Purpose The 2030 Agenda establishes 17 sustainable development goals (SDGs) that require coordinated local and global action. The university is a strategic agent for the promotion of values aligned with sustainable development. This study aims to identify if specific activities related to SDGs in university influence not only knowledge but also benevolence and universalism values of Schwartz’s Theory of Basic Values. Design/methodology/approach Data were collected following a pretest-posttest design, at the beginning and end of the 2023–2024 academic year, using an online questionnaire based on Schwartz’s Theory. Between both measurements, professors carried out specific activities related to SGDs. A total of 490 university students participated voluntarily in T1 and 297 in T2. The final sample included 143 students who responded to T1 and T2 (77.6% women, average age: 20.9). Findings Educational interventions linked to the SDGs have a statistically significant impact on specific university students’ values. Specifically, a positive evolution has been found regarding the values of benevolence and universalism of “unity with nature” and “sense of belonging”, while “wisdom” and “meaning in life” showed slight decreases. Concurrently, a reduction of the gender gap in the benevolence dimension was observed. Originality/value This article provides an innovative fit in the field of research as it combines Schwartz’s Theory of Basic Values with educational interventions linked to the SDGs. Such an approach allows a broad view of university education as a setting for ethical and social transformation.
PurposeThis paper aims to examine how education for sustainable development (ESD) can be effectively implemented within higher education institutions through authentic waste valorisation research projects, even under the challenging circumstances of the COVID-19 pandemic. This study demonstrates how final-degree projects (FDPs) focused on circular economy principles can develop key sustainability competencies in agro-industrial engineering students while contributing to Sustainable Development Goals (SDGs) 4 and 12. We analyse how integrating problem-based learning, project-based learning, learning-by-doing and research-based learning approaches creates synergistic effects for competency development. Design/methodology/approachA multiple-case study methodology was used to analyse three FDPs focused on agro-industrial waste valorisation (coffee residues, goat milk whey and cocoa pod husks) conducted between March 2020 and March 2022 at a public university in Ecuador. Quantitative data from 229 graduates across seven engineering programmes were integrated with qualitative analyses of pedagogical strategies and competency development indicators. FindingsDespite severe pandemic restrictions, including laboratory closures and mandatory confinement, 229 students completed their research theses during the study period. The cohort achieved a 13.1% publication rate (30 publications from 229 theses), with 46% of journal articles published in Q1- and Q2-ranked journals. The three detailed case studies resulted in publications in high-impact journals, demonstrating novel approaches to waste valorisation. Students developed measurable sustainability competencies, including systems thinking, anticipatory competence, normative competence, strategic competence and interpersonal competence. Research limitations/implicationsThis study is limited to a single institution in Ecuador and focuses specifically on agro-industrial engineering programmes within the Faculty of Agricultural and Environmental Sciences Engineering. The pandemic context, while providing unique research opportunities, also constrained specific methodological approaches. However, the methodology demonstrates transferability to other disciplines and institutional contexts where waste valorisation and circular economy concepts are relevant to local sustainability challenges. Because the case studies were selected for success, conclusions about competency development should be interpreted as demonstrating what the model can achieve under favourable conditions rather than as representative of all FDP outcomes. Practical implicationsThe findings provide a replicable model for integrating ESD into higher education curricula through authentic research projects addressing real sustainability challenges. Social implicationsBy training future researchers and pre-professionals in waste valorisation and circular economy principles, this educational approach helps build local capacity for sustainable development in developing countries. Originality/valueThis paper provides novel empirical evidence on how ESD can be effectively implemented through waste-valorisation research projects in Latin American universities. The study’s principal originality lies in its artefact-based approach to competency evidencing: rather than relying solely on self-report instruments, competency claims are triangulated with observable indicators drawn from thesis documents, logbooks and published articles, thereby providing a replicable assessment methodology for ESD in research-intensive programmes.
