Energy conservation has emerged as a fundamental component of sustainability transitions, with universities serving a dual function as significant energy consumers and crucial environments for fostering pro-environmental behavior in future leaders. The Theory of Planned Behavior (TPB) has been extensively utilized to examine university students’ goals regarding energy conservation; nonetheless, current research is disjointed concerning geographical coverage, methodological frameworks, and theoretical advancements. This study combines bibliometric analysis with content analysis to thoroughly investigate the intellectual and methodological framework of TPB applications in this field. A systematic search of the Scopus database identified 98 qualifying papers, 28 of which directly utilized the TPB. Bibliometric co-keyword analysis emphasized the central role of TPB and Structural Equation Modeling (SEM) in explaining behavioral intentions. Results also showed that energy-saving behavioral tendencies were related to environmental awareness, concern about global warming, and pro-environmental attitudes. Meanwhile, content analysis of 24 full-text reports was found to indicate the role of key variables of TPB in research contexts in different countries. The results of content analysis continued to emphasize the key role of the SEM method. Moreover, the TPB has often been augmented with additional latent variables to improve the explanatory power of the research model. Five groups of additional variables were found, including (1) social norms and influence, (2) personal cognition and perceived control, (3) environmental cognition and affect, (4) policy and external support, and (5) individual or behavioral factors. Research indicates that enhancing the TPB’s impact on students’ energy-saving behavioral intentions necessitates expanded geographical scope, methodological variety, and comprehensive assessment of model extensions.
