[Research Contribution] What influences UEH students’ attitudes toward the “UEH Zero Waste Campus” project

Keywords: Zero Waste Campus, UEH students, attitude, subjective norm, perceived behavioral control, environmental protection, green living

Every day on campus, waste naturally appears in student life. Plastic cups, styrofoam boxes, and plastic bags are used "wherever they're convenient," all repeating like a habit. When those small choices happen every day, waste is no longer a distant environmental issue, but becomes part of the learning space itself. In that context, the "UEH Zero Waste Campus" project was launched with the goal of not only reducing waste but also changing how students perceive and respond to a zero-waste lifestyle. Based on this reality, a research team from the University of Economics Ho Chi Minh City (UEH) conducted a study to understand the factors influencing students' attitudes toward the project, thereby explaining why some are willing to change while many remain hesitant.

"UEH Zero Waste Campus" is a project implemented at the University of Economics in Ho Chi Minh City, aiming to build a university campus that promotes a zero-waste lifestyle. The project focuses on activities such as source separation of waste, reducing single-use plastics, encouraging reuse, and spreading green living awareness within the student community. Beyond just changing infrastructure or waste processing procedures, the UEH Zero Waste Campus also aims to create an internal transformation where each student gradually develops habits, awareness, and responsibility toward their own learning environment. However, in reality, the level of interest and response from students toward the project still varies, raising questions about the factors shaping students' attitudes toward a green initiative right within the university space.

Factors shaping students' attitudes toward a Zero Waste Campus

*Personal health and how students perceive a zero-waste lifestyle

For many students, Zero Waste is not only linked to the environment, but also directly related to personal health. Reducing single-use plastic, limiting non-biodegradable waste, or choosing more sustainable consumption habits are often seen as a way to protect long-term health. When students clearly understand the connection between waste, living environment, and their own health, their attitude toward initiatives like UEH Zero Waste Campus tends to be more positive. Conversely, if the health benefits are not clearly perceived, Zero Waste is easily seen as a trendy choice rather than a genuine necessity.

*Environmental awareness and willingness to change daily habits

Environmental awareness plays a fundamental role in shaping students' attitudes toward the project. Students who are more interested in issues like pollution, climate change, or resource depletion often find it easier to empathize with the goals of the Zero Waste Campus. However, there remains a gap between interest and actual action. Not all students are willing to change their familiar daily routines. Therefore, while environmental awareness is a necessary condition, it is not sufficient to generate a strong response without accompanying supporting factors.

*Influence from friends and community in the university setting

In a university environment, students' attitudes are not formed independently, but are significantly influenced by friends, the group, and the general norms around them. When Zero Waste is frequently mentioned in activities, clubs, or among friends, students tend to view the project as a natural part of school life. Encouragement, consensus, or simply the fact that "everyone is doing it" can create motivation that makes students more likely to accept and support the project. Conversely, if Zero Waste hasn't become a widespread norm, positive attitudes will be difficult to spread widely within the community.

*The role of media and education in spreading Zero Waste

How the project is communicated and educated directly influences how students understand and evaluate the Zero Waste Campus. When information about the project is clear, accessible, and relevant to student life, Zero Waste is no longer an abstract concept. Communication activities, workshops, or educational content, if designed appropriately, will help students understand the true spirit of the project and see their role in it. Conversely, inconsistent or overly technical media can make students feel alienated and less interested.

*Student's perception of their ability to participate in the project

Another important factor is whether students feel capable enough to participate in and practice Zero Waste. If students find sorting waste, reducing waste, or participating in project activities too complex, time-consuming, or beyond their personal capabilities, positive attitudes will be difficult to form. Conversely, when students believe they can easily participate, starting with small actions that fit their schedules, Zero Waste becomes more feasible. This feeling of "I can do it" contributes to strengthening support for the UEH Zero Waste Campus project.

Orientations to promote Zero Waste Campus within the student community

From the research results, it can be seen that students' attitudes toward UEH Zero Waste Campus are not solely formed by general environmental awareness, but are strongly influenced by a sense of closeness and the ability to participate practically. Therefore, the project needs to continue to be implemented in a way that helps students see Zero Waste as achievable in daily life, starting with small changes that are compatible with the rhythm of school life. When students perceive that reducing waste or sorting waste is not too complex and does not create additional pressure, positive attitudes are more easily formed and maintained.

Additionally, media and education play a key role in connecting the project with students. Instead of just focusing on conveying information, communication activities need to emphasize experiences, real stories, and the active participation of students themselves in the Zero Waste practice process. When the project is presented with relatable examples from within the campus, Zero Waste will no longer be a slogan, but will become a familiar part of UEH student life.

Finally, building a consensus environment within the student community is also an important factor for the project's sustainable spread. As Zero Waste gradually becomes a common standard thru clubs, group activities, and active student networks, supportive attitudes will not only stem from individual awareness but will also be reinforced by peer and community influence. This very spread will help UEH Zero Waste Campus go from a green initiative to a common habit within the university space.

The research paper has indirectly contributed to SDG 11 – Sustainable Cities and Communities, SDG 12 – Responsible Consumption and Production, and SDG 13 – Climate Action. See the full article What influences UEH students’ attitudes toward the “UEH Zero Waste Campus” project HERE

Authors: Pham Thi Ngoc Quyen, Nguyen Diem Quynh, Duong Nghe Dinh, Nguyen Thi Truc Ly - University of Economics Ho Chi Minh City.

This article is part of the Green Research Community series with the message "Research Contribution for UEH Living Lab Green Campus" UEH sincerely invites the community to follow the next Green Research Community newsletter.

More Information:

SDG 11 – Sustainable Cities and Communities seeks to develop urban areas and communities that are resilient, safe, and sustainable by improving living environments, managing waste effectively, and ensuring access to basic services for all citizens. A sustainable city is not only about physical infrastructure but also about raising awareness and shaping residents’ behavior to protect their shared environment.

SDG 12 – Responsible Consumption and Production focuses on ensuring sustainable production and consumption patterns, thereby reducing pressure on natural resources, minimizing waste, and limiting environmental pollution. This goal emphasizes the importance of effective waste management, optimal use of resources, and promoting changes in consumer behavior at both individual and community levels, particularly through education and awareness.

SDG 13 – Climate Action calls for urgent measures to combat climate change and its adverse impacts by reducing greenhouse gas emissions, enhancing adaptive capacity, and raising public awareness. This goal goes beyond national-level policies and requires changes in individual and community behaviors in daily life, especially in areas directly linked to waste generation and management.

News, photos: UEH Green Campus Project, UEH Youth Union - Student Association, UEH Communications and Partnership Development Department

Voiceover: Thanh Kieu