Purpose Green chemistry education is widely recognized as essential for equipping future science educators with the knowledge, values and competencies needed to address global sustainability challenges. Nevertheless, dedicated green chemistry courses within preservice teacher education remain rare, particularly in the Israeli higher education context. This study aims to examine the impact of a course titled Green Chemistry and Alternative Energy on preservice science teachers’ sustainability attitudes, environmental behavior, interest in chemistry and pedagogical readiness. Design/methodology/approach An explanatory sequential mixed-methods design was used. In total, 53 third-year Chemistry–Biology B.Ed. students at a teacher training college in northern Israel participated in a quasi-experimental pre–post study. Quantitative data were collected via two validated questionnaires, a 24-item sustainability attitudes scale (a = 0.95) and a 19-item chemistry interest scale (a = 0.81), administered before and after the 26-h semester course. Qualitative data were obtained through semi-structured interviews with ten purposively selected students and a 16-item course satisfaction survey. Findings Significant improvements were observed in sustainability attitudes across social (M: 4.0–4.4), economic (M: 3.6–4.0) and environmental (M: 3.9–4.2) dimensions. Interest in chemistry increased significantly in all submeasures (Chemistry in School: 3.5–4.0; Chemistry and Society: 3.3–3.6; Career in Chemistry: 3.3–3.9). A strong positive correlation was identified between sustainability attitudes and chemistry interest (r = 0.51, p < 0.01). All participants reported high course satisfaction. Qualitative findings confirmed heightened environmental awareness, stronger professional identity and increased readiness to integrate green chemistry into future teaching. Research limitations/implications The study is limited by its single-group quasi-experimental design, reliance on self-reported data and the potential predisposition of dual-major chemistry–biology students for environmental topics. Future research should use matched control groups and more heterogeneous samples. Practical implications The findings support formalizing green chemistry as a mandatory component of preservice teacher education. The course model offers a replicable template for curriculum developers and policymakers seeking to embed sustainability competencies into science teacher training. Social implications Equipping future teachers with sustainability competencies contributes to broader societal environmental awareness and responsible citizenship. Originality/value This study provides original empirical evidence from a context in which such interventions have been scarcely documented, contributing to the international knowledge base on sustainability-oriented teacher education. It demonstrates that a single dedicated course can produce significant cross-dimensional shifts in attitudes and professional readiness, offering a scalable model for higher education institutions.
Purpose University campuses serve as critical testbeds for net-zero transitions, but campus decarbonization measures are often designed and assessed in isolation, with limited attention to the dynamic interactions among energy, buildings, human activities and emissions. This study aims to propose a four-in-one analytical framework that differentiates the functional roles of energy substitution, infrastructure efficiency, organizational capacity and carbon-feedback regulation in campus operational decarbonization. Design/methodology/approach To explore these dynamics, an integrated system dynamics model is developed for a stylized, average-scale Chinese university campus. Scenario simulations from 2025 to 2035 compare a baseline pathway, four single-lever interventions and a coordinated intervention package. Findings The results indicate four model-based patterns: intervention effects remain relatively close during the initial period and diverge gradually as changes accumulate; energy-structure adjustment produces the largest simulated reduction among the individual interventions, while building-efficiency improvement generates more gradual effects; changes in organizational awareness or target stringency generate limited direct effects under the current model specification unless they are translated into technical deployment and implementation capacity; and a coordinated transformation pathway shows lower simulated emissions than standalone measures by linking technical interventions with organizational capacity and feedback mechanisms. Originality/value This work provides both a holistic analytical framework and a quantitative simulation tool to support universities in designing synergistic, evidence-based strategies for achieving robust and sustainable net-zero futures.
Purpose The aim of this study is to examine the effects of a coaching-based career planning course on students’ career awareness and to discuss the findings in the context of Sustainable Development Goal (SDG) 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth). Design/methodology/approach Data were collected from 110 students enrolled at Çukurova University. The study employed an explanatory sequential mixed method design consisting of two stages. The first stage was conducted as a quasi-experimental study with repeated measures between September 2024 and June 2025. The second stage took place one semester later (the fall semester) and was designed using thematic analysis, a qualitative research method. Both stages were conducted face-to-face. Findings According to the findings, the coaching-based educational intervention had a positive and statistically meaningful effect on students’ career awareness (p < 0.05). However, a single coaching-based course is not equally effective across all dimensions of career awareness. Originality/value To the best of the authors’ knowledge, this paper is the first example of a coaching-based career planning course conducted in higher education in Turkey to bridge Career Awareness and SDGs.
Purpose This study aims to examine how Green Human Resource Management (GHRM) and Smart Technology–AI–Robotics–Algorithms (STARA) capabilities operate as concurrent human- and digital-capability domains associated with sustainable performance in higher education institutions (HEIs). It further tests whether green innovation (GI) and green passion (GP) explain these relationships as parallel mediating mechanisms. Design/methodology/approach Using a three-wave, one-month time-lagged survey of employees from 10 HEIs in Sindh, Pakistan, this study analysed 424 matched responses. Hypotheses were tested using partial least squares structural equation modelling (PLS-SEM). Predictive performance was assessed using PLSpredict and complementary machine-learning models, with SHAP used for predictive interpretation. Findings Both GHRM and STARA capabilities are positively associated with sustainable performance, and GI and GP each significantly mediate these relationships. The GI-mediated pathways are stronger than the corresponding GP-mediated pathways, indicating that innovation routines constitute the dominant capability-conversion mechanism. GP operates as a complementary and potentially more context-sensitive motivational pathway. Machine-learning analysis provides complementary predictive evidence and identifies GI as the leading predictor, converging with the structural ordering observed in the PLS-SEM results. Practical implications University leaders should integrate sustainability into HR practices, deploy STARA responsibly through smart-campus monitoring and data-enabled decision support, and prioritise eco-innovation. Resource-constrained HEIs can begin with phased, low-cost initiatives such as staff training, green committees, basic sustainability dashboards and pilot eco-innovation projects. Social implications The findings may inform institutional efforts to strengthen employee participation and employee-evaluated social sustainability outcomes relevant to internal stakeholders. Originality/value This study advances HEI sustainability research by positioning GHRM and STARA as dual human- and digital-capability antecedents – an underexamined theoretical configuration in higher education – and GI and GP as parallel mediating mechanisms. It therefore offers a more integrated, mechanism-based explanation of how sustainability capability deployment becomes performance-relevant in an emerging-economy HEI context.
