Mariuxi Pamela Chica Tomalá

pmct.91@gmail.com

Unidad Educativa "Francisco Huerta Rendón" Distrito de Educación, Babahoyo, Ecuador

Verónica Aidee Onofre Barco

veronicaonofreb@gmail.com

Colegio Fiscal Técnico Industrial Febres Cordero, Guayquil, Ecuador

Shirley Liseth Buenaño Bajaña

shirleybuenanobajana@gmail.com

Unidad Educativa Junta Nueva, Babahoyo, Ecuador

Marcela Mariuxi Tapia Pincay

marcela_tapia92@hotmail.com

Escuela Provincia del Carchi, Babahoyo, Ecuador

Lastenía Estefania Cantos Ramirez

lasteniacantos@gmail.com

Unidad Educativa Adolfo María Astudillo, Babahoyo, Ecuador

The Integration of Sustainability in Higher Education A Strategy for

Shaping Globally Conscious Professionals

La integración de la sostenibilidad en la educación superior: una

estrategia para la formación de profesionales con conciencia global

ISSN-L:3091-1893

10.63803

Gestión editorial

Fecha de recepción (Received): 14 de mayo de 2025.

Fecha de aceptación (Accepted): 27 de mayo de 2025.

Fecha de publicación (Published online): 29 de mayo de 2025.

Vol.1 Num.3- 2025

DOI: https://doi.org/10.63803/prisma.v1n2.08

Prisma Journal. Revista de Ciencias Sociales y Humanidades

www.prismajournal.org

ISSN-L: 3091– 1893

DOI: 10.63803

Abstract

Resumen

Keywords

• Sustainability

• Higher Education

• Competencies

• Global Awareness

• Sustainable

Development

Palabras clave

• Sostenibilidad

• Educación Superior

• Competencias

• Conciencia Global

• Desarrollo Sostenible

This research explores the integration of sustainability into higher

education curricula as a key strategy for shaping globally oriented

professionals. Based on a qualitative methodology and multi-case study

design, interviews with academics, surveys with students, and document

analysis of academic curricula were conducted. The results demonstrate

institutional best practices and a positive attitude of the university

community toward Education for Sustainable Development (ESD). Key

sustainability competencies were identified, and the study emphasizes the

need for curriculum redesign aligned with the Sustainable Development

Goals (SDGs).

Esta investigación explora la integración de la sostenibilidad en los

currículos de educación superior como estrategia clave para la formación

de profesionales con visión global. Con base en una metodología

cualitativa y un diseño de estudio de casos múltiples, se realizaron

entrevistas a académicos, encuestas a estudiantes y análisis documental

de currículos académicos. Los resultados demuestran las buenas prácticas

institucionales y una actitud positiva de la comunidad universitaria hacia

la Educación para el Desarrollo Sostenible (EDS). Se identificaron

competencias clave en sostenibilidad y se destacó la necesidad de un

rediseño curricular alineado con los Objetivos de Desarrollo Sostenible

(ODS).

Prisma Journal. Revista de Ciencias Sociales y Humanidades

www.prismajournal.org

ISSN-L: 3091– 1893

DOI: 10.63803

Introduction

In the context of the 2030 Agenda and the Sustainable Development Goals (SDGs), higher education

institutions are called to play a crucial role in the transformation towards a more sustainable world. Apart from

their traditional missions of teaching and research, universities must contribute their part proactively today to

the making of professionals who are not merely technically competent but also socially and environmentally

aware. Making sustainability a part of higher education curricula is seen to be an important approach to

enhancing the relevance of education and enabling students to address intricate global challenges, such as

climate change, social injustice, and resource shortages.

Sustainability in higher education involves more than adding isolated courses; it requires a transversal,

interdisciplinary approach that influences pedagogical practices, institutional values, and graduate profiles.

According to (UNESCO, 2020), Education for Sustainable Development (ESD) promotes critical thinking,

future-oriented planning, ethical reasoning, and active citizenship—competencies that are essential in a

globalized society. Similarly, (Wiek et al., 2011) propose a sustainability competency framework comprising

systems thinking, anticipatory skills, normative competence, and collaboration that must be adopted in

university education.

