Circular Economy and Sustainability in Higher Education: A Comparative Study of Knowledge and Student Perceptions in Peru, Colombia, and Mexico

Background: The transition toward sustainable development models has increased the relevance of the circular economy (CE) as a strategy for improving resource efficiency and reducing environmental impacts. In this context, higher education may contribute to strengthening sustainability-oriented competencies and environmental awareness among university students. Methods: This study aimed to assess differences in knowledge of the circular economy, perceptions regarding higher education in circular economy education, and sustainability dimensions among university students in Peru, Colombia, and Mexico. A quantitative, non-experimental, cross-sectional design was adopted using a structured questionnaire administered to 702 university students. The analysis included descriptive statistics, the Kruskal–Wallis test, and Dunn’s post hoc comparisons. Results: The results showed significant differences among countries regarding knowledge of CE principles, sustainability initiatives, and perceptions associated with higher education in circular economy education. Peruvian students generally reported higher levels of knowledge and more positive perceptions across several indicators, whereas Mexican students presented comparatively lower scores. Differences were also identified across the environmental, social, and economic dimensions of sustainability, particularly in the economic dimension. Conclusions: Overall, the findings suggest that higher education may support the development of CE-related competencies and sustainability-oriented educational strategies within diverse Latin American contexts.