PurposeThe purpose of this paper is to examine how the Sustainable Development Goals (SDGs) are integrated into a nursing education program at the Universidad Técnica del Norte (UTN), Ecuador and to identify the institutional, curricular and pedagogical factors associated with their explicit incorporation. The study aims to clarify the gap between SDGs awareness and formal curricular enactment in higher education for the health sciences. Design/methodology/approachThe study adopts a sequential mixed-methods design combining qualitative, quantitative and documentary approaches. Data were collected through a faculty focus group, surveys administered to instructors (n = 35) and undergraduate nursing students (n = 498) and a microcurricular review of official course syllabi (n = 45) within the UTN nursing program. Quantitative analyses included nonparametric tests, correlation analyses, clustering techniques and logistic regression, while qualitative and documentary data were integrated through methodological triangulation. FindingsAlthough faculty awareness of the SDGs is relatively high, their translation into explicit curricular practice remains uneven, with fewer than two thirds of instructors reporting formal integration. Faculty engagement is concentrated primarily on SDGs 3 (Good Health and Well-Being) and SDGs 4 (Quality Education), reflecting disciplinary proximity, while broader socio-ecological goals receive limited attention. Logistic regression analysis showed moderate explanatory capacity (McFadden’s pseudo-R2 = 0.429), indicating that structural and curricular factors play a stronger role in explicit SDGs integration than pedagogical activity alone. Among students, exposure to the SDGs is widespread, but levels of deep understanding are modest, and knowledge is only weakly associated with perceived importance. The micro-curricular analysis reveals that explicit SDGs references are largely absent from foundational courses and become more prevalent in professionalizing and practice-based stages, particularly during the Rota. Research limitations/implicationsThe study is limited by its single-institution design and the small faculty sample size, which may restrict statistical power and generalizability. Future research should adopt multi-institutional and longitudinal designs and incorporate direct measures of sustainability competence development. Practical implicationsThe findings provide actionable guidance for curriculum governance and faculty development in nursing education. They support the need to institutionalize SDGs integration from early curricular stages, align active pedagogies with explicit learning outcomes and assessment criteria and strengthen program-level mechanisms to ensure coherent and traceable Education for Sustainable Development (ESD). Social implicationsBy strengthening the integration of the SDGs in nursing education, higher education institutions can better prepare future nurses to address health inequities, promote preventive and community-based care and contribute to sustainable health systems. Such integration also enhances graduate employability by developing competencies increasingly valued in the global health sector, including sustainability awareness, equity-oriented practice, community engagement and responsible use of health resources. In the Ecuadorian context, and more broadly in the Global South, such curricular alignment has the potential to enhance social justice, public health outcomes and community well-being through professionally trained agents of sustainable development. Originality/valueTo the best of the authors’ knowledge, this study provides one of the first empirical, multilevel analyses of SDGs integration in nursing education in Ecuador. By combining faculty and student perspectives with micro-curricular evidence from UTN, it offers an evidence-informed framework for strengthening ESD in health sciences programs, particularly in Global South contexts.
