This study examined students' awareness of the environmental impacts associated with prolonged screen time, specifically during binge-watching sessions. It focused on students' understanding of carbon emissions from electronic devices, binge-watching behaviors, and factors like content preference, duration, and frequency. Potential interventions to reduce environmental impacts were also explored. A mixed-methods approach gathered data from 525 higher education students (150 male, 375 female) through standardized questionnaires. Analysis included percentages, t-tests, ANOVA, multiple correlations, and coding. Findings showed that 66.67% of students demonstrated a high understanding of environmental impacts from binge-watching, while only 4.76% were highly aware of carbon emissions from extended screen time. High binge-watching habits were noted in 23.81% of students. Gender differences were significant: females had a deeper understanding of environmental impacts (t = 4.08, p < [alpha]) and displayed different binge-watching habits compared to males (t = 3.16, p < [alpha]). However, no significant gender difference was found in carbon emissions awareness (t = 0.28, p > [alpha]). A strong distinction (t = 12.98, p < [alpha]) existed between understanding environmental impacts and carbon emissions awareness. Weak positive correlation (R = 0.36) and significant differences [F(2, 1572) = 320.10, p < 0.05, 0.01] emerged regarding environmental understanding, emissions awareness, and binge-watching behaviors. Influencing factors and potential interventions were identified.