Despite growing interest, most institutions still grapple with incorporating sustainable education, such as a

shortage of training for faculty, curriculum resistance, and limited assessment measures. Therefore, it is

essential to examine the way sustainability is being incorporated into academic programs now and to find

effective strategies that enhance meaningful learning outcomes. This study aims to explore best practices,

student and faculty perceptions, and the impact of sustainability-focused curricula on professional

competencies. The findings contribute to the growing body of knowledge supporting the reorientation of higher

education towards a more sustainable and equitable future.

Methodology

This study applies a qualitative approach with some mixed-method elements to investigate how embedding

sustainability in higher education curricula is done and how this impacts the development of global

competencies among university students. A multiple case study was employed, allowing for comparative deep

analysis across three Latin American universities that are prominent in their focus on sustainability education.

This methodological framework enables examination of sophisticated instructional phenomena within their

real-life institutional contexts (Stake, 2006); (Yin, 2018).

The research was conducted over two semesters during the 2024–2025 academic year. Universities were

selected on the basis of being members of local sustainability networks and publicly stating that they were

committed to the United Nations Sustainable Development Goals (SDGs). Such purposeful sampling allowed

us to investigate institutions which were proactively engaged in the pursuit of sustainability education.

Data Collection Techniques

Three primary data collection approaches were utilized:

1. Semi-structured interviews of 12 university staff members—four from each institution—who were

involved in teaching, curriculum development, or sustainability coordination. They addressed teaching

practices, institutionally perceived support, methods of incorporating sustainability into the

curriculum, and obstacles to sustainability integration.

2. Structured questionnaires were distributed to 180 students enrolled in undergraduate programs that

had incorporated sustainability-related content. The questionnaire measured the awareness level,

perceived relevance of sustainability education, and the extent to which they believed that they had

acquired sustainability-related skills. The questionnaire employed a five-point Likert scale.

Prisma Journal. Revista de Ciencias Sociales y Humanidades

www.prismajournal.org

ISSN-L: 3091– 1893

DOI: 10.63803

3. Document analysis of institutional curricular materials, including syllabi, course guides, and strategic

sustainability reports. This analysis aimed to identify both explicit and implicit inclusion of

sustainability principles and competencies in academic offerings.

Methodology Overview

Component

Description

Approach

Qualitative with mixed-method elements

Design

Multiple case study in three Latin American

universities

Techniques

Interviews, surveys, curriculum document analysis

Instruments

Semi-structured interview guide, structured

questionnaire

Participants

12 faculty members, 180 students

Data Analysis

Open coding, thematic analysis, data triangulation

The table should present the components of the research design, i.e., approach, design, techniques, instruments,

participant groups, and analysis methods (already prepared and presented above).

For ensuring the reliability and validity of the tools, the interview guide and questionnaire were tested by three

academic experts with education and sustainability backgrounds. The language and structure of the instruments

were further streamlined after piloting it on two professors and ten students. Minimal changes were made to

ensure ambiguous items were clarified and logical flow improved.

Participants

Participants comprised 12 purposively sampled faculty members based on their direct involvement in

teaching sustainability and curriculum development. Additionally, 180 students were randomly selected from

various disciplines at the three universities. Care was taken to ensure a gender balance and social science and

STEM student representation to incorporate different perspectives.

Participant Distribution in the Study

The pie chart allows for the visualization of the proportional faculty vs. student participant split.

Data Analysis

Survey answers and interview transcripts were open coded and analyzed with thematic analysis using (Braun

& Clarke, 2006) six-step approach. Qualitative coding was conducted using the NVivo software suite, which

allowed for easy structuring and comparison of data across cases. The four themes were "institutional

94%

Participant distribution in the study

Students

Faculty member

Prisma Journal. Revista de Ciencias Sociales y Humanidades

www.prismajournal.org

ISSN-L: 3091– 1893

DOI: 10.63803

commitment to sustainability," "pedagogical innovation," "interdisciplinary collaboration," and "student

empowerment.".

Quantitative survey results were analyzed with descriptive statistics (frequencies, means, percentages) to offer

the qualitative context. Triangulation of surveys, interviews, and document review increased the transferability

and credibility of the findings (Flick, 2009). The process allowed for cross-validation of recurring themes and

identification of outlier cases.

Ethical Considerations

The study complied with international ethical standards for educational research. A letter of informed consent

explaining research purposes, voluntary participation, and confidentiality guarantees was provided to all

participants. Participants were given pseudonyms to protect their identities in published accounts. Ethical

clearance was provided by the ethics committee of the main research institution.