PurposeThis study aims to map the thematic evolution and intellectual structure of research on the integration of the Sustainable Development Goals (SDGs) in higher education, acknowledging the transition from earlier sustainability and MDGs-oriented discourse to explicit SDGs alignment after 2015, based on publications in the International Journal of Sustainability in Higher Education from 2000 to 2024. Design/methodology/approachA bibliometric analysis was conducted using the Scopus database, retrieving 1,576 documents (articles, reviews and editorials). VOSviewer and R Studio were used for co-occurrence mapping, strategic diagram analysis and conceptual structure mapping, enabling a triangulated exploration of thematic patterns, cognitive domains and research maturity. FindingsThe results reveal a sharp rise in SDG-related publications, particularly after 2015. Collaboration networks are dominated by institutions in North America, Western Europe and the Asia-Pacific, with limited participation from the Global South. Three main thematic domains were identified: (1) institutional policy and curriculum integration, (2) pedagogical approaches and ethical values and (3) technical competencies and practical implementation. Core keywords such as education for sustainable development and higher education act as bridging nodes across domains. Practical implicationsFindings can guide universities in aligning curricula, governance and operational practices with the SDGs. Social implicationsStronger integration of SDGs in higher education may enhance societal capacity for sustainable transformation. Originality/valueThis 24-year, single-journal analysis uniquely integrates three complementary visual approaches, offering a comprehensive framework that connects institutional, pedagogical and technical perspectives. It addresses a gap in previous bibliometric research, which often spans multiple journals over shorter timeframes, and provides actionable insights for advancing sustainability strategies in higher education.
Purpose This study aims to examine the mechanism by which the public’s sense of gain (SG) from campus biodiversity is shaped and to establish an evaluative model thereof. Design/methodology/approach A total of 932 samples were collected from Chinese universities. Structural equation modeling was used to verify the proposed influence paths among the four constructs. A fuzzy synthetic evaluation model was then developed to assess the current status and identify directions for improvement. Findings The social governance system (GOV), the content of gain (CG) and the way of gain (WG) significantly influence the SG. Although a strong SG was reported (grade = 5.014 on a seven-point scale), several areas require improvement. The most concerning GOV (weight = 0.429) needs strengthening in dedicated organization/personnel and biodiversity campus planning and design. The highly rated CG (grade = 5.220) requires improvements to the water environment. The underperforming yet highly concerning WG (weight = 0.338; grade = 4.922) calls for more diverse biodiversity-related practices by universities. Research limitations/implications By conceptualizing the public’s SG of biodiversity and empirically exploring its generating mechanisms, these findings contribute to the literature on management and environmental theories. Practical implications To enhance the public’s SG of biodiversity, university managers may draw on the results to pinpoint priority areas for improvement across material, spiritual and institutional domains. Originality/value An original, user-centered perspective on motivations for biodiversity conservation is provided, along with a useful tool for assessing current status and identifying directions for improvement.
Purpose This study aims to examine how a STEM-contextualized and Education for Sustainable Development-oriented international co-learning model (COIL+) cultivates soft skills and global competence among agricultural undergraduates in Japan and South Korea – two East Asian countries selected for their shared rural demographic pressures and comparable small-scale agricultural structures. Design/methodology/approach The authors implemented a convergent mixed-methods design across three program iterations (FY2022–FY2024). Anonymous post-program surveys (n = 21 of 51 enrolled; 41.2% response rate) captured self-reported gains in leadership, teamwork, problem-solving, communication and creativity. Three focus groups (n = 9) at four and nine months after program participation explored learning mechanisms and temporal trajectories. Quantitative analyses included descriptive statistics, internal-consistency testing and within-participant non-parametric tests; qualitative data underwent six-step thematic analysis with dual coding. Findings Students reported the strongest perceived growth in teamwork and communication. Thematic analysis pointed to three learning mechanisms: boundary-crossing collaboration, psychological safety supporting leadership enactment, and sustainability-anchored authenticity – operating on different temporal scales. Near-term gains centered on collaboration; longer-arc effects at nine months included transfer of skills to contexts beyond the program. Originality/value This study demonstrates how hybrid, Education for Sustainable Development-based international collaboration can operationalize soft-skill development in agricultural disciplines – a domain rarely examined in the IJSHE literature.
Purpose In light of the vulnerability of women, this paper aims to establish how technical and vocational education and training (TVET) education empowers rural entrepreneurial women through the adoption of information and communication technology (ICT). Worryingly, access to TVET remains elusive to several entrepreneurial women living in poor rural communities in Zimbabwe. Scarcity of literature that approaches TVET from an inclusive development perspective motivated the current study. Design/methodology/approach This study adopted an interpretative paradigm that advocates for a qualitative approach. In accordance with an exploratory research design, data collected from 17 rural entrepreneurial women by means of interviews and observations were analyzed using thematic analysis. Findings The results revealed that digital TVET can help entrepreneurial rural women in terms of economic empowerment (SDG 8), poverty elimination (SDG 1), skills development (SDG 4), innovation (SDG 9), rural development (SDG 8) and stimulating entrepreneurial culture (SDG 8). Research limitations/implications This study concentrated on Zimbabwean rural women entrepreneurs only. This limits the generalization of the findings to urban women entrepreneurs. Moreover, it did not capture gender-related comparative aspects of entrepreneurship. In this regard, future comparative entrepreneurship studies anchored on Sustainable Development Goals (SDGs) are welcomed. Practical implications To foster entrepreneurship education for sustainable development, this study recommends policymakers establish community-based innovation hubs, adopt digital TVET centers in rural areas and execute rural industrial parks. This study is of strategic importance to educational practitioners when it comes to aligning entrepreneurship curricula to SDGs. Originality/value This exploratory research extended and enriched context-specific entrepreneurship scholarship through the incorporation of entrepreneurship education into sustainable development from a multi-disciplinary andragogy standpoint. This adds value to a corpus of literature on critical competencies in sustainability discourse within the setting of TVET.
