Universities play a vital role in advancing sustainability by integrating environmental responsibility into

limited accountability mechanisms and stakeholder participation. Correlation analysis showed a significant

positive relationship between awareness and satisfaction (r = 0.64, p < 0.01), yet causality cannot be inferred

due to the study’s cross-sectional design. Subgroup analysis indicated slight variations in perceptions across

gender and stakeholder roles, suggesting differentiated engagement levels that can inform targeted interventions.

The study underscores the need for stronger institutional accountability, inclusive governance, and the

integration of living-lab and student-led sustainability programs to embed environmental stewardship within

campus culture. Future research is encouraged to adopt longitudinal or mixed-method approaches to measure

behavioral and institutional impacts of green campus initiatives.

Keywords: Green campus, sustainability governance, stakeholder perception, living-lab, higher education,

China

Development Goals (UNESCO, 2021).

In China, the concept of ecological civilization has elevated sustainability from a policy aspiration to a

developmental mandate, motivating universities to integrate ecological principles into campus management and

culture (Zhou & Li, 2021). The Ministry of Education has promoted “Green Campus” initiatives as part of its

broader environmental modernization efforts, emphasizing efficiency in resource use, waste minimization, and

environmental awareness (Wu et al., 2023).

A green campus embodies efficient resource utilization, participatory environmental governance, and the

integration of sustainability into teaching and research (Velazquez et al., 2006; Sonetti et al., 2019). Despite

increasing adoption, several studies indicate that many Chinese universities demonstrate strong operational

compliance yet weak governance and accountability frameworks (Nejati & Nejati, 2013; Zhao & Huang, 2022).

toward sustainability goals. Understanding these nuances is critical for designing equitable and inclusive

engagement strategies across campus communities.

institution in China. Specifically, it sought to (1) evaluate the extent of implementation of green initiatives, (2)

determine stakeholders’ levels of awareness and satisfaction, (3) analyze the relationships between awareness

and satisfaction, and (4) examine subgroup differences across gender, department, and role to inform targeted

institutional interventions.

This study employed a descriptive–correlational design to examine relationships among stakeholders’

awareness, satisfaction, and perceptions of green campus practices (Creswell & Creswell, 2018). The research

Li, 2021; Wu et al., 2023) covering four dimensions: waste management, energy and water conservation,

environmental education and participation, and institutional policy and governance. Governance items assessed

accountability mechanisms, leadership commitment, and transparency in sustainability reporting. The instrument

demonstrated strong reliability (Cronbach’s α = 0.91) and content validity through expert review.

Questionnaires were administered both in print and online, with informed consent and ethical approval from the

university’s Research Ethics Committee. Descriptive statistics summarized implementation levels, while

Pearson’s r tested the relationship between awareness and satisfaction. One-way ANOVA and Tukey post-hoc

tests examined subgroup variations by gender, department, and role. Qualitative responses from open-ended

questions were thematically analyzed to enrich interpretation, particularly on governance and participation.

However, the Institutional Policy and Governance dimension recorded a relatively lower mean (M = 3.98),

indicating that while operational efficiency is strong, accountability and policy coherence remain

underdeveloped. Interviews and qualitative feedback revealed that sustainability committees exist but lack clear

mandates for monitoring, evaluation, and reporting. Respondents cited limited awareness of policy documents

and the absence of annual sustainability audits. These findings echo Sedlacek (2013) and Li & Xu (2022), who

argue that institutionalizing sustainability requires embedding accountability systems—such as dedicated

sustainability offices and measurable performance indicators—within administrative processes.

Still, the governance gap suggests a need for structured sustainability policies with defined accountability

channels, audit systems, and transparent communication to stakeholders.

Stakeholders reported high satisfaction with green campus initiatives (M = 4.09, SD = 0.48). They commended

the cleanliness of campus grounds, energy-saving technologies, and campaigns promoting waste reduction.

Nevertheless, qualitative feedback indicated that decision-making processes are top-down, and participation in

sustainability committees or planning remains limited, particularly among students and administrative staff.

Environmental education activities were common but primarily event-based (e.g., tree planting and clean-up

drives). Embedding sustainability principles into the curriculum and staff training would promote long-term

behavioral transformation (Tilbury, 2011; Lozano, 2014). Respondents suggested creating sustainability-

Table 2. Correlation between Awareness and Satisfaction

However, it is important to note that correlation does not imply causation. The study’s cross-sectional design

precludes causal inference; thus, while awareness is associated with satisfaction, longitudinal research is needed

to determine whether awareness-building interventions directly enhance satisfaction and engagement over time.

To explore subgroup variations, ANOVA tests were conducted across gender, department, and stakeholder role

(faculty, staff, student). Results indicated no statistically significant overall differences (F = 1.73, p = 0.18),

than males, consistent with literature suggesting stronger pro-environmental attitudes among women (Nejati &

Nejati, 2013; Mousa & Othman, 2020). These subgroup insights underscore the need for differentiated

communication and capacity-building programs tailored to specific stakeholder roles and contexts.

While operational sustainability is well-established, stakeholder feedback indicated a desire for more

participatory and experiential initiatives. Embedding sustainability into living-lab models—where the campus

functions as a real-world testbed for innovation—can empower students and staff to co-create and evaluate

solutions.

For example, Tongji University and Tsinghua University have institutionalized living-lab projects in waste

reduction, renewable energy monitoring, and circular economy design, effectively integrating research,