In this paper, we mobilize Sensemaking theory and cognitive categorization theory to understand how students engaged in the creation of an associative structure, integrate sustainable initiatives during its design and implementation. Through the study of different data, we explore how they engage - or not - in CSR, the sensemaking factors that influence their stra-tegic interpretations of CSR engagement and the factors that explain different types of engagement. The results show that the ambiguous frame of reference related to CSR discourages the engagement in its activities, and that the business case viewpoint dominates when the reasons for engagement are in competition. Ultimately, the engagement in CSR depends on the disruption related to the sensemaking process, which shifts their viewpoint from the organizational to the individual level, linking it to their personal interest, identity or feeling of security. Finally, this research shows that despite its awareness of the topic, the younger generation struggles to deal with the ambiguity of CSR and thus shows that programs in higher education should introduce CSR-related notions as early as possible to avoid this ambiguity from taking hold or turning into reluctance to engage.