Limitations

Despite its contextual richness, the study has generalizability constraints due to the qualitative, case-study

nature of the investigation. The findings may not be transferable to universities in different geographic or

political settings. Furthermore, self-reported data—particularly student surveys—are subject to social

desirability bias. Nevertheless, the research provides valuable, transferable insights and practical implications

for educational leaders aiming to embed sustainability into their institutions’ academic models.

Results

The findings of this study reveal significant insights into how sustainability is integrated into higher education

curricula and the effects it has on student awareness, competencies, and institutional practices. The data

presented below are based on the analysis of 180 student surveys, 12 faculty interviews, and institutional

curriculum documentation from three Latin American universities.

Student Perceptions and Learning Outcomes

The results of the student survey provide a clear indication that sustainability is viewed as a relevant and

valuable component of higher education. In particular, 78% of the students agreed or strongly agreed that

sustainability is relevant to their academic and working lives. This high level of

affirmation validates previous studies by (Lozano et al., 2013) and (Barth et al., 2007), which

emphasize growing student demand for education that equips them to act on environmental

and societal issues.

Relevance of Sustainability to Students’ Careers

Strongly Agree Agree Neutral Disagree Strongly

Disagree

Percentage (%)

Relevance of Sustainability to Students’

Careers

Prisma Journal. Revista de Ciencias Sociales y Humanidades

www.prismajournal.org

ISSN-L: 3091– 1893

DOI: 10.63803

This bar graph shows that over 75% of the students consider sustainability as a significant factor in shaping

their careers.

The graph shows the distribution of responses to the question in the survey "Sustainability is relevant to my

career". While 42% strongly agreed and 36% agreed, 7% disagreed. This indicates an overwhelmingly positive

acceptance of sustainability by the students. Thus.

aside from relevance, students were asked if they believed they had gained important sustainability

competencies, such as systems thinking, ethical decision-making, and interdisciplinary collaboration. 68% of

students recorded agreement or strong agreement, which is a pointer that the universities are making moderate

progress on this indicator. However, 22% responded with neutrality, and 10% disagreed, which is a pointer

that there is still some room for depth and consistency of implementation to be enhanced.

Student Survey Results

Survey Question

Strongly

Agree (%)

Agree

(%)

Neutral

(%)

Disagree

(%)

Strongly

Disagree (%)

Sustainability is relevant to my

career

I feel my university provides

enough sustainability education

I have acquired key

sustainability competencies

I am likely to apply sustainability

principles in my future job

I participate in sustainability-

related projects

This table summarizes responses to key questions regarding sustainability education across all three

universities.

Faculty Perspectives and Pedagogical Strategies

Interviews with faculty members revealed a diverse set of strategies being used to integrate sustainability into

teaching. Among the most effective approaches were:

• Embedding sustainability content into existing core courses.

• Developing interdisciplinary projects addressing real-world community issues.

• Promoting service learning and community-based research.

• Integrating sustainability in final-year thesis and capstone projects.

83% of interviewed faculty stated they intentionally included sustainability concepts in their course design.

Many mentioned aligning their teaching strategies with the SDGs and actively encouraging students to connect

course content with societal challenges.

However, several challenges were also identified:

• Lack of training in Education for Sustainable Development (ESD) methodologies.

Prisma Journal. Revista de Ciencias Sociales y Humanidades

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ISSN-L: 3091– 1893

DOI: 10.63803

• Limited institutional incentives for curriculum innovation.

• Difficulties in evaluating soft skills and competencies like ethical reasoning or systems thinking.

These findings align with previous literature, including (Rieckmann, 2012) and (Sterling, 2013), who argue

that professional development and systemic change are necessary for full sustainability integration.

Institutional Curriculum Analysis

An analysis of curriculum documents and strategic reports revealed that all three universities had at least some

form of sustainability embedded in their mission or vision statements. However, the extent of curriculum

integration varied considerably:

University

Sustainability in Core

Courses

Elective

Offerings

Service Learning

Integration

Institutional Policy

High

Moderate

Yes

Sustainability Office

Moderate

High

Green Campus

Program

Low

Moderate

Partial

General Commitment

This variability suggests a lack of standardization in sustainability education, even among institutions

committed to sustainable development. While University A demonstrated a more systemic and policy-aligned

approach, University C relied heavily on isolated faculty initiatives.

