Bridging gaps in campus sustainability: a student-led evaluation framework grounded in socio-technical systems theory

Purpose This study aims to develop and validate a student-led measurement instrument for assessing sustainability in higher education institutions (HEIs), using a socio-technical systems (STS) theory lens. The research addresses the gap in normative, context-sensitive evaluation tools for sustainable campuses, particularly within the Malaysian and broader South-East Asian contexts. Design/methodology/approach Adopting a three-phase, mixed-methods approach, the study refined 40 concept-mapped statements into a 25-item instrument through exploratory factor analysis (EFA). This was followed by confirmatory composite analysis (CCA) and a normative-descriptive typology comparison across two Malaysian urban HEIs. The framework’s theoretical basis in STS theory guided the integration of social and technical subsystems in the conceptualisation of campus sustainability. Findings The validated instrument comprises four factors—campus services and facilities, resource policy and usage, sustainable built environment and sustainability and technology—representing the socio-technical dimensions of a sustainable campus. Results revealed significant discrepancies between student expectations and their observations of campus sustainability efforts, highlighting gaps in institutional performance and communication. Practical implications The instrument enables HEIs to track and align sustainability initiatives with student expectations, promoting iterative improvement and participatory governance. Originality/value This study offers a novel bottom-up, student-driven approach to evaluating HEI sustainability and extends STS theory into the domain of higher education. It addresses the underrepresentation of Asian HEIs in sustainability research and responds to global calls for contextualised, stakeholder-inclusive assessment tools.