PurposeThis study aims to develop and apply a generative artificial intelligence (genAI)-assisted approach for mapping the alignment of university curricula with the United Nations Sustainable Development Goals (SDGs). It addresses the challenge of systematically quantifying curricular contributions to sustainability education. Design/methodology/approachUsing Achtenhagen’s (2012) curriculum-instruction-assessment triad to structure analysis across learning outcomes, teaching activities and assessment, and Boud and Soler’s (2016) sustainable assessment to guide evaluation of assessment relevance, 241 undergraduate course profiles from 13 programs at an Australian university were analysed. A genAI model assigned SDG relevance scores (0–1 scale) based on course learning outcomes, assessment tasks and summaries, which were subsequently reviewed and calibrated by a panel of disciplinary academic experts (n = 8). FindingsResults reveal clear disciplinary patterns: Health and Education programs strongly align with SDGs 3 and 4, while Science programs emphasise SDGs 9 and 11. Business programs show broader but less intense engagement with specific SDGs. Notable gaps were found for SDG 5, 6, 14 and 15. AI-generated scores showed high consistency with expert revisions, demonstrating the potential of genAI for efficient SDG curriculum mapping. Originality/valueThis study introduces a quantitative, genAI-assisted approach to SDG curriculum mapping that is both transferable and scalable. By combining automated analysis with expert oversight, the approach offers a transparent and efficient means of benchmarking and improving sustainability integration within higher education curricula. While demonstrated within a single institutional context, the framework is designed for adaptation across settings, with expert validation mitigating potential biases associated with genAI-driven analysis.
PurposeAligned with the United Nation’s Principles of Responsible Management Education, business schools are expected to incorporate sustainability education in their curriculum with an implicit assumption that graduates practice these values beyond university. This paper aims to challenge this assumption by investigating whether and how students’ sustainability values and attitudes are developed in business schools through identity theory. Design/methodology/approachThe authors used a two-stage parallel mixed methods design in this study. Stage 1 used a quantitative, two-wave longitudinal survey, assessing students’ sustainability attitudes before and after completing a sustainability-focused course in 2021, 2022 and 2023. Stage 2 used qualitative, semistructured in-depth interviews to examine graduates’ sustainability values while at university, during their transition to employment, and in the early stages of graduate employment. FindingsThe survey results show that sustainability education may not change students’ sustainability attitudes. The findings from the interviews suggest that students’ identity as “a sustainable person” is shaped more by individuals (family values, schooling, social norms and individual financial conditions) and workplace conditions (culture and coworkers) than by business school education. Research limitations/implicationsContrary to existing studies that promote sustainability education for developing change agents (Hesselbarth and Schaltegger, 2014; Seatter and Ceulemans, 2017), the authors found no significant change, which they explained as being due to isolated sustainability courses and the wider university context suppressing sustainability identities and opportunities. Instead, the isolated sustainability courses in business schools might demonstrate and emphasize only the dominant identity, causing a barrier to activating sustainable graduates. Contrastingly, the authors discovered that workplaces fostered sustainability-related identities through work expectations, workplace culture and substantial actions and impact communication. Practical implicationsPractically, for universities, the authors propose that there is a need to combine education for sustainability pedagogical approaches with an understanding of self-identity evolution. Appreciating that university has a diverse range of students with multiple expectations, there is ample opportunity for purposeful efforts to support sustainability outcomes for everyone through curriculum and pedagogy innovation (Mason et al., 2024). All the same, this needs to be implemented at-scale, regularly and in-depth. The authors anticipate that embedding this sustainability-related self-identity earlier will ease and accelerate the potential sustainability impacts in workplaces upon graduation. Originality/valueBy combining attitude-behavior and identity theories, the authors propose that business schools should substantively craft transformative sustainability environments enabling students’ identity development to become change agents for better business.