Competency Development and Future Application

Students were also asked about the likelihood of applying sustainability principles in their future jobs. 74%

had indicated a high or very high likelihood, reinforcing the observed transferability of sustainability skills to

work. Further, 62% indicated they had participated in some activities that had to do with sustainability, i.e.,

workshops, seminars, and community work programs.

Faculty interview evidence supported this viewpoint. Students participating in sustainability projects were

reported to have greater motivation, teamwork, and problem-solving skills by the professors. As one faculty

member noted:

“When students see the real-world impact of their actions—like improving waste management in a local

school—they internalize the importance of sustainable thinking in any profession.”

Such anecdotal evidence suggests a strong link between experiential learning and the internalization of

sustainability values, echoing the findings of (Brundiers et al., 2010).

Emerging Themes and Patterns

Through qualitative coding of interviews and documents, the following themes emerged:

1. Institutional Commitment: The presence of dedicated offices or sustainability coordinators

significantly influenced the depth of curriculum integration.

2. Pedagogical Innovation: Faculty-led initiatives and interdisciplinary teaching fostered greater student

engagement.

3. Student Agency: When students were given opportunities to lead sustainability projects, their interest

and skill development improved substantially.

4. Evaluation Gaps: Most universities lacked formal assessment mechanisms to measure sustainability

competencies effectively.

Prisma Journal. Revista de Ciencias Sociales y Humanidades

www.prismajournal.org

ISSN-L: 3091– 1893

DOI: 10.63803

Discussion

This part translates the findings of major significance using existing scholarly literature as the framework,

pinpointing trends in emergence, institutional relationships, teaching methodologies, and competency

formation. It also includes visual data depicting the occurrence of obstacles experienced by teachers that assists

the discourse of hindrances in sustainability integration.

Student Engagement and Perception

The majority of the respondents (78%) valued sustainability as something that could be applied to their

working lives. This is consistent with (Lozano et al., 2013), who believe that increasingly, students view

higher education not just as an institution where competences are attained but also as an institution where

social change occurs. The high level of consensus regarding the significance of sustainability is indicative of

increased global awareness among young people.

However, only 68% of the students reported acquiring sustainability competencies, with 22% in between.

This gap reflects the persistence of the difficulty in converting curriculum presence to learning outcomes. As

(Wiek et al., 2011) emphasize, competencies like systems thinking or anticipatory skills require active,

interdisciplinary pedagogies—not just theoretical exposure. Thus, sustainability integration must be coupled

with experiential learning methods to produce meaningful competencies.

Faculty Strategies and Innovation

Faculty interviews revealed diverse pedagogical approaches to teaching sustainability, including real-world

projects, community-based research, and interdisciplinary collaboration. These are congruent with (Brundiers

et al., 2010) efforts towards "real-world learning opportunities" as essential in successful sustainability

education.

Despite innovation efforts, scholars documented various constraints too. These were coded and measured

against the interview analysis.

Challenges Reported by Faculty in Implementing Sustainability Education

As visualized in the graph, 92% of faculty mentioned lack of training, followed by 83% citing limited

institutional support, and 75% noting the absence of tools for assessing competencies.

0% 20% 40% 60% 80% 100%

Lack of faculty training

Limited institutional support

Absence of competency assessment tools

Curriculum overload

Resistance to change

Mentioned by (%) of Faculty

Challenges in Implementing Sustainability

Prisma Journal. Revista de Ciencias Sociales y Humanidades

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ISSN-L: 3091– 1893

DOI: 10.63803

Faculty Challenges in Sustainability Integration

Challenges in Implementing Sustainability

Mentioned by (%) of Faculty

Lack of faculty training

92%

Limited institutional support

83%

Absence of competency assessment tools

75%

Curriculum overload

67%

Resistance to change

50%

This data shows that even when faculty are committed to sustainability, systemic and institutional factors

can limit their impact. (Sterling, 2013) argues that for sustainability to take root, institutions must undergo a

paradigm shift—not just include new topics, but adopt new values, reward structures, and teaching

philosophies.

Institutional Commitment and Policy Gaps

Curriculum document analysis demonstrated widespread difference among institutions in the degree of

integration of sustainability. While a few universities utilized cross-curricular approaches with formal offices

of sustainability, others relied upon scattered individual faculty efforts.

