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Purpose: Lebanese universities encounter pedagogical and didactic challenges in the integration of sustainable practices and technologies due to a predominantly theoretical curriculum that lacks practical application. Consequently, this study seeks to assess the impact of sustainable technologies on students' adoption of sustainable behaviours. Method: This descriptive quantitative study employs a hypothetico-deductive approach. Data were collected through a questionnaire distributed to students at two university campuses in northern Lebanon, resulting in 310 valid responses obtained via convenience sampling. The exploratory factor analysis was conducted using the principal component analysis method, while confirmatory factor analysis was utilized to test the research hypotheses. Findings: The findings indicate that the integration of sustainable energy sources and green technological practices within Lebanese universities significantly enhances students' intentions to adopt sustainable behaviours, with an observed increase of 51%. Universities are actively promoting practices such as composting and recycling, encouraging students to replicate these responsible behaviours in their daily lives. Education for sustainable development focuses on real-world applications and fosters student initiative in engaging with sustainability practices. Implications for Research and Practice: Sustainability technologies and their applications have been enhanced through ongoing theoretical contributions and evolving social practices. Future research should investigate how specific features of sustainability programs affect the variability in students' behaviours. [ABSTRACT FROM AUTHOR]