Universities have adopted curricular-based approaches to address climate change; however, it is still unclear whether they significantly improve individuals’ perceptions and actions toward climate change mitigation. This study was conducted to determine the university curricular-based education on three parameters (climate change, sustainable design, energy conservation), personal interest influence of the perceptions, and behaviour of individuals towards climate change mitigations. Based on the recent survey of university students from three universities in Sri Lanka n = 348. Exploratory factor analysis (EFA) was conducted by SPSS software to determine the latent and indicator variables of the study and based on the results of the EFA and prepared conceptual model, a structural equation model was developed by IBM AMOS. Furthermore, the developed model was validated through the goodness of fit indices. Results revealed that variables such as field of study, learning from the university, and practical application during the university have not influenced the perceptions of the students towards climate change mitigation. However, their personal interest has influenced their perceptions. It was determined that some of the positive perceptions have influenced the students’ behaviour towards climate change mitigation.