Abstract
This study investigates the relationship between environmental and psychosocial factors and students' sustainable behavior in schools. Through a mixed-methods approach, including surveys, interviews, observations, and document analysis, it explores various dimensions such as the physical environment, policy and governance, social and cultural context, economic factors, technological advancements, stakeholder engagement, knowledge and awareness, attitudes and values, perceived behavioral control, social norms and influence, motivation and incentives, and social identity and connectedness. Findings emphasize the crucial role of the school environment in shaping sustainable behavior and advocate for targeted interventions and policies. Implications include the development of sustainable school environments and interventions fostering positive attitudes and behaviors towards sustainability. This research provides practical insights for educators, policymakers, and stakeholders involved in promoting sustainability in schools.