Pro-Environmental Behavior of Lecturers as a Factor of University Greening

This article aims to characterize the pro-environmental behaviors of lecturers who teach environmentally-focused courses and to evaluate the potential of eco-practices for promoting sustainability initiatives within the university. The methodology employed qualitative methods, specifically five focus groups. Data analysis was guided by the Kollmuss-Agyeman model, which elucidates the discrepancy between environmental awareness and pro-environmental action. The analysis revealed five distinct attitudinal groups among the lecturers: educational, research-oriented, personal eco-practice advocacy, trend-following, and professional experience transfer. Findings indicate that lecturers do not perceive themselves as proactive agents capable of influencing the development of university-level environmental policy. Instead, they emphasize the responsibility of the state and university administration in implementing top-down solutions to environmental challenges. This suggests a prevailing external locus of control among the participants. The study concludes with recommendations for enhancing sustainability practices within the university and outlines avenues for future research.