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Sustainable development as well as sustainability is desired globally. However, the knowledge and consciousness of people on issues around sustainability remains questionable. Hence, the purpose of this study is to explore the sustainability consciousness (SC) of university students in South Africa.

Quantitative research methodology was adopted for this study. The sample comprised 1,591 randomly selected students from four South African universities. The data was collected through an online survey. Statistical Package for the Social Sciences was used for analysis.

The findings of this study showed that there is need to consider country-specific contextual issues when considering factors capable of promoting the SC of students. Also, the incorporation of modules on sustainability has the potency of increasing the SC of students.

This study recommends, amongst others, the need for the revision of the curricula of universities to accommodate topical issues on sustainability that are capable of increasing the consciousness of students on the subject. In addition, pedagogical approaches that enhance sustainability knowledge and action (like green pedagogies) are required.

The purpose of this paper is to explore the common learning challenges experienced by undergraduates in selected rural universities in Nigeria and South Africa. Rural universities are strategically established and expected to enhance sustainable development by meeting the needs of host communities. Hence, an attempt is made to trace factors hindering the attainment of the goals.

A quantitative research method was adopted for data collection. A self-designed questionnaire was administered to 2,335 randomly selected third-year students.

The outcome of the study shows that six common learning challenges: cognitive learning challenges, easy loss of concentration, previous learning experiences, distance, student–lecturer relationship as well as policy making and implementation are experienced by undergraduates in the two universities.

This research shows the common challenges experienced by undergraduates in rural universities. However, the study is limited to two selected universities in Nigeria and South Africa.

These results are useful in guiding education stakeholders in policy making and how quality education can be provided for rural-based undergraduates.

The research suggests various ways by which common learning challenges experienced by students in rural universities can be overcome. It will be of immense value to curriculum designers and implementers toward sustainable nation building.