This inconsistency suggests the need for stronger institutional governance arrangements. (Tilbury, 2011)

contends that institutions that incorporate sustainability into strategic planning, create dedicated positions, and

track impact through performance indicators are more successful at long-term integration. The discussion of

variability is further supported by the earlier Table 2 in Results, which showed that only one university had a

fully embedded approach. These findings call for a university-wide framework supported by leadership and

sustained across departments.

Competency Development and Real-World Application

One of the main goals of ESD is the development of actionable competencies. However, our data suggests that

competency development is uneven and often unstructured. While students report moderate development, this

is not always linked to an articulated framework.

(Wiek et al., 2011) identify five key competencies that universities should promote:

• Systems thinking

• Anticipatory thinking

• Normative thinking

• Strategic thinking

• Interpersonal skills

Most faculty did not reference these competencies explicitly in their course planning. This reflects a disconnect

between international frameworks and local implementation. The use of standardized tools such as

sustainability rubrics, portfolios, or digital badges could improve tracking and motivation.

Moreover, 74% of students stated they intend to apply sustainability principles in their professional lives.

While this intention is promising, intent does not guarantee preparedness. Institutions must ensure that learning

is transferable, emphasizing practice, reflection, and formative assessment.

Emerging Themes

From triangulating all data sources, the following themes emerged:

1. Student Motivation and Autonomy: Students are more engaged when they perceive direct

relevance between their education and societal needs. This aligns with (Deci y Ryan, 1985) self-

determination theory, suggesting that autonomy and relevance increase internal motivation.

Prisma Journal. Revista de Ciencias Sociales y Humanidades

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ISSN-L: 3091– 1893

DOI: 10.63803

2. Hidden Curriculum Influence: Sustainability is taught not only through courses but through

institutional behavior. Campus practices (e.g., recycling, energy policies) form part of what called

the hidden curriculum.

3. Experiential and Project-Based Learning: These approaches had the highest reported impact on

competency development, reinforcing the work of (Kolb, 1984)and the need to embed learning in

real-world contexts.

4. Equity Considerations: Some students indicated that access to sustainability events and

extracurriculars was limited due to scheduling or cost. Future research should investigate how to

democratize participation in sustainability learning.

Conclusion

The integration of sustainability into higher education is no longer an option but a necessity. As the global

community continues to confront complex and interrelated challenges—climate change, poverty, resource

depletion, and social injustice—educational institutions must respond with strategic reforms that prepare

graduates not only to thrive professionally, but to contribute meaningfully to sustainable societies. This study

examined the current state of sustainability integration in three Latin American universities, analyzing its

impact on students, faculty, and institutional structures. The conclusions provide useful critique of how higher

education can more effectively achieve its transformative potential.

Initially, the results demonstrate unambiguously that students perceive sustainability as an important and

fundamental element of their learning. The large percentage of students (78%) identifying sustainability as

something crucial to their future professional practice evidences an increasingly conscious generational

perception of global challenges. However, the lower proportion of students (68%) who stated having acquired

certain sustainability competencies evidences the discrepancy between curriculum existence and pedagogic

impact. This would mean that mere inclusion is not sufficient; instructional material must be supported by

effective learning strategies to build deep, transferable abilities.

Second, educators are central figures in sustainability education, often being themselves institutional

innovation leaders. Their efforts to mainstream sustainability in terms of project-based learning,

interdisciplinarity, and pedagogy of reflection are best practices aligned with international guidelines like those

outlined by (UNESCO, 2020) and (Wiek et al., 2011). Nevertheless, faculty are too often confronted by

structural obstacles—inadequate institutional incentives, insufficient training, and too few assessment

toolkits—which hamper more extensive or effective implementation.

Third, the organizational context has a major role to play in terms of sustainability integration depth and scope.

Those universities that possess formal sustainability offices, cross-disciplinary mandates, and clear

performance indicators exhibit more systematic infusion of ESD principles. However, in institutions with

sustainability dependent upon individual initiatives, the initiatives are disjointed and less impactful. Strategic

governance and top-down policy structures are therefore required to inculcate sustainability into the

instructional fabric.

Furthermore, the study analysis revealed that not only do students desire to but also are willing to apply

sustainability principles in professional life. Intention must be accompanied by planned experience

opportunities, reflection, and competency building. Integrating sustainability into capstone projects, service

learning, and applied research can bridge this gap and foster a sense of agency and responsibility among