Purpose: This study aims to assess higher education students' interest in learning sustainability competencies and their pro-ecological worldviews at a large research-intensive university in Finland to provide a background information for developing a sustainability science course. Design/methodology/approach: In total, 797 students participated in the study. The data were collected through an online survey that measured students' interest in learning sustainability competencies and their pro-ecological worldviews. Participants were classified into five categories based on field of study. The data were analysed by using Pearson's correlation, independent samples t-tests, and analysis of variance. Findings: The participating students perceived learning of critical thinking and values thinking most interesting. Interest in learning sustainability competencies and pro-ecological worldview appeared to differ across fields of study. Participants studying humanities expressed lower interest in collaborative use of digital technology compared to the participating students in science and agriculture. Participating students in health and welfare scored lower on interest in learning values thinking than students in other study fields. Research limitations/implications: The response rate was low. It is likely that the participants felt strongly about sustainability challenges, therefore making them more interested in sustainability competencies. The limited number of sustainability competencies studied does not allow generalisation to all sustainability competencies. Practical implications: The differences in interest in learning sustainability competencies and pro-ecological worldview should be understood and considered when planning sustainability education. Originality/value: These results provide new insights into the interlinkage of students' interest in learning sustainability competencies, their pro-ecological worldviews and their field of study.