Open Access

Christopher Jutz, Kai-Michael Griese, Henrike Rau, Johanna Schoppengerd, Ines Prehn

• Purpose Online education enables location-independent learning, potentially providing university students with more flexible study programs and reducing traffic-related CO2 emissions. This paper examines whether online education can contribute to university-related sustainable everyday mobility, with particular consideration given to aspects of social sustainability and potential rebound effects. Specifically, it explores sustainability dilemmas that arise from conflicting social and ecological effects. Design/methodology/approach Drawing on qualitative data from mobility diaries and extensive semi-structured interviews (n = 26) collected at Osnabrück University of Applied Sciences in Germany, this study deploys thematic analysis and a typification approach to analyze and classify students’ daily practices related to studying, mobility, and dwelling, which may be impacted by online education. Findings The study identifies six distinct student types with diverse practices in studying, mobility, and dwelling. Comparisons between student types reveal stark differences regarding professional and social goals that students associate with their studies, influencing university-related mobility and residential choices. This leads to varying assessments of online education, with some students expecting benefits and others anticipating severe drawbacks. Practical implication The typology developed in this paper can assist HEIs in comparable contexts in understanding the distinct needs and motivations of students, thereby proactively identifying sustainability dilemmas associated with online education. By leveraging these findings, HEIs can effectively balance diverse interests and contribute meaningfully to sustainability. Originality/value – This study is among the first to systematically investigate conflicts and rebound effects of online education in the context of sustainable mobility within HEIs.