This study analyses whether and how environmental education determines the adoption of pro-environmental behaviours. We conducted an experiment on 222 business administration students to examine this relationship from two theoretical approaches: instrumental and emancipatory perspectives. Structural equation modelling shows that environmental education in higher education affects pro-environmental behaviour, but only in an indirect way, i.e., through the knowledge–concern–willingness model. These results confirm the emancipatory perspective of higher environmental management education in detriment of instrumental counterpart. Thus, this research sheds light on the current theoretical debate around both perspectives and it offers important implications for both educators and policy makers in designing business educational programmes.
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