The article focuses on the hitherto unresearched impact of nudging on the successful completion of HEIs studies. The aim of the study is to find out how HEIs students accept different forms of nudging and how individual forms of nudging can contribute to the successful completion of studies. The explanatory paradigm is anchored in nudge theory. Based on a systematic literature review, key behavioral factors and forms of nudge that influence the successful completion of studies are identified. A two-phase empirical research was conducted (questionnaire among university students, N = 207) and a structured interview with experts (N = 22). High-touch nudges were far more acceptable. By contrast, 40% of low-touch nudges were considered somewhat unacceptable. Students do not mostly accept reminders and defaults. Students differed in their evaluation of proposed techniques and their acceptance according to their socio-economic and socio-demographic characteristics. Support was slightly stronger among men, part-time students, and economists. Female, graduate, medical, health, and social study students, and students up to 25 years of age were more likely to be against the interventions. Students having at least one parent with higher education showed slightly less acceptance of nudges. The study's insights provide a deeper understanding of diverse needs regarding behavioral tools and enable derive of guidelines for the education policy implementation and development.