Purpose Accepting environmental sustainability costs is a recurring constraint in sustainable consumption and higher education, where students are increasingly exposed to sustainability-related trade-offs and cost-bearing measures. This study aims to examine how green consumption values (GCVs) and consciousness for sustainable consumption (CSC) relate to willingness to accept environmental sustainability costs (WAEs) among Polish Generation Z university students, and whether the GCV-WAE and CSC-WAE associations differ by gender. Design/methodology/approach The study analyses cross-sectional CAWI survey data from Polish Generation Z higher education students (n = 1,474) using structural equation modelling. CSC is specified as three parallel dimensions: environmental (ENV), social (SOC) and economic (ECON). Gender differences are tested using multi-group comparisons. Findings GCV is strongly positively associated with WAE (β = 0.888, p < 0.001) and with all three CSC dimensions. When CSC is modelled as three parallel paths, only ENV carries a significant indirect association between GCV and WAE (IE = 0.077, SE = 0.022, z = 3.506, p < 0.001; 95% CI [0.034; 0.120]); the ENV indirect component is small relative to the total GCV-WAE association (VAF = 8.14%), indicating weak partial mediation. Gender differences appear only upstream: the GCV-ENV association is stronger among men (β male = 0.764) than among women (β female = 0.668; Δβ = −0.096, p = 0.001). Paths predicting WAE do not differ by gender, and moderated mediation is not supported. Findings reflect cross-sectional covariation and should not be interpreted causally. Originality/value The study offers a bounded refinement of value-based sustainability models by examining cost acceptance as a sustainability trade-off in a higher education student population. The study also tests a multidimensional specification of CSC (ENV/SOC/ECON) as parallel pathways linking values to WAE, alongside gender-based multi-group comparisons, while maintaining an explicitly non-causal interpretation.
Purpose Micro-credentials are increasingly positioned within European higher education as flexible learning pathways that support the digital and green transitions while widening access, equity and lifelong learning. This paper aims to examine the design and evaluation of sustainability-focused micro-credentials using an integrated model combining Analysis, Design, Development, Implementation and Evaluation (ADDIE), ABC Learning Design and GreenComp: The European Sustainability Competence Framework. Design/methodology/approach This small-scale practice evaluation was conducted in two phases. Phase 1 adopted a design-based approach to examine the collaborative instructional design process undertaken by the research team as practitioner-designers. Phase 2 piloted the evaluation of learners’ self-reported sustainability competences within a single sustainability-focused micro-credential using a post-module survey that asked participants to retrospectively rate their perceived competences before and after completing the module. Findings Findings from this small-scale pilot suggest that the integrated model supported coherent curriculum and pedagogical design while facilitating the embedding of sustainability competences. Learners reported increased confidence and a greater perceived capacity to apply sustainability concepts in educational settings. Originality/value The study offers insights to guide the effective design and evaluation of sustainability-focused micro-credentials that advance transformative education for sustainable development.
Purpose This systematic review aims to synthesize existing knowledge on climate action plans (CAPs) in higher education institutions (HEIs) to establish a comprehensive framework for institutional climate strategies. Design/methodology/approach Using a systematic review methodology, this paper analyzes 22 academic articles on CAPs in HEIs. The analysis categorized findings into five major themes: energy and infrastructure; climate action planning and strategy; education, research and student engagement; community and policy engagement; and transportation. Findings A primary finding is the categorization of efforts into five major themes that facilitate organized institutional research. A secondary, critical finding identifies ten core areas of action, ranging from energy management to equity and justice, that expand CAPs from a narrow carbon-accounting tool to a holistic institutional roadmap. Results indicate that although sustainability definitions vary, effective climate action must be data-driven and integrated across academic and operational missions. Key barriers include communication gaps and resource allocation. Research limitations/implications Non-medical science systematic reviews (NMSSR) in the social sciences have some inherent limitations, there is no single database that can capture all peer-reviewed articles in education and climate science, which likely results in some missed resources. By including both academic databases and Google Scholar in the search strategy this review alleviated this limitation with supplemental searching. In all evidence synthesis work, access to resources varies greatly from one campus to another. Although researchers do their best to search all relevant databases, true reproducibility is difficult unless the research is carried out with identical intuitional access. Practical implications The findings provide a roadmap for developing comprehensive CAPs in HEIs. By highlighting successful practices and barriers, this research assists HEIs in adopting integrated strategies that improve institutional governance and resource management. Originality/value This research is unique in articulating both overarching themes and specific core action areas as a foundational framework. It underscores the critical role of HEIs in the global climate response and provides an original resource for shaping future institutional policy.
