Purpose: This study aims to synthesize the existing literature on the implementation of Green Human Resource Management (Green HRM) in higher education institutions, with particular focus on its effects on students' pro-environmental behavior and the mediating role of environmental commitment. While Green HRM scholarship has expanded substantially in organizational contexts, its application to university students as campus human resources—and its potential to cultivate green professional identity and sustainability engagement among future graduates—remains underexplored. This study addresses that gap by providing a theoretically grounded and evidence-based integrative review.

Research Methodology: A qualitative systematic literature review methodology was employed. Articles were identified from peer-reviewed international journals indexed in Scopus, Web of Science, and Google Scholar using search terms including 'Green HRM,' 'pro-environmental behavior,' 'environmental commitment,' 'higher education,' 'green transformational leadership,' and 'sustainability.' Thematic synthesis was applied to extract, code, and integrate findings across included studies.

Results: The synthesis revealed three primary thematic findings: (1) Green HRM practices—encompassing green recruitment, training, performance management, and transformational leadership—significantly and positively influence pro-environmental behavior in both employee and student populations, mediated by green organizational culture and psychological green climate perceptions; (2) environmental commitment serves as a critical mediating variable between Green HRM practices and pro-environmental behavior, strengthened by top management green commitment, green intellectual capital, and transformational leadership; and (3) among students, psychological factors—particularly green self-identity, willingness to make sacrifices, subjective norms, and perceived behavioral control—are the primary predictors of pro-environmental behavior, yet a persistent gap between environmental knowledge and actual pro-environmental action is documented across multiple studies.

Conclusions: Effective Green HRM implementation in higher education requires simultaneous investment in structural Green HRM practices, cultivation of environmental commitment through leadership and culture, and personalized, identity-affirming educational approaches that close the awareness-behavior gap among students.

Limitations: The review synthesizes existing literature and does not generate primary empirical data. The Green HRM–student context nexus remains an emerging research area with limited directly comparable studies, and geographic diversity of findings may mask important contextual differences.

Contributions: This study advances Green HRM theory by introducing and operationalizing the concept of students' green professional identity as a campus HR outcome variable, and proposes an integrative framework explicitly positioning students as strategic campus human resources within a Green HRM system.