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Purpose: Considering that knowledge, skills and behavior can influence sustainability efforts, this study aims to assess which personality traits influence one's sense of feeling connected to nature and presumably make more sustainable choices. The study also explores the situational factors that might pose barriers, despite an individual's preference for a sustainable lifestyle. Design/methodology/approach: In total, 54 faculty members from six Higher Education Institutions in Bangladesh were interviewed based on a semi-structured questionnaire on the barriers to a sustainable lifestyle in Dhaka city, while their personality traits were assessed using the Interpersonal Reactivity Index, the Big Five Factors and the Connectedness to Nature Scale through a survey. Findings: The results state that Empathic Concern and Fantasy, as dimensions of empathy, have strong positive correlations with feeling connected to nature. The physical, social and psychological challenges also cause fewer people to lead a sustainable lifestyle, despite feeling highly connected to nature. Research limitations/implications: Sustainability efforts need to be context-specific due to localized challenges the people face. While educators play a key role in mainstreaming sustainability, generalizing the findings of the study to the wider population is limited. Further investigation to explore demographic and socioeconomic factors will provide key insights to the determinants of sustainable behavior. Practical implications: The findings highlight that educational institutions can play a key role in the development of empathy and sustainability education, while addressing the need for good governance and policies in mainstreaming sustainability for attaining the Sustainable Development Goals Agenda 2030. Originality/value: Few studies have been conducted to understand sustainable behavior in Bangladesh and identify effective methods to promote sustainability. This study provides insights to sustainable behavior in the context of a least-developed country. Additionally, it will support educational institutions to work toward sustainable development by enabling empathic skills development in curricula, leading to more concrete sustainability efforts. [ABSTRACT FROM AUTHOR]