Purpose This study is inspired by the social justice theory which promotes equal provision of resources, opportunities and quality education for all students regardless of social or economic status and background. The purpose of this study is to explore the perceptions and practices of university teachers regarding socio-economic aspects of inclusive pedagogy and how it promotes sustainability in higher education in Pakistan. Design/methodology/approach The qualitative research approach with case study design has been used in this study. Purposive sampling technique was applied to select the sample of six university teachers of a public sector university, in rural context of Pakistan. The data obtained through the semi-structured interviews were verbatim, transcribed and analyzed thematically. Findings The findings of this study revealed that university teachers hold positive perceptions toward socio-economic inclusive pedagogy (SEIP) and believed that it is necessary to provide equal opportunities for all students. Furthermore, this study identified several inclusive pedagogic practices like critical pedagogy, digitally responsive pedagogy and remote inclusive pedagogy. This study also highlighted that teacher encounter several implementation challenges, that is, institutional and infrastructural incapacity, large class size, language barriers and digital divide. Practical implications The findings highlight the importance of integrating socio-economic inclusive pedagogical practices within higher education to address structural inequalities affecting students from disadvantaged backgrounds. This study provides practical insights for university teachers to adopt inclusive teaching strategies that accommodate socio-economic diversity in classrooms. At the institutional level, the findings suggest the need for professional development programs, inclusive curriculum design and student support mechanisms that promote equitable learning opportunities. This study also offers policy-relevant recommendations for strengthening inclusive higher education systems aligned with the objectives of SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities), thereby contributing to the development of socially sustainable higher education environments. Originality/value This study contributes to the growing discourse on sustainability in higher education by introducing SEIP as a framework for promoting equitable and socially sustainable teaching practices. While previous studies have examined inclusive education broadly, limited research has explored how socio-economic inclusivity is understood and practiced by university teachers in developing country contexts. By providing qualitative insights from Pakistan, this study expands existing knowledge on inclusive pedagogy and highlights the role of teachers in advancing equitable and sustainable higher education systems.
Purpose This study aims to investigate the extent to which Mediterranean universities are structurally prepared to deliver climate and environmental change education. It examines the alignment between institutional declarations of commitment and the availability of curricular, faculty and interdisciplinary resources.Design/methodology/approach Data were collected from 47 universities in Europe, the Maghreb and the Middle East through a harmonized survey developed under the UNIMED Subnetwork on Climate and Environmental Change. A dual-index model was employed, combining the Institutional Commitment Index (ICI) (governance and attitudinal priorities) and the Structural Engagement Index (curriculum, faculty specialization and interdisciplinarity). Statistical analyses included correlation tests, regression, hierarchical clustering and entropy-based measures of disciplinary diversity.Findings Results identify four principal structural barriers constraining climate education implementation across Mediterranean universities: (1) a persistent governance-implementation gap, with 81% of institutions rating climate integration as a high priority but fewer than 28% offering more than two semesters of instruction; (2) chronic deficits in specialized faculty, with only 14% employing more than five climate-oriented academics; (3) disciplinary fragmentation, evidenced by a median Shannon entropy score of 0.42, indicating shallow epistemic diversity despite broad departmental participation; and (4) vertical governance misalignment, with executive ICI scores (mean = 4.7) significantly exceeding those of faculty (4.2) and administrative staff (3.9) (Kruskal-Wallis H = 6.78, p = 0.034). Four institutional typologies (strategically aligned, vision-driven, action-oriented, symbolic) characterize distinct configurations of intent and structural capacity, with pronounced regional differentiation across European, Maghreb and Middle Eastern sub-groups.Research limitations/implications This study is based on a nonprobabilistic institutional survey, limiting generalizability. However, it provides a diagnostic framework for cross-regional comparisons and future research.Practical implications Findings highlight the need for targeted governance reform, investment in specialized faculty and integration of climate content across disciplines to avoid symbolic environmentalism.Social implications Strengthening climate education in Mediterranean universities is essential for preparing future professionals and supporting regional resilience to climate risks.Originality/value To the best of the authors' knowledge, this study provides the first comparative, cross-regional assessment of institutional readiness for climate and environmental education in Mediterranean higher education systems, offering both conceptual and empirical contributions to sustainability transitions in academia.
Purpose Considering the objectives and targets outlined in the 2030 Agenda and the pivotal role of Higher Education Institutions (HEIs) in their accomplishment, this study aims to analyse the influence of environmental fiscal policies and the integration of green taxation in Higher Education (HE) on achieving the Sustainable Development Goals (SDGs). Design/methodology/approach This study was conducted following the PRISMA guidelines using a systematic literature review. The Scopus database was used to collect scientific articles between 2004 and 2024. Findings The analysis suggests that most studies on environmental fiscal policies and green taxation concentrate on the effects of carbon taxes. Conversely, it can be posited that green taxation is a fundamental instrument for ensuring beneficial results for the environment, as evidenced by its capacity to mitigate greenhouse emissions. The incorporation of green taxation in HE enables pro-environmental behaviour. Research limitations/implications This research process excluded potential sources of data for the integration of green taxation into HE. Furthermore, the authors believe that the sample analysed is sufficient to address this study’s purpose and findings presented. Practical implications This study presents implications for the reflection of HEI leaders and policymakers on the integration of green taxation into HE. Social implications This study demonstrates the importance of HE for pro-environmental behaviour regarding the SDGs. Originality/value This study represents a contribution to the integration of green taxation in HE and its relation to the objectives of the 2030 Agenda.
