Researchers and policymakers have long been interested in education for sustainable development (ESD). Despite a sizable body of research, more thorough empirical investigations are needed to comprehend how sustainable development goals are applied in higher education and how (ESD) could be used to influence sustainable behaviour. The two main drivers behind this sort of study are the lack of studies examining economic and business higher education and the requirement to accurately measure the relationship between (ESD) principles and students' behaviour. In light of this justification, the current study seeks to offer an overview of how students’ perceptions of sustainable campus efforts, teaching staff engagement, and curriculum influence their sustainable behaviour. The statistical and econometric analysis performed on survey data of students from Birzeit University (BZU) (N = 1062) reveals insights into the degree to which students’ knowledge of topics relating to sustainable development is obtained via education results in sustainable behaviour. According to the findings, we contend that a greater emphasis on sustainable development subjects along with efforts by teaching staff to increase student understanding of sustainability concerns are essential to promoting sustainable behaviour in students. On-campus activities are unlikely to alter behaviour unless they are elective rather than mandated. Our findings confirm the essential need for consistency in developing higher education to sustainability challenges, as education is one of the key drivers of sustainable development.