Are the values placed on sustainability by individuals and assess whether universities are sufficiently green and effectively fostering green skills among students? This qualitative study examines integrating sustainability into university curricula through experiential learning, strategic planning, and accreditation processes aligned with the United Nations Sustainable Development Goals (SDGs) 2030 Agenda and Saudi Vision 2030. Given an explorative case study, these findings suggest that combining hands-on projects and emotional intelligence training significantly enhances sustainability literacy among students, preparing them to address future challenges effectively. Using purposive sampling, workshop participants’ survey results were triangulated along with the university’s sustainability agenda, significantly impacting institutional practices, student outcomes, and national implications. The research underscores the importance of revising curricula to enhance ecological literacy, implementing sustainability projects, and providing experiential learning opportunities while advancing principles for effective sustainability education. Limitations are highlighted, and future recommendations are outlined to incentivize sustainability practices through systematic accreditation.