Purpose This study aims to examine the role of Green Strategic Intent (GSI) in promoting Campus Environmental Sustainability (CES) in Higher Education Institutions (HEIs). It further investigates the mediating roles of Green Campus Innovation (GCI) and Green Institutional Capital (GIC). The study adopts the natural resource-based view (NRBV) as the theoretical perspective to understand how environmental resources and institutional capabilities contribute to sustainable outcomes in HEIs. Design/methodology/approach The research used a two-wave longitudinal research design to collect responses from representatives of HEIs in Madhya Pradesh, India, including faculty members and administrators. The study used non-probability judgment sampling to select respondents for data collection. In the first wave, data were collected from 250 respondents, while 228 responses were obtained in the second wave. The constructs were measured across two time periods to examine delayed mediation effects among GSI, GCI, GIC and CES. Findings The results indicate that GSI of HEIs has a significant positive influence on CES. The findings further demonstrate that GCI and GIC act as mediating mechanisms through which GSI translates into sustainability outcomes. In particular, the institutions that have a greater GSI will tend to promote innovation-based sustainability practices and develop institutional capacities that cumulatively contribute to CES as gauged over time. Research limitations/implications This study has a number of limitations even though it has made contributions and this creates open doors to future research. First, the empirical scenario is restricted to institutions of higher learning in Madhya Pradesh, India. Future researches can be conducted in different regions, countries, and institutional systems to confirm its relevance in various socio-economic and regulation settings. Second, the results were based on the self-report data i.e. perceptions of faculty and administrators although the research used rigorous statistical controls and a longitudinal design. This can bring about subjectivity, even with the vast attempts in counter balancing the common method variance. To enhance empirical strength, future studies may use objective performance measures, including data on energy consumption, carbon emissions, reduction of waste, or sustainability ranking by third parties. Third, although the two-wave design can be effective in improving causal inference, sustainability transitions can get prolonged in time. To measure the institutional shifts in greater depth and long-term changes in effect, future research may utilize the three-wave or multiyear longitudinal designs. Moreover, the analysis concentrated on the institutional actors including faculty and administrators. Further studies can include the views of students, the operational staff, policymakers and external stakeholders to come up with a more comprehensive picture of the campus sustainability ecosystems. Practical implications The research provides significant implications to university administrators, policymakers and sustainability professionals. The findings emphasize that strategic intent cannot be used to create any meaningful environmental consequences in isolation. Leadership commitment to sustainability should be backed with real institutional mechanisms and innovation-oriented practices. University personals must go beyond sustainability rhetoric and make sure that sustainability objectives are institutionalized in governance systems, performance measurement mechanisms and long-term institutional plans. The strong mediation of GIC highlights the need for robust organizational structures such as dedicated sustainability offices, clear governance, adequate budgets and staff development to ensure continuity of sustainability initiatives despite change in leadership. Third, the GCI calls attention to university active investment in innovative energy systems, smart campus solutions, environmentally friendly buildings and operational activities, institutions that do not focus on innovation are in danger of stagnation even where sustainability objectives have been well spelled out at the strategic level. The implications of the findings to the policymakers and accreditation agencies are also important. The regulatory bodies need to stop focusing on compliance-based strategies and drive institutions to build institutional sustainability capacities. Accreditation systems and funding plans should be restructured to prioritize long-term institutional capacity building and innovation rather than short-term environmental outcomes. This policy fit would relinquish systemic sustainability changes within the higher education sector. To managers and administrators, the research highlights the need to be patient and plan for the long run. The environmental improvements cannot be immediate but rather they develop with time as the institutional capabilities mature. The necessary cooperation between academic, administrative and operational units is needed to facilitate the translation of strategic goals into sustainable practice. Originality/value This paper uses the NRBV as the theoretical perspective to describe the role of environmental capabilities in HEIs in achieving sustainability. In the terms of NRBV, GSI is a strategic organizational orientation, which allows institutions to build environmentally oriented capabilities. These abilities are reflected in GCI and GIC, which in turn lead to CES. Using the NRBV approach, the paper provides an explanation of how the internal environmental resources and institutional capabilities translate to sustainability performance in HEIs and empirically tests these relationships using a time-lagged design.
