Students’ perceptions of environmental issues and their views on sustainability are shaped by a complex interplay of academic, cultural, and geographical factors. Understanding how these variables influence students’ environmental awareness is crucial for designing effective educational strategies in the face of global sustainability challenges.

This study explores the extent to which university students’ disciplinary training and personal backgrounds—such as their level of education, field of study, and place of origin—affect their understanding of sustainability and their perception of environmental risks, with a specific focus on drought as a socio-environmental phenomenon. The research was based on a structured survey administered to a sample of students enrolled in various academic programs, ranging from natural and applied sciences to humanities and social sciences.

The findings highlight the importance of incorporating interdisciplinary approaches in higher education to foster cross-cutting environmental awareness and a more contextualized understanding of contemporary socio-environmental challenges.

Keywords: Sustainability Education, Interdisciplinary Learning, Drought Perception, Sociocultural Context.