This thesis explores the current presence of sustainability within student associations at Jönköping University (JU). Higher Education Institutions (HEIs) are seen as key agents for promoting sustainable mindsets and behaviours. Student associations, as informal learning environments positioned between the university and students, offer unique potential for creating lasting sustainable change. Research in this area is still underdeveloped. This research aims to assess the current perception of sustainability within JU’s student associations and identify pathways for development. Employing a constructivist approach, the study is a case study focused exclusively on Jönköping University. Semi-structured interviews were conducted with 11 board members from student associations, to explore how sustainability is understood, prioritized, and implemented from their perspective. The qualitative interview data was analysed using thematic analysis, guided by the Triple Bottom Line (TBL) Framework and Stakeholder Theory. 

Key findings indicate that associations generally emphasize inclusivity and diversity, although the disconnect between Swedish and international students remains a prevailing issue. Environmental sustainability is considered, with practices like reuse being adopted, but implementation is inconsistent. Economic sustainability is primarily understood as careful spending, with low awareness of ethical or sustainable procurement and decisions often based on cost and convenience. Students are considered the primary stakeholders, and internal decisions are largely inclusive and democratic. Although policies are publicly accessible, awareness and perceived practicality are low. The main barriers to advancing sustainability are a lack of time and a lack of concrete knowledge and ideas, rather than financial constraints. Additionally, boards typically feel they are "sufficiently sustainable." Despite these challenges, there is a strong openness to external support and concrete opportunities for improvement were identified. Suggestions include developing practical tools like a handbook or checklist, providing centralized resources, campus-wide incentives, improving policy accessibility, and promoting peer-to-peer learning.

In conclusion, the study highlights that while JU student associations have positive steps in social sustainability, environmental and economic aspects require more systematic integration. Moving forward requires accessible resources, practical guidance, and incentives from the university and student union to overcome identified barriers and shift sustainability from an optional consideration to a core principle.