campuses,
whe eas hey did no ha e enough in o ma ion abou o he aspec s such as social
and cul u al sus ainabili y. I was ound ha s uden s, especially in enginee ing and
echnical depa men s, associa e he concep o sus ainabili y wi h in as uc u e and
ene gy e iciency, bu ha e low awa eness o he sus ainabili y o social unc ioning
on campus. The indings e eal ha uni e si ies should no only limi he sus ainable
campus concep o en i onmen ally iendly p ac ices and de elop policies o
suppo social and cul u al sus ainabili y.
Keywo ds Sus ainable campus, Sus ainabili y, Me apho analysis, Semi s uc u ed
in e iew
Page 2 o 29Kızıloğlu and Cici Ka aboğa Disco e Sus ainabili y (2025) 6:1033
1 In oduc ion
The Sus ainable De elopmen Goals (SDGs) a e a uni e sal se o a ge s ha add ess
he complex in e play be ween social, economic, and en i onmen al dimensions and
aim o p omo e ans o ma i e change on a global scale [90]. These goals cons i u e bo h
an analy ical and no ma i e app oach o moni o ing and e alua ing p og ess in sus ain-
abili y [49]. Highe Educa ion Ins i u ions (HEIs) play a c i ical ole in he implemen a-
ion o his global sus ainabili y agenda because o hei ole in knowledge p oduc ion,
dissemina ion and social esponsibili y [63]. The adop ion o sus ainabili y by HEIs
in ol es no only echnical p ac ices o educe en i onmen al impac s bu also a holis-
ic educa ional app oach ha encou ages s uden s and o he s akeholde s o in e nal-
ize sus ainabili y p inciples and adop sus ainable li es yles (Co on e al., 2007). In his
con ex , HEIs mus ensu e he commi men o all s akeholde s o na ional and global
sus ainabili y goals and p omo e a deep unde s anding and adop ion o sus ainabili y
concep s [17]. HEIs se e as impo an ca alys s o socie al change h ough knowledge
gene a ion, social de elopmen and inno a ion and can ha e signi ican impac s on local
and egional economies [68]. Fu he mo e, HE ins i u ions ha e he oppo uni y o con-
ibu e o policy-making p ocesses h ough sus ainabili y esea ch and p ac ice [110].
A sus ainable uni e si y is de ined as an ins i u ion ha in eg a es sus ainabili y p in-
ciples in o he co e p inciples and ope a ional p inciples o i s educa ional ac i i ies and
communi y engagemen [84]. The p ima y ocus o sus ainable uni e si y campuses is
he in eg a ion o sus ainabili y p inciples in o ope a ional p ocesses as well as educa-
ional and esea ch ac i i ies. They ake in o accoun nume ous ac o s ela ed o ca bon
emissions, ans o ma ion, wa e , and ene gy managemen o educe he en i onmen al
impac o all ac i i ies and ensu e op imum e iciency in he use o esou ces by he uni-
e si y [34, 50, 80]. The p o ision o sus ainable uni e si y campuses p o ides s uden s
wi h he oppo uni y o ealize p ac ical sus ainabili y p ac ices and heo e ical knowl-
edge. By di ec ly in e ac ing wi h en i onmen al ini ia i es a hei campuses, s uden s
inc ease hei awa eness o sus ainabili y, hus inc easing hei po en ial o sp ead his
awa eness o he wide communi y.
The aim o his s udy is o con ibu e o he de elopmen o a new heo e ical ame-
wo k o sus ainable uni e si ies in he con ex o in eg a ing sus ainabili y and campus
li e by in oducing a new in e p e a ion o he concep o sus ainable uni e si ies om
he pe spec i e o uni e si y s uden s. The li e a u e e iew e eals ha he concep o
sus ainable uni e si ies has been add essed wi hin he amewo k o nume ous heo ies
[5, 25, 114]. The cu en s udy, like o he sus ainable campus s udies in he li e a u e ha
e alua e he campus as a sys em due o i s s uc u e [5, 83], ies o make a concep ual
desc ip ion om he e alua ion o he s uden s whom hey conside as in e nal s ake-
holde s. Sys ems heo y is a ou ed o e eal he c i ical componen s o he sus ainable
campus concep [5, 120]. In pa icula , such me hods a e sui able o analyzing pa ici-
pan s’ hough s uc u es, emo ional eac ions, and wo lds o meaning. In his con ex ,
me apho analysis and semis uc u ed in e iew me hods we e p e e ed in ou s udy o
examine pa icipan s’ pe cep ions o he concep o sus ainable campuses.
Me apho analysis is an e ec i e ool o e ealing abs ac and concep ual connec-
ions in indi idual hough sys ems. The me apho s used by he pa icipan s con-
c e ize he pe cep ion o abs ac concep s such as sus ainable campuses and help us
unde s and he implici hough s and wo ld iews ela ed o hese concep s [62, 67]. In
Page 3 o 29Kızıloğlu and Cici Ka aboğa Disco e Sus ainabili y (2025) 6:1033
pa icula , his me hod analyzes indi iduals’ men al models and iden i ies he aspec s o
he concep o sus ainabili y ha a e emphasized mo e [16].
In con as , semi-s uc u ed in e iews allow he collec ion o bo h expec ed and
unexpec ed da a om pa icipan s wi h hei lexible s uc u e. This me hod, which p o-
g esses wi hin he amewo k o p e-de e mined ques ions, can be adap ed acco ding o
he pa icipan s’ esponses and allows o in-dep h analysis [7, 56]. Fo example, open-
ended ques ions abou he pe cep ion o sus ainable campuses allowed pa icipan s o
ocus no only on conc e e issues such as en i onmen al managemen and ene gy con-
se a ion as well as on social and cul u al dimensions.
The combina ion o hese me hods enabled he de ailed examina ion o complex social
and indi idual p ocesses. While me apho s e ealed indi iduals’ in e nal hough p o-
cesses and social con ex s, he in e iews allowed hese con ex s o be e alua ed om a
b oade pe spec i e [31, 54]. In addi ion, he combina ion o hese me hods made i pos-
sible o unde s and indi iduals’ pe cep ions o he concep o sus ainable campuses no
only a he indi idual le el bu also in he social and cul u al con ex s [36].
In his con ex , he p esen s udy seeks o con ibu e o he heo e ical amewo k o
sus ainable uni e si ies by p o iding a s uden -cen e ed in e p e a ion o he sus ain-
able campus concep . The aim is no only o gene a e s a egies o sus ainable uni e si y
de elopmen and in o m p ac ical implemen a ions, bu also o p o ide a concep ual
basis o u u e esea ch. Quali a i e me hods—speci ically me apho analysis and semi-
s uc u ed in e iews—ha e been adop ed o explo e he mul i ace ed and abs ac
na u e o he sus ainabili y concep , allowing o a nuanced unde s anding o s uden s’
pe cep ions wi hin hei sociocul u al con ex s.
Building upon his me hodological ounda ion, he p ima y aim o he s udy is o mea-
su e and unde s and he pe cep ions o s uden s s udying in di e en depa men s o
wo public uni e si ies in Konya ega ding he concep o a “sus ainable campus.” To
guide his inqui y, he s udy is s uc u ed a ound he ollowing esea ch ques ions:
1. Wha me apho s ha e uni e si y s uden s de eloped conce ning he concep o a
sus ainable campus?
2. In o how many di e en ca ego ies can hese me apho s be g ouped?
3. Wha a e uni e si y s uden s’ pe spec i es on he sus ainable campus concep ?
The combined use o me apho analysis and semi-s uc u ed in e iews ensu es ha
bo h he symbolic ep esen a ions and he a icula ed na a i es o s uden s a e cap-
u ed. This in eg a ion o quali a i e me hods ein o ces he analy ical igo o he s udy
and con ibu es o he b oade discou se on sus ainabili y in highe educa ion.
2 Li e a u e e iew
S udies on sus ainable uni e si ies and campuses e alua e hem om a ious pe spec-
i es. These s udies, which a e shaped wi hin he amewo k o sys em, s akeholde and
ecological mode niza ion heo ies, ha e examined s akeholde pe cep ions in shaping
sus ainable uni e si ies and sus ainable campuses, he egula ion o adminis a i e p o-
cesses, sys ems ac ing oge he , social impac and collabo a ions. When he s udies on
s uden s, which is he sample we ake as he basis among hese s udies, a e analyzed,
i is seen ha sus ainabili y is shaped a ound he concep o ‘g een uni e si y campus’.
In his amewo k, Abd-Razak e al. [1] e alua ed s uden s’ pe cep ions o campuses’
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physical s uc u e. In his s udy, in which quali a i e and quan i a i e me hods we e used
oge he , su ey da a collec ed om 100 s uden s a each uni e si y on he campuses
o ou s a e uni e si ies we e e alua ed. In addi ion, isual obse a ions we e made o
he physical s uc u es o he campuses, and e alua ion no es we e aken. The indings
e ealed he exis ence o simila p oblems a all campuses. The scope and se e i y o
he p oblems di e . The mos compac campuses we e ound o ha e he leas p oblems
a ec ing he physical li e o s uden s, and campuses should de elop in his di ec ion.
Simila ly, Abubaka e al. [3] in es iga ed he componen s o a sus ainable campus by
su eying 152 s uden s a he Facul y o A chi ec u e and Planning, Dammam Uni-
e si y, Saudi A abia. The s udy e ealed ha despi e s uden s’ awa eness and conce n
abou he en i onmen al sus ainabili y o he campus, he e was a lack o in e es and
en husiasm o ollow de elopmen s in his di ec ion. In pa icula , hey emphasized he
impo ance o p o iding incen i es and aining o help achie e a sus ainable campus.
This s udy is a numbe o s udies ha ocused on he physical componen s o sus ainable
campus de elopmen . Walke and Mendle [111] p esen ed an illus a i e case s udy o
a sus ainable campus de elopmen p ojec . This pape p o ides a comp ehensi e o e -
iew o Cha ham Uni e si y’s Eden Hall Campus and i s inno a i e sus ainable design.
In pa icula , he ecen ly cons uc ed Cha ham Uni e si y Eden Hall Campus, home o
he Falk School o Sus ainabili y and he En i onmen , is he i s campus o be de el-
oped sus ainably since i s ounda ion in 2017. This campus is an imme si e li ing and
lea ning en i onmen ha will accommoda e 1200 esiden ial s uden s and inco po a es
a ange o sus ainable ea u es, including ull-cycle wa e ecycling, ne posi i e ene gy
gene a ion, and ze o was e ope a ions. This pape analyses he key ea u es o his cam-
pus and p o ides a de ini ion o a sus ainable campus.
Addi ionally, s udies ha e been conduc ed ha e alua e sus ainabili y om a esou ce
managemen pe spec i e. In a s udy published in 2018, Alam examined he concep o
g een and sus ainable campuses in he Uni ed S a es. A case s udy was conduc ed o
e alua e uni e si ies in he esea ch, whe eby i was s a ed ha al hough his concep
is no new in he coun y’s uni e si ies, he e is a lack o publica ions and insu icien
ac i i ies in compa ison o i s po en ial. The uni e si ies o be examined a e hose ha
ha e achie ed pla inum s a us acco ding o he a ing o he STARS e alua ion o ganiza-
ion. The e alua ion will ocus on he S an o d, Cali o nia, Canada, B i ish Columbia,
and Canada Wa e loo uni e si ies. While acknowledging he necessi y o highe edu-
ca ion campuses o adop a a ie y o app oaches, including physical changes in build-
ings and in as uc u e as well as educa ional changes, o achie e sus ainabili y goals,
hey p oceeded o make a numbe o conc e e ecommenda ions ha highe educa ion
ins i u ions can unde ake o achie e said goals [8]. In a simila ein, Fe ei a e al. [44]
explo ed he po en ial o added alue h ough echnical and o ganiza ional measu es,
wi hou signi ican in es men s in ene gy and wa e sa ings, in he con ex o sus ainable
campus o ma ion. Thei indings indica ed ha an e iciency o o e 20% in ene gy con-
sump ion and 58% in wa e consump ion could be achie ed h ough he implemen a ion
o a obus esou ce managemen policy. Ah e al. (2017) conduc ed esea ch on uni e -
si y s uden s in Malaysia. The da a, which we e collec ed om 216 unde g adua e and
84 pos g adua e s uden s h ough he use o a ques ionnai e, indica ed ha while s u-
den s a e ac i ely engaged in sus ainable p ac ices, i is necessa y o implemen con inu-
ous e o s o o e come he challenges ha impede he p omo ion o a uni e si y-wide
Page 5 o 29Kızıloğlu and Cici Ka aboğa Disco e Sus ainabili y (2025) 6:1033
cul u e o sus ainabili y. Fu he mo e, he da a om he su ey demons a ed ha in
2017, a conside able p opo ion o hese s uden s had adop ed sus ainable campus p ac-
ices, including ene gy managemen , wa e conse a ion, he use o public anspo ,
he e ec i e managemen o was e, and ac i e pa icipa ion in ec ea ional a eas. The
esea ch yielded indings ha we e analogous o hose o his s udy and explo ed cam-
pus ini ia i es on s uden p ac ices, such as ene gy conse a ion, was e managemen ,
and public- anspo use, wi h he objec i e o achie ing sus ainabili y goals.
S udies ha adop a simila app oach o his esea ch, namely a holis ic e alua ion o
sus ainabili y, a e hose ha comp ehensi ely examine he concep o sus ainabili y. In
hei s udy, Abdul azzaq e al. [2] de eloped a sus ainable campus design model. The
objec i e o his esea ch was o asce ain he signi icance o s akeholde s’ lack o in e -
es in he o ma ion o sus ainable campuses and o iden i y s a egies o achie ing
such. This s udy pu o h pi o al ecommenda ions pe aining o he implemen a ion
o p inciples and s anda ds o sus ainable campus design, unc ional nodes, and com-
p ehensi e design. Addi ionally, a se ies o mechanisms we e p oposed o acili a e he
ealiza ion o hese ecommenda ions. Chou ey e al. [24] in oduced hei GRACIAS
model, which s ands o “G een Solu ion o In ellec ually Conscious Sus ainabili y on
Academic Campuses.” The model is designed o assis uni e si ies in achie ing hei sus-
ainabili y objec i es h ough inc emen al and quan i iable p og ess. I seeks o es ablish
a sus ainable campus en i onmen in which human esou ces and en i onmen al con-
ce ns a e in eg a ed. GRACIAS o e s a comp ehensi e unde s anding o how uni e -
si ies can spea head sus ainabili y h ough s uc u al al e a ions and a uni ied s a egy
and se es as a e e ence o uni e si ies in he e ec i e implemen a ion o sus ainable
p ac ices. The objec i e o he s udy conduc ed by Ca bon Neu ali y a ge s udy was
o iden i y he mos p e alen sus ainabili y ini ia i es unde aken by leading uni e -
si ies and o p o ide a amewo k o o he ins i u ions seeking o implemen simila
ac ions. The objec i e was o acili a e a mo e e ec i e implemen a ion o sus ainabil-
i y p ac ices. In conduc ing his e iew, he ac i i ies we e ca ego ized in o six main
ca ego ies: anspo , was e managemen , cu iculum, ood and ca e ing, wa e and
ene gy. By employing a quan i a i e assessmen app oach o he sus ainabili y ac i i ies
o uni e si ies a ound he wo ld, a oadmap has been c ea ed wi h he da a ob ained,
which can assis o he highe educa ion ins i u ions in planning hei nex s eps owa d
sus ainabili y.
This s udy di e s om exis ing s udies in he li e a u e ha examine s akeholde pe -
cep ions o sus ainable uni e si y and campus concep s in ha i e alua es pe cep ions
un il e ed. In addi ion, since i pe cei es he uni e si y campus as a whole, i analyses
i in he con ex o sys em heo y. Me apho s udies a e s udies ha e alua e expec a-
ions and hopes abou a concep wi hou any guidance. To each a conclusion om he
esea ch, a de ini ion o he pe cei ed componen s was c ea ed based on me apho s.
Then, h ough s uc u ed in e iews, he me apho s we e u he elabo a ed, and a
p ojec ion o s uden s’ pe cep ions o sus ainable campuses was c ea ed. The common
denomina o o he selec ed uni e si ies o he s udy is ha hey a e loca ed in a ci y in
Tu key ha aims o be ca bon neu al. The Highe Educa ion Council (YÖK), which ac s
as he uppe body o uni e si ies in Tu key, es ablished he “Sus ainable and Clima e-
F iendly Campus P ojec ” in 2022 and designa ed 11 uni e si ies as pilo ins i u ions
wi hin his amewo k. Acco ding o he Pa is Clima e Ag eemen , which Tu key signed

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in Oc obe 2021, Tu key announced a ne ze o emission a ge o 2053. In o de o
comply wi h ini ia i es such as he Eu opean G een Deal a ising om he Pa is Clima e
Ag eemen , p ojec s ha c ea e asks o ins i u ions ha e been de eloped. This p ojec
is one o hem. In coope a ion wi h he Minis y o En i onmen , U baniza ion, and Cli-
ma e Change and he Minis y o Ene gy and Na u al Resou ces, oadmaps ha e been
de ined o hese 11 uni e si ies o implemen ene gy e iciency, enewable ene gy usage,
ze o was e p ac ices, and en i onmen ally iendly policies (YÖK, 2022). Selçuk Uni e -
si y, selec ed wi hin he sample, is one o he pilo uni e si ies. Addi ionally, Konya, he
ci y whe e Selçuk and Necme in E bakan Uni e si ies a e loca ed, is one o he ci ies
aking signi ican s eps owa ds i s ision o becoming a ca bon-neu al ci y by 2042. In
line wi h his goal, sus ainable and en i onmen ally iendly p ojec s a e being imple-
men ed in he ci y. Fo example, Tu key’s i s ze o-ca bon ci y lib a y is being buil in
Konya (www.konhabe .com). The li e a u e also shows ha he indus y o a ci y and i s
uni e si ies a e signi ican ac o s in achie ing hei goals. Resea ch has demons a ed
ha he lack o signi ican clima e ac ions a he socie al le el poses an obs acle o u ban
sus ainabili y. The mul idimensionali y o ac i i ies in highe educa ion ins i u ions,
along wi h hei in e ac ions wi h di e en subsys ems such as educa ion, anspo a-
ion, housing, and heal h, is conside ed a small model o ci ies. Fu he mo e, uni e si ies
ake on he ole o con ibu ing o and leading ci ies owa d hei sus ainabili y goals
h ough educa ion, inno a ion, and esea ch [9, 10, 12, 15, 53, 57, 60, 119].
When e alua ed based on all hese easons, Selçuk Uni e si y and Necme in E bakan
Uni e si y ha e also been included in he sample as elemen s ha will con ibu e o he
goal o ca bon neu ali y in Konya p o ince. Wi h his selec ed sample, one o he aims
o his esea ch is o e alua e he ins i u ional s uc u es o ci ies and uni e si ies in he
con ex o a p o ince in Tu key ega ding he achie emen o na ional sus ainabili y
goals and o ill his gap in he li e a u e.
3 Me hodology
3.1 Resea ch me hodology
The eason o choosing wo quali a i e me hods as he esea ch me hod is ha quali a-
i e esea ch me hods a e conside ed app op ia e o unde s anding abs ac concep s
and e ealing he inne wo lds o he pa icipan s [31, 33, 36, 121] (Pa on, 2015). To
achie e his, he me apho and semi-s uc u ed in e iew me hods we e p e e ed.
Th ough me apho s, pa icipan s can associa e a pa icula concep wi h mo e con-
c e e and pe sonal meanings, which allows he esea che o gain a deepe unde s and-
ing o he opic [23, 62, 67, 91]. I also e eals he inne wo lds o indi iduals and hei
emo ional connec ion o he concep . Unlike adi ional da a collec ion me hods, me a-
pho analysis o e s pa icipan s a mo e c ea i e and inno a i e o m o exp ession, mak-
ing he esea ch p ocess mo e in e es ing o bo h pa icipan s and esea che s [28, 33,
62]. Fo example, an abs ac concep such as “sus ainable campus” can be unde s ood
h ough me apho s. Me apho s also e lec he pa icipan s’ men al models, emo ions,
and expe iences. This a o ds esea che s a deepe unde s anding o how pa icipan s
pe cei e and in e p e he wo ld. In his con ex , me apho analysis is no only a desc ip-
i e ool bu also a powe ul me hod o unde s anding he dynamics o pa icipan s’
men al models [58].
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The semi-s uc u ed in e iew me hod was used o suppo and en ich he esul s o
he me apho analysis. Bo h me hods a e quali a i e esea ch echniques and o e he
oppo uni y o collec and analyze da a om di e en pe spec i es. Semi-s uc u ed
in e iews allowed esea che s o ha e in-dep h con e sa ions wi h pa icipan s while
main aining a ce ain le el o lexibili y. Since his me hod has an open-ended s uc-
u e, i allows pa icipan s o exp ess hei hough s in hei own wo ds, which helps he
esea che o collec iche and mo e de ailed in o ma ion abou pe cep ions and expe-
iences [31, 36, 56].
One o he mos impo an ad an ages o semi-s uc u ed in e iews is ha hey p o-
ide he esea che wi h a ce ain s uc u e while, a he same ime, o e ing lexibili y.
This me hod allowed he esea che o ask addi ional ques ions and collec mo e in-
dep h in o ma ion based on he pa icipan s’ esponses [36]. Mo eo e , his p ocess can
be conside ed a p ocess o cons uc ing meaning h ough social in e ac ion and allows
pa icipan s o exp ess hei own pe spec i es mo e eely [31].
The combina ion o hese wo me hods was p e e ed because i allowed he esea ch-
e s o gain a mo e comp ehensi e unde s anding o he pa icipan s’ pe cep ions and he
a ionale behind hese pe cep ions. In his con ex , me hodological di e si y inc eased
bo h he da a accu acy and analy ical dep h o he esea ch [93].
3.2 Da a collec ion p ocess
Be o e collec ing esea ch da a, e hical app o al was ob ained om uni e si ies, and
pa icipan consen was eques ed du ing he da a collec ion phase.
As explained in Fig.1, a mixed-me hod app oach was p e e ed o he esea ch oad-
map. In his con ex , an online su ey o m con aining he s a emen “A sus ainable
campus is like because” was i s sen o pa icipan s o he me apho me hod. The da a
collec ion p ocess was comple ed in acco dance wi h quali a i e esea ch me hods o
ensu e di e si y and ep esen a ion.
Fig. 1 Resea ch Roadmap
Page 8 o 29Kızıloğlu and Cici Ka aboğa Disco e Sus ainabili y (2025) 6:1033
The numbe o pa icipan s was de e mined based on he “sa u a ion poin ” p inciple
ecommended in quali a i e esea ch. Acco ding o his p inciple, he da a collec ion
p ocess was concluded when he da a ob ained om new pa icipan s did no al e exis -
ing hemes o ca ego ies [30]. The easons p o ided by pa icipan s while gene a ing
me apho s we e conside ed key elemen s in he me apho analysis p ocess.
A pu posi e sampling me hod was used o me apho analysis. Pu posi e sampling
was used o de e mine he mos app op ia e pa icipan s o he pu pose o he esea ch
[81]. In his con ex , pa icipan s we e selec ed om di e en academic disciplines and
uni e si ies o e lec hei pe cep ions o he concep o sus ainabili y. Pa icipan s we e
ec ui ed om wo public uni e si ies (Necme in E bakan Uni e si y and Selçuk Uni-
e si y) in Konya, Tu key, and s uden s we e ec ui ed om a ious acul ies o hese
wo uni e si ies, including social sciences, na u al sciences, and heal h sciences. Di e -
si y was conside ed bo h o p o ide an in e disciplina y pe spec i e and o b oaden he
scope o he s udy.
Semi-s uc u ed in e iew ques ions we e asked o he olun ee s uden s who pa ici-
pa ed in he me apho esea ch. The in e iew ques ions we e de eloped in line wi h he
li e a u e e iew and expe opinions o be e unde s and he concep o a sus ainable
campus [56]. The in e iews we e conduc ed one-on-one and ace- o- ace, and an en i-
onmen in which he pa icipan s el com o able was p o ided. In semi-s uc u ed
in e iews, pa icipan s we e asked ou open-ended ques ions o explo e he concep
o a sus ainable campus in a ious dimensions. The collec ed da a we e analyzed by con-
en analysis in acco dance wi h quali a i e esea ch me hods, and he pe cep ions o
sus ainabili y and he sus ainable campus concep we e ca ego ized hema ically.
The ollowing in e iew ques ions we e used:
1. Wha do you hink abou sus ainabili y?
2. Wha do you hink abou sus ainable campuses?
3. Did you encoun e di icul ies in p oducing me apho s o he concep ?
4. Wha should you uni e si y do o c ea e o de elop a sus ainable campus?
3.3 Coding p ocess and de e mina ion o ca ego ies
3.3.1 Me apho coding p ocess and de e mina ion o ca ego ies
The classi ica ion o me apho s was ca ied ou in mo e han one s age in acco dance
wi h quali a i e da a analysis. In he i s s age, he me apho s c ea ed by he pa ici-
pan s we e desc ibed and eco ded as di ec s a emen s. Then, hese me apho s we e
analyzed in de ail h ough con en analysis, and ecu ing hemes we e iden i ied. In he
coding p ocess, ca ego ies we e c ea ed by conside ing he basic elemen s o each me a-
pho (e.g. “analogy” and “jus i ica ion”).
In his p ocess, he esponses o he pa icipan s who exp essed he concep o a sus-
ainable campus wi h me apho s such as “ ain o es ” o “ecosys em” we e ca ego ized
unde dis inc hemes such as “na u e”. This app oach aimed o e eal he seman ic con-
ex s o he me apho s and emphasize hei concep ual simila i ies.
The coding p ocess included he ollowing s ages:
(1) Da a P epa a ion: Pa icipan s’ esponses we e ansc ibed.
Page 9 o 29Kızıloğlu and Cici Ka aboğa Disco e Sus ainabili y (2025) 6:1033
(2) Coding P ocess: Each me apho was ca ego ized acco ding o a speci ic hema ic
meaning and g ouped wi hin he amewo k o ecu ing concep s, meanings, and
ela ionships.
(3) De e mina ion o Themes: The me apho s iden i ied du ing he coding p ocess we e
combined unde main hemes such as en i onmen al, social, economic, and cul u al
elemen s.
(4) Ve i ica ion wi h Expe Opinions: Expe opinions we e aken ega ding he accu acy
o he me apho s and ca ego ies and he alidi y and eliabili y o he esea ch.
(5) Repo ing he Resul s: The indings ob ained om he hema ic coding p ocess we e
epo ed by suppo ing hem wi h sample esponses app op ia e o he ca ego ies.
3.3.2 In e iew coding p ocess and ca ego ies de e mina ion
The da a ob ained om he semi-s uc u ed in e iews we e p ocessed acco ding o he
p inciples o quali a i e da a analysis. The answe s o he ou main ques ions posed o
he pa icipan s du ing he in e iew p ocess we e analyzed h ough hema ic analysis.
The coding p ocess consis ed o he ollowing s ages:
(1) Reco ding and Da a T ans o ma ion: The audio eco dings ob ained du ing he
in e iews we e ansc ibed and ans o med in o aw da a. The pa icipan s’ answe s
we e ansc ibed as indi idual s a emen s.
(2) Coding P ocess: The w i en ex s we e ca ego ized based on he answe s gi en o
he ques ions. F equen ly ecu ing hemes and exp essions we e iden i ied in he
in e iew da a, and hese hemes we e coded o ep esen he pa icipan s’ pe cep ions
o sus ainabili y and sus ainable campus concep s.
(3) Iden i ica ion o hemes: Fou main hemes we e de i ed om he s uden s’ esponses
du ing he coding p ocess:
• Unde s anding Sus ainabili y: Pa icipan s’ unde s anding o sus ainabili y in he
con ex o en i onmen al managemen , esou ce e iciency, and u u e in es men .
• Pe cep ion o a sus ainable campus: Associa ion o he campus en i onmen wi h
en i onmen al and social esponsibili y.
• Challenges in Me apho Gene a ion: Re lec ions on he Challenges C ea ed by
he abs ac na u e o he concep .
• Recommenda ions o Uni e si ies: Pa icipan s’ sugges ions o solu ions o
make campuses mo e sus ainable.
(4) Valida ion wi h Expe Opinions: Expe opinions we e conside ed o inc ease he
alidi y and eliabili y o he coding p ocess.
(5) Repo ing he Resul s: The indings ob ained om he hema ic coding p ocess we e
epo ed by suppo ing hem wi h sample esponses app op ia e o he ca ego ies.
The da a ob ained om he me apho analysis played a decisi e ole in he in e iew
p epa a ion p ocess. In pa icula , he hemes eme ging om he me apho analysis
we e used as a guide o shaping he in e iew ques ions. Fo example, when ecu ing
hemes such as “ esou ce conse a ion” o “en i onmen al sus ainabili y” we e iden i-
ied, pa icipan s we e asked ques ions ha deepened hese hemes, such as “Wha
should you uni e si y do o become a sus ainable campus?” du ing he in e iews.
Page 16 o 29Kızıloğlu and Cici Ka aboğa Disco e Sus ainabili y (2025) 6:1033
Pa icipan s Uni e si y Depa men /Class Wha do you hink abou
sus ainabili y?
Wha do you hink abou sus ainable cam-
puses? Wha do you hink a sus ainable campus
esembles/is like? Why?
Did you encoun e
di icul y in gene -
a ing a me apho
o he concep ?
Wha should you uni e si y do o c e-
a e o de elop a sus ainable campus?
Pa icipan 1 Selcuk
Uni e si y
Philosophy/4 h Yea ‘‘In my opinion, i is o use
na u al esou ces in a bal-
anced way o mee u u e
gene a ions’ needs. To
be sus ainable, en i on-
men al impac s mus be
minimized. Sus ainabili y is
impo an when i is neces-
sa y o ake esponsibili y
o he en i onmen and
socie y
‘‘Sus ainable campuses encou age en i onmen ally
iendly p ac ices. They a e campuses ha emb ace
sus ainabili y p inciples. Ins i u ions should ins ill
sus ainabili y awa eness among s uden s and s a .
Sus ainabili y is necessa y o lea e a mo e li able
wo ld o u u e gene a ions. The e o e, i is aluable
o u u e gene a ions. I g ows like a sapling. Be-
cause i p o ides oo s and s eng hens o mee he
needs o he socie y. I gi es hope o he u u e
‘‘I had a ha d ime ‘‘In es men should be made owa d
enewable ene gy sou ces. People should
be encou aged o use wa e e ec i ely.
En i onmen ally iendly p oduc s should
be p e e ed on campus. In o ma ion
on sus ainabili y should be p o ided
because no one knows abou i . People
should be made awa e o his issue and
p ecau ions should be aken
Pa icipan 2 Selcuk
Uni e si y
Li e a u e/ 4 h Yea ‘‘I don’ know much abou
sus ainabili y, bu I belie e
i is an impo an concep
o u u e gene a ions
‘‘The i s hing ha comes o mind is en i onmen-
al educa ion and p ojec s o he communi y. I
could aise awa eness; i could ope a e wi hou
ha ming he en i onmen . ‘‘A sus ainable campus is
e e y hing ha cons an ly g ows and de elops.’’
‘‘I had di icul y gen-
e a ing a me apho
on his opic.’’
‘‘In o de o my uni e si y o be a sus ain-
able campus, i should coope a e wi h
a me s. I can supply o ganic ood om
hem. I hink hey ha e depa men s
and p o esso s o do his. The uni e si y
should encou age depa men s in his
ega d
Pa icipan 3 Necme in
E bakan
Uni e si y
Ge man Language
and Li e a u e/4 h Yea
‘‘In my opinion, sus ainabil-
i y e e s o he e ec i e
managemen o na u al
esou ces, aking in o ac-
coun he needs o u u e
gene a ions. In o de o
con ol ou u u e, we need
o be sus ainable
‘‘In my opinion, a campus is a place whe e en i on-
men al and social esponsibili ies a e implemen ed
in addi ion o educa ional and aining ac i i ies.
These campuses can be leade s in a eas such as en-
e gy e iciency, was e educ ion, social pa icipa ion,
and en i onmen al p o ec ion. ‘‘I hink a sus ainable
campus is simila o a ga den. Because bo h equi e
cons an main enance. And i se es as a esou ce
o socie y. Because we canno be sus ainable
wi hou ou ga den. I encou ages di e si y and
p oduc i i y. I gi es people peace and i ali y
‘‘In o he wo ds,
i was an abs ac
concep , and I had a
ha d ime conc e iz-
ing i . I was di icul
o ind a me apho
ha accu a ely
ep esen ed his
concep
‘‘My uni e si y is no doing any hing
o make i s campus sus ainable.” I hink
hey can ake a ious s eps o do so.
They p o ide ene gy e iciency. They can
manage was e because he e is a lo o
en i onmen al was e in he uni e si y.
En i onmen al educa ion and awa eness
can be p o ided. I would be bene icial
o encou age social pa icipa ion in his
ega d. I hink i is impo an o c ea e a
cul u e o sus ainabili y
Table 2 In e iew analysis indings

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Pa icipan s Uni e si y Depa men /Class Wha do you hink abou
sus ainabili y?
Wha do you hink abou sus ainable cam-
puses? Wha do you hink a sus ainable campus
esembles/is like? Why?
Did you encoun e
di icul y in gene -
a ing a me apho
o he concep ?
Wha should you uni e si y do o c e-
a e o de elop a sus ainable campus?
Pa icipan 4 Necme in
E bakan
Uni e si y
Child
De elopmen /1s Yea
‘‘Na u al esou ces a e
being used o mee oday’s
needs.” We should conside
u u e gene a ions’ needs
by add essing issues
like he en i onmen ,
na u e, economy, and
social su oundings while
p ese ing hese esou ces.
I can say ha i ensu es he
long- e m well-being o
socie y
‘‘A sus ainable campus is ac ually a good hing,
bu i I conside my own uni e si y, un o una ely, I
don’ hink hey a e su icien . Whe he i 's he ash
a ound, educa ion, o he economy, I don' hink i 's
good. ‘‘A sus ainable campus is simila o an ecosys-
em, in my opinion, because bo h sides should be
kep balanced. When changing a pa , you should
conside ha i will a ec he o he s
‘‘I is impossible no
o ha e di icul ies.’’
‘‘Whe e e we look, we see ga bage. Fi s ,
ga bage and was e p ocesses can be
pe o med. Campaigns can be o ganized
on his issue. The wel a e o ou uni e si y
and ou en i onmen can be p o ided
Pa icipan 5 Necme in
E bakan
Uni e si y
His o y Depa men ,
4 h yea
‘‘The i s hing ha
comes o mind is he nex
gene a ion. We mus lea e
a be e wo ld o he nex
gene a ion. Ano he issue I
hink abou is en i onmen-
al awa eness, esou ce e i-
ciency, and social wel a e
‘‘When I say sus ainable campus, he i s hing
ha comes o mind is s uden s and s a . Because
i aims o p epa e a mo eli able wo ld o hem. I
encou ages en i onmen al sus ainabili y.’’ ‘‘I hink a
sus ainable campus is like na u e. Because na u e
mee s human needs, a sus ainable campus mee s
ou needs
‘‘To be hones , I had
a ha d ime. Because
I did no ha e much
knowledge o he
subjec
‘‘I would like o gi e a ew examples om
wha I ha e seen a ound me. G een a eas
can be p o ec ed, and landscaping appli-
ca ions can be implemen ed. Bicycles can
be used o anspo a ion. Bicycle pa ks
can also be buil . Public anspo a ion is
encou aged a he han p i a e ehicles.
Subjec -based aining can be p o ided.
I is impo an o p o ide aining on he
subjec because I was e en able o lea n
some hing hanks o his mee ing. We a e
all e y de icien in his ega d
Pa icipan 6 Necme in
E bakan
Uni e si y
Ag icul u al
machine y/3 d g ade
‘‘I ha e no knowledge
abou his subjec .’’
‘‘This is he i s ime I ha e hea d o a sus ainable
campus.’’
‘‘I had a ha d ime.’’ ‘‘They need o be mo e ca e ul abou
hei en i onmen .” Renewable ene gy
sou ces should be used
Table 2 (con inued)
Page 18 o 29Kızıloğlu and Cici Ka aboğa Disco e Sus ainabili y (2025) 6:1033
Pa icipan s Uni e si y Depa men /Class Wha do you hink abou
sus ainabili y?
Wha do you hink abou sus ainable cam-
puses? Wha do you hink a sus ainable campus
esembles/is like? Why?
Did you encoun e
di icul y in gene -
a ing a me apho
o he concep ?
Wha should you uni e si y do o c e-
a e o de elop a sus ainable campus?
Pa icipan 7 Selcuk
Uni e si y
Child De elopmen
Depa men , 2nd yea
‘‘The en i onmen comes
o mind.’’
‘‘I is a campus concep ha is bene icial o na u e.’’
‘‘A sus ainable campus is simila o g een because i
is in e wined wi h na u e.’’
‘‘I had a ha d ime.’’ ‘‘Mo e g een a eas and lowe ga dens
can be buil on he campus. Flowe s can
also be plan ed. We can be mo e sensi-
i e abou was e
Pa icipan 8 Selcuk
Uni e si y
Me allu gy and Ma e i-
als Enginee ing, 2nd
yea
‘‘Na u e is he ela ionship
be ween he en i onmen
and humans.’’
‘‘I is an ac i e campus whe e s uden s a e in e -
wined wi h na u e.’’ ‘‘A sus ainable campus is like
a clean and spacious campsi e whe e na u e and
g eene y come oge he . G eene y and he en i on-
men a e essen ial o humans. I gi es us peace
‘‘I had some
di icul y.’’
‘‘I can do mo e a o es a ion and
landscaping.’’
Pa icipan 9 Necme in
E bakan
Uni e si y
Physical educa ion
eache 1s yea
‘‘I hink i is an in es men
in he u u e and should
be done.’’
‘‘A sus ainable campus is a sys em ha mo i a es
s uden s.’’ ‘‘A sus ainable campus is a de elopmen
because i is u u e-o ien ed.’’
‘‘I had a ha d ime.’’ ‘‘They can c ea e na u al a eas whe e
s uden s and s a can spend ime.’’
Pa icipan 10 Selcuk
Uni e si y
Fashion design
depa men /1s yea
‘‘I is an in es men in he
u u e
‘‘Sus ainable campus is a posi i e a ea o spend
ime.’’ ‘‘Sus ainable campus is simila o a gain (i
is a gain). Because he e u n is posi i e. I c ea es
posi i e e ec s
‘‘I had a ha d ime.’’ ‘‘They can c ea e e eshing, g een a eas.
They should educa e s uden s and s a
on he subjec . G een campuses a e no a
e y well-known concep o us.’’
Table 2 (con inued)
Page 19 o 29Kızıloğlu and Cici Ka aboğa Disco e Sus ainabili y (2025) 6:1033
The indings a e consis en wi h s udies by Ribei o e al. [87, 88], who ound ha s u-
den s make less sense o economic sus ainabili y compa ed o en i onmen al and social
dimensions. The au ho s s a e ha economic sus ainabili y is o e shadowed by en i on-
men al and social sus ainabili y in e ms o educa ional con ex and gene al awa eness
[87, 88].
The ac ha s uden s concep ualise economic sus ainabili y mos ly h ough he con-
inui y o ma e ial asse s and inancial mechanisms indica es ha his dimension ca -
ies a mo e abs ac s uc u e in hei minds compa ed o conc e e en i onmen al
and social sus ainabili y elemen s [86]. The e may be se e al easons o his si ua ion.
Fi s ly, sus ainabili y educa ion p og ammes p edominan ly ocus on en i onmen al
and social issues, while he economic dimension is ela i ely less emphasised in edu-
ca ional p ocesses [98]. Economic sus ainabili y is usually elabo a ed in he disciplines
o business and economics and is ea ed as a seconda y componen in en i onmen al
science o social science cu icula [66]. In addi ion, economic sus ainabili y is inhe -
en ly mo e abs ac and sys emic in na u e, making i di icul o s uden s o g asp [13].
S e ling [98] a gues ha he educa ion sys em gene ally p esen s sus ainabili y in e ms
o he en i onmen al dimension and economic sus ainabili y is add essed in a supe i-
cial amewo k such as ‘ inancial success’. The e o e, economic sus ainabili y needs o
be add essed mo e comp ehensi ely and s uden s need o be p o ided wi h an educa-
ional pe spec i e in which hey can g asp he c i ical ole o his dimension in sus ain-
able de elopmen .
The mos ep esen ed ca ego y in he s udy was social sus ainabili y. The p e alence o
posi i e and human-cen ed me apho s such as li e, peace, b ea h, hope and medi a ion
shows ha s uden s e alua e he concep o sus ainabili y wi hin he amewo k o social
ela ions, social ha mony and indi idual wel a e. This ca ego y, which includes 38.09% o
he me apho s and 40% o he pa icipan s, e eals ha s uden s p ima ily associa e sus-
ainabili y wi h i s social dimension. This inding is consis en wi h he s udy conduc ed
by Msengi e al. [71, 72], who s a ed ha social sus ainabili y is pe cei ed as a undamen-
al elemen o campus li e.
The e may be se e al easons why s uden s make mo e sense o social sus ainabili y
han o he dimensions. Fi s ly, since uni e si y en i onmen s encou age in e pe sonal
in e ac ion and collec i e lea ning, s uden s may conside sus ainabili y as a mo e p i-
o i ised issue in he con ex o social dynamics [102]. Social sus ainabili y is di ec ly
ela ed o concep s such as equali y, solida i y and social cohesion o imp o e he quali y
o li e o indi iduals [32]. In his di ec ion, me apho s such as peace, b ea h, hope and
medi a ion de eloped by s uden s e eal ha sus ainabili y is no only an ecological and
economic concep , bu also has a s ong connec ion wi h human psychology and social
ela ions [46].
In addi ion, oday’s global social c ises- ac o s such as pandemics, economic unce -
ain y, and mig a ion mo emen s-ha e made social sus ainabili y mo e isible [105]. In
his con ex , i is likely ha s uden s end o conside sus ainabili y p ima ily om hei
own li e expe iences and social con ex a he han om an en i onmen al o economic
pe spec i e [70]. This can be explained by he ac ha social sus ainabili y is a conc e e
dimension ha indi iduals can di ec ly expe ience in hei daily li es.
In he s udy, s uden s p oduced me apho s such as cleanliness, mo he , hea en,
cul u ed, human, home, u opia, you h, and u h unde he ca ego y o cul u al
Page 20 o 29Kızıloğlu and Cici Ka aboğa Disco e Sus ainabili y (2025) 6:1033
sus ainabili y. These me apho s show ha s uden s conside sus ainabili y no only in
e ms o en i onmen al o social dimensions, bu also in he con ex o cul u al he i age
and social belonging [38]. Cul u al sus ainabili y was he second ca ego y wi h he high-
es numbe o me apho s a e social sus ainabili y. This inding shows ha s uden s see
cul u al alues and adi ions as an in eg al pa o sus ainabili y and de elop awa eness
o how hese alues a e in eg a ed in o campus li e.
While s uden s’ pe cep ion o cul u al sus ainabili y as an impo an dimension
e lec s hei le el o awa eness on his issue, he ac ha i is less dominan compa ed
o social sus ainabili y can be explained by he ac ha in e pe sonal ela ionships and
social s uc u es a ec s uden s’ daily li es mo e di ec ly [38]. Adams e al. [4] s udy also
suppo s hese indings and emphasises ha cul u al change is c i ical o sus ainabili y.
Cul u al sus ainabili y e e s o he p ocess by which socie ies p ese e hei iden i ies,
adi ions, languages and alues and pass hem on o u u e gene a ions [96]. The me a-
pho s o mo he , home, pa adise and u opia p oduced by he s uden s can be associ-
a ed wi h he sense o belonging, secu i y and he con inui y o cul u al alues om he
pas [101]. The me apho s o cul u ed and human e eal he ole o social educa ion and
in e pe sonal communica ion in he con inui y o social sus ainabili y [77]. On he o he
hand, he me apho o cleanliness sugges s ha he e is a mo al and e hical dimension in
he pe cep ion o sus ainabili y [51].
As a esul , al hough s uden s see cul u al sus ainabili y as an impo an componen ,
hey do no in e nalise i as s ongly as social sus ainabili y. The main eason o his is
ha social sus ainabili y di ec ly a ec s he daily li es o indi iduals, while cul u al sus-
ainabili y has a b oade scale and long- e m pe spec i e. Making cul u al sus ainabili y
mo e isible h ough educa ional p og ammes and p ac ices on campus can be e ec i e
in inc easing s uden s’ awa eness o his dimension (Fig. 2).
The esul s o he semi-s uc u ed in e iew analysis e eal ha s uden s s udying
in di e en disciplines do no ha e su icien knowledge abou sus ainabili y and sus-
ainable campus concep s (Fig. 3). This inding coincides wi h he iews equen ly dis-
cussed in he li e a u e ha sus ainabili y educa ion is no su icien ly dissemina ed in
highe educa ion ins i u ions [65, 117]. Pa icipan s conside he concep o sus ainable
campus mainly in he con ex o social and en i onmen al sus ainabili y; howe e , hey
clea ly s a e ha hey ind hei uni e si ies’ e o s in his ield insu icien . This can be
explained by he limi ed access o s uden s o sus ainabili y educa ion and he lack o
sus ainabili y hemes in he cu iculum [14].
Resea ch indings show ha uni e si y s uden s’ pe cep ion o sus ainabili y is gen-
e ally limi ed o en i onmen al sus ainabili y (Emanuel & Adams, 2011). S e ling [97]
s a es ha adi ional educa ion sys ems a e a om add essing he concep o sus ain-
abili y in a holis ic amewo k and he e o e, s uden s associa e sus ainabili y wi h en i-
onmen al ac o s ha hey eel he di ec impac o . Simila ly Clugs on and Calde [26,
27] emphasise ha sus ainable campus ini ia i es should ecei e high-le el suppo om
Fig. 2 Venn diag am o he me apho s
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uni e si y adminis a ions. Wi hou such suppo , i is no possible o s uden s o gain
an e ec i e unde s anding o sus ainabili y.
Mos o he pa icipan s poin ed ou he impo ance o ene gy e iciency, was e man-
agemen , inc easing g een a eas and educa ional p og ammes ha p omo e en i on-
men al awa eness in o de o c ea e sus ainable campuses. These indings a e consis en
wi h he iew pu o wa d by Velazquez e al. [106] ha sus ainable campuses a e shaped
a ound elemen s such as ene gy e iciency, g een space managemen , was e educ ion
and sus ainable anspo . Howe e , o hese ini ia i es o be success ul, s uden s need
o ac i ely pa icipa e in he p ocess and uni e si y adminis a ions need o p io i ise
hese issues [26, 27]. Sus ainabili y should be assessed no only h ough in es men s in
physical in as uc u e, bu also h ough he le el o knowledge, skills and awa eness
gained by s uden s [14]. Uni e si ies ‘holis ic app oach o sus ainabili y educa ion will
con ibu e o s uden s’ unde s anding o sus ainabili y om a b oade pe spec i e.
The in e iew indings show ha enginee ing s uden s end o e alua e he concep
o sus ainabili y p edominan ly in a conc e e and echnical amewo k. This can be
explained by he ac ha enginee ing educa ion ocuses on measu able, applicable and
echnical p ocesses [73, 92]. Howe e , con a y o expec a ions, i was obse ed ha
enginee ing s uden s do no ha e su icien knowledge abou sus ainabili y. This esul is
dis o i e and sugges s ha his concep is no add essed holis ically enough in he edu-
ca ion p ocess. Cu en cu icula p io i ise echnical skills and do no adequa ely inco -
po a e he in e disciplina y and e hical dimensions o sus ainabili y [22, 65]. This inding
is in line wi h exis ing c i icisms o sus ainabili y educa ion; S e ling [97] s a es ha
adi ional enginee ing educa ion sys ems limi sus ainabili y only o echnical applica-
ions, making i di icul o s uden s o e alua e his concep om a b oade social and
e hical pe spec i e. The iews ha enginee ing educa ion should be de eloped wi hin
he amewo k o sus ainabili y a e also suppo ed by c i icisms ha enginee ing cu i-
cula ocus on echnical and scien i ic con en while lea ing e hical, social and economic
dimensions in he backg ound [43, 92]. Indeed, a s udy conduc ed by Segalas e al. [92]
e ealed ha enginee ing s uden s’ sus ainabili y awa eness is gene ally limi ed o en i-
onmen al and echnical aspec s, bu hey gi e less impo ance o social and go e nance
dimensions. By ne e al. [22], on he o he hand, s a e ha enginee ing s uden s can only
Fig. 3 Venn diag am o ın e iews

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make sense o sus ainabili y in he con ex o enginee ing p ojec s, bu hey do no su -
icien ly comp ehend b oade social and cul u al impac s.
A his poin , he ole o uni e si ies in sus ainabili y educa ion is o c i ical impo -
ance. While Co ese [29] emphasises ha sus ainabili y educa ion should be in eg a ed
wi h di e en disciplines such as enginee ing, social sciences, managemen and en i on-
men al sciences, Lozano [65] s a es ha in e disciplina y lea ning en i onmen s should
be encou aged. Sus ainabili y in uni e si ies should no be limi ed o physical in as uc-
u e a angemen s, bu should be made a pa o s uden s’ academic expe iences [26,
27]. In his con ex , Dis e he e al. [35] s a e ha designing sus ainabili y policies in a
way ha encou ages he ac i e pa icipa ion o s uden s in uni e si ies plays a c i ical
ole in e ms o aising awa eness in he long e m.
The esea ch indings also show ha s uden s pe cei e sus ainabili y la gely in a social
con ex . The ac ha social sus ainabili y is he mos equen ly emphasised ca ego y
e eals ha s uden s p io i ise social wel a e, equali y and social jus ice in hei pe cep-
ion o sus ainabili y. While Dempsey e al. [32] emphasise ha social sus ainabili y is
di ec ly linked o u banisa ion, educa ion and social wel a e, Bos öm [18] s a es ha
sus ainabili y is be e unde s ood when ocusing on how i has an impac on imp o ing
he quali y o li e o indi iduals and social jus ice. These indings sugges ha he social
dimension should be emphasised mo e in sus ainable campus policies. Inc easing social
sus ainabili y p ac ices on campus can con ibu e o s uden s’ deepe unde s anding o
he concep o sus ainabili y and i s applica ion in hei daily li es [102].
6 Conclusions
This s udy examined uni e si y s uden s’ pe cep ions o he concep o sus ainable cam-
puses. The indings e ealed ha al hough s uden s conside sus ainabili y in he en i-
onmen al, economic, social, and cul u al dimensions, hei awa eness le els ega ding
hese dimensions a y.
Recen s udies ha e shown ha e y ew uni e si ies ha e su icien p ac ices and
ac i i ies o make hei campuses sus ainable [94, 100]. Howe e , uni e si ies a e he
segmen o socie y wi h he mos access o he in ellec ual capi al equi ed o p o ide
sus ainable p ac ices and measu emen s [94]. Despi e his, he e a e majo obs acles
o sus ainable campuses. The bigges obs acles o campuses adop ing hese p ac ices
include a lack o su icien knowledge abou he subjec and eluc ance o make commi -
men s ega ding en i onmen al p o ec ion [45].
Sus ainable campuses no only p omo e en i onmen al sus ainabili y bu also in e-
g a e i in o educa ion and managemen p ocesses by os e ing a g een cul u e in uni-
e si ies. This cul u e co e s a ious a eas, om managemen o educa ion and ac i i ies
[112, 113]. Mu ay [74] e ealed ha when s uden s unde s and he impo ance o sus-
ainabili y ini ia i es, hey can ensu e ha such ini ia i es a e success ul. Wu [118] ound
ha uni e si y s uden s a e mo e likely o con ibu e posi i ely o sus ainabili y e o s
on campus when hey ac i ely pa icipa e. Msengi e al. [71, 72] e ealed ha al hough
s uden s ecognize he impo ance o sus ainabili y, mos a e unawa e o hei uni e si-
ies’ sus ainabili y commi men s o ini ia i es. The e o e, uni e si ies ha e a lo o wo k
o do. Indeed, he uni e si y s uden s who pa icipa ed in he s udy emphasized ha hey
did no ecei e aining in his a ea and ha ac i i ies we e limi ed. Gandasa i e al. [45]
also suppo ed he esul s o his s udy. Indi idual awa eness needs o be inc eased o
Page 23 o 29Kızıloğlu and Cici Ka aboğa Disco e Sus ainabili y (2025) 6:1033
implemen he concep o a g een campus. T ainings o his pu pose play an impo an
ole in c ea ing en i onmen al awa eness and encou aging sus ainable p ac ices [41].
To be a sus ainable campus, i is necessa y o ac in a g een way. Indica o s such as
g een consciousness, a i ude, and beha io al con ol s and ou as he basic elemen s o
g een beha io [40]. In hei answe s o he in e iew ques ions, he s uden s empha-
sized he necessi y o ac ing g een. To be a sus ainable campus, uni e si ies mus i s ac
g een and sp ead sus ainabili y awa eness h oughou he campus.
Sus ainabili y ini ia i es canno be success ul wi hou op-le el suppo . Managing
esou ces such as ene gy and wa e e icien ly, educing was e, and p omo ing sus ain-
able anspo a ion op ions on campus should be seen as key s a egies o uni e si y
adminis a ion [26, 27].
Eco-plus cul u e is ano he elemen ha can con ibu e o he es ablishmen o a sus-
ainable pe cep ion in he beha iou o indi iduals. Eco plus cul u e is a sys em ha can
be ac i a ed by me hods adap ed o he ecological sys em and eeds i wi h cul u al al-
ues (Nguyen,2024). The o ma ion o a sys em ha will mo i a e s uden s’ pe cep ions
and willingness o ans o m hei beha io equi es he ein o cemen o accep ance o
ejec ion o en i onmen al alues, as well as he awa eness o sus ainabili y as a h esh-
old alue. An e ec i e in o ma ion p ocessing mechanism a bo h indi idual and soci-
e al le el can hus con ibu e o he de elopmen o a p og essi e en i onmen al alues
sys em [107].
In eg a ing sus ainabili y in o he cu iculum is c ucial. Sus ainabili y opics should
no only be included in cou ses bu should also be embedded ac oss disciplines so ha
s uden s om a a ie y o disciplines can unde s and i s impo ance. They should also
wo k wi h local communi ies o ex end sus ainabili y e o s beyond campus and help
c ea e a b oade impac . Uni e si ies should no only conduc esea ch on sus ainabili y
bu also apply hese indings o hei own ac i i ies and sha e hem wi h he b oade
communi y [26, 27].
Adams e al. [4] s a ed ha uni e si ies ocus solely on cu iculum and echnical solu-
ions when i comes o sus ainabili y, igno ing cul u e. Acco ding o he au ho s, one o
he p e equisi es o c ea ing a sus ainable campus is cul u al change. Cul u al change is
c i ical o sus ainable ini ia i es’ long- e m success.
Many s uden s see sus ainable campuses as bene icial o he en i onmen and a posi-
i e e lec ion o hei uni e si y’s commi men o global issues. The p esence o g een
spaces, ene gy-e icien buildings, and sus ainable anspo a ion op ions a e gene ally
app ecia ed by s uden s. Howe e , as in his s udy and o he s [71, 72], s uden s know
ha unless he e a e educa ional and p omo ional p og ams, hey do no ha e an unde -
s anding o how sus ainabili y is implemen ed on campus and ha in eg a ing sus ain-
abili y in o he cu iculum is c ucial. Too and Baj acha ya [103] ound ha s uden s who
eel in ol ed in hei uni e si y’s sus ainabili y ini ia i es a e mo e likely o pa icipa e
in and suppo hese e o s. Pe ei a Ribei o e al. [87, 88] a gued ha sus ainable cam-
pus p ac ices enable s uden s o demons a e a highe le el o p oac i i y and awa eness
o sus ainable de elopmen . The e o e, he concep o a sus ainable campus should be
seen as impo an as i se es o b ing he sus ainabili y dimensions o uni e si ies o li e
h ough esea ch, eaching, and p ac ice.
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6.1 Recommenda ions
The ecommenda ions p esen ed in his sec ion a e s uc u ed based on he indings
o he s udy. The ecommenda ions a e di ided in o wo main g oups: esea che s who
con ibu e o he de elopmen o sus ainabili y knowledge, and uni e si ies esponsible
o implemen ing sus ainabili y policies.
This dis inc ion is made because bo h pa ies play complemen a y oles. Resea che s
analyze sus ainabili y pe cep ions, design educa ional con en , and iden i y knowledge
gaps. Uni e si ies in eg a e sus ainabili y in o he cu iculum, implemen s uc u al
changes, and suppo campus-wide sus ainabili y p ojec s.
In his s udy, “uni e si y” includes no only academic adminis a ion bu also all ins i-
u ional mechanisms ha d i e sus ainabili y policies ( acul y commi ees, s uden
councils, and sus ainabili y o ices).
6.2 Resea che s’ asks
6.2.1 In-dep h analysis and e iew
This s udy demons a ed ha s uden s p edominan ly associa e sus ainabili y wi h en i-
onmen al and social dimensions, while economic and cul u al sus ainabili y emain
seconda y. Fu he esea ch should explo e he easons behind his pe cep ion, pa icu-
la ly wi hin di e en disciplines. Longi udinal s udies could assess he impac o exis ing
sus ainabili y ini ia i es in Tu kish uni e si ies and ack imp o emen s o e ime.
In doing so, esea che s may conside egional ins i u ional dispa i ies, as sus ain-
abili y awa eness le els can a y widely be ween uni e si ies in me opoli an a eas and
hose in unde unded u al egions.
6.2.2 Educa ional p og am de elopmen
Findings indica e ha s uden s s uggle o g asp sus ainabili y holis ically. The e o e,
esea che s should ocus on designing educa ion modules ha in eg a e sus ainabili y
in o discipline-speci ic con ex s. Fo ins ance, in enginee ing acul ies, sus ainabili y
should be inco po a ed in o p ojec -based lea ning ac i i ies whe e s uden s de elop
eal-wo ld solu ions o ene gy e iciency o was e educ ion in hei uni e si ies.
6.2.3 Ta ge ed awa eness ini ia i es
Ins ead o b oad awa eness campaigns, sus ainabili y ini ia i es should be designed
based on s uden s’ speci ic misconcep ions and knowledge gaps. Fo example, consid-
e ing ha economic sus ainabili y was he leas unde s ood dimension in his s udy,
a ge ed wo kshops on ci cula economy models and sus ainable business p ac ices
could be in oduced pa icula ly in collabo a ion wi h egional chambe s o comme ce
and indus ial zones such as hose in Kocaeli, Gazian ep, o Kayse i, whe e sus ainable
indus y p ac ices a e inc easingly being p omo ed.
6.2.4 Du ies o uni e si ies
1. Cu iculum In eg a ion wi h a P ac ical Focus: Sus ainabili y educa ion should no
emain heo e ical bu should be embedded in cou ses wi h p ac ical applica ions.
Fo ins ance, social sciences depa men s could in oduce se ice-lea ning p ojec s
whe e s uden s wo k wi h local communi ies on sus ainabili y challenges, while
a chi ec u e and enginee ing s uden s could collabo a e on designing sus ainable
Page 25 o 29Kızıloğlu and Cici Ka aboğa Disco e Sus ainabili y (2025) 6:1033
campus in as uc u e. In he con ex o his change in he cu iculum and building
a sus ainable campus, he de elopmen o he na u e quo ien (NQ), he capaci y o
s uden s o pe cei e, p ocess and o ganize in o ma ion abou ecological connec ions,
is suppo ed by he c ea ion o knowledge en i onmen s such as clima e ic ion (cli- i).
The de elopmen o NQ also p omo es he de elopmen o an eco-plus cul u e. This
is a pa adigm ha ans o ms he pe cep ion o he en i onmen in o policies and
e e yday beha io [107, 109].
2. Campus-Based Sus ainabili y P ojec s: Ins ead o gene ic sus ainabili y policies,
uni e si ies should implemen s uden -led sus ainabili y p ojec s. Based on he
indings o his s udy, uni e si ies in Tu key should es ablish campus sus ainabili y
hubs whe e s uden s can ac i ely pa icipa e in ene gy conse a ion, ecycling
p og ams, o u ban a ming ini ia i es.
3. Communi y Pa ne ships and Indus y Collabo a ion: To b idge he gap be ween
heo e ical knowledge and p ac ical applica ion, uni e si ies should collabo a e wi h
municipali ies, non-go e nmen al o ganiza ions, and local businesses.
4. Ins i u ionalizing Sus ainabili y Beyond In as uc u e: While in es men s in
g een buildings and enewable ene gy a e essen ial, uni e si ies should also ocus
on embedding sus ainabili y in o ins i u ional decision-making p ocesses. This
includes ensu ing ha s uden ep esen a i es ha e o mal oles in sus ainabili y
commi ees—a p ac ice ha emains limi ed in many Tu kish uni e si ies bu is
c i ical o pa icipa o y go e nance.
5. Communi y Pa ne ships and Indus y Collabo a ion: To b idge he gap be ween
heo e ical knowledge and p ac ical applica ion, uni e si ies should collabo a e wi h
municipali ies, non-go e nmen al o ganiza ions, and local businesses. Join p ojec s
such as sus ainable u ban planning, local biodi e si y conse a ion, o ene gy
ansi ion p og ams would enable s uden s o apply sus ainabili y concep s in eal-
wo ld scena ios.
6. Ins i u ionalizing Sus ainabili y Beyond In as uc u e: While in es men s in
g een buildings and enewable ene gy a e essen ial, uni e si ies should also ocus on
embedding sus ainabili y in o ins i u ional decision-making p ocesses. Fo example,
s uden councils should ha e o mal ep esen a ion in sus ainabili y commi ees,
ensu ing ha s uden pe spec i es shape uni e si y policies.
This includes ensu ing ha s uden ep esen a i es ha e o mal oles in sus ainabili y
commi ees—a p ac ice ha emains limi ed in many Tu kish uni e si ies bu is c i ical
o pa icipa o y go e nance.
By shi ing om b oad sus ainabili y ad ocacy o conc e e, ac ion-o ien ed s a egies,
Tu kish uni e si ies can cul i a e a gene a ion o g adua es who no only unde s and
sus ainabili y in heo y bu also apply i e ec i ely wi hin hei communi ies and u u e
ca ee s.
Supplemen a y In o ma ion
The online e sion con ains supplemen a y ma e ial a ailable a h ps://doi.o g/10.1007/s43621-025-01594-y.
Supplemen a y Ma e ial 1.
Supplemen a y Ma e ial 2.