In this study, the knowledge, attitudes, and practices of 110 university students regarding the reduction of greenhouse gas emissions were examined using the knowledge, attitudes, and practices model. A questionnaire was administered, which included demographic data, multiple-choice knowledge questions, and Likert scale items for attitudes and practices. Descriptive statistics were used to compare the differences between male and female students. The results show that students have positive attitudes, a willingness to change their habits to protect the environment, and good knowledge about greenhouse gases and mitigation measures, but their actual practices are still limited, particularly when it comes to actions that are more challenging to implement. The fact that female students fared better than male students indicates how important it is to use interactive activities in the classroom to increase awareness and motivate male students to act. Together, stakeholders can support sustainable development and global climate objectives by raising awareness, encouraging good attitudes, and enabling doable actions. The knowledge, attitudes, and practices model’s suitability for environmental education is empirically supported by this study, which also identifies gender as a key factor in sustainable behavior. The results provide insightful information for institutions, educators, and politicians in creating gender-sensitive and initiative-taking.