Current assessments of demand for paperless curricula in higher education exhibit significant ambiguity, marked by evidential gaps and methodological challenges. This study explores the spectrum of teacher and student perspectives and to develop perception-based teaching and learning strategies for paperless environments. To address this, our study investigates the perceptions of 385 students towards a paperless campus, employing a Q-methodology framework with 20 statements. This approach reveals three distinct discourses: a positive outlook, a stance of uncertainty, and a fatalistic perspective. Our analysis identifies common ground among these diverse viewpoints, demonstrating a consensus that the successful adoption of paperless campuses hinges on social mobilization, technological infrastructure, and robust curriculum support from educational institutions and government bodies. This research contributes to the ongoing discourse on campus greening and sustainable operations by providing a nuanced understanding of student perspectives, thereby informing the development of targeted educational policies.