<p>Green campus initiatives integrate sustainable design and environmental education, which are crucial for improving students’ well-being and promoting pro-environmental behavior. Despite Indonesia’s leadership in green campus initiatives, research on the psychological pathways linking campus natural elements to students’ outcomes remains limited. This study developed a model of campus natural elements on students’ well-being and pro-environmental behavior, mediated by perceived restorativeness and nature connectedness. A purposive sample of 379 undergraduates from Universitas Indonesia was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that campus natural elements significantly influence all variables. As mediators, perceived restorativeness positively affects students’ well-being, while nature connectedness enhances both pro-environmental behavior and perceived restorativeness. Natural spaces nurture a deep connection to nature and promote social well-being, thereby shaping pro-environmental behavior. Key indicators include personal relationships with nature, green self-images, interactions with campus natural elements, space compatibility, and external satisfaction. However, perceived restorativeness and students’ well-being did not significantly affect pro-environmental behavior, suggesting a more complex relationship requiring other mediators. Further exploration of place attachment, cultural contexts, knowledge, and values is recommended to address green campus dynamics across diverse settings. Our findings highlight the importance of campus designers and educators in providing opportunities for students to interact with nature and in embedding sustainability education programs. We expand the literature on green campuses by demonstrating the measurable impact of natural elements on human–nature connections, which is critical for evaluating the success of sustainable education and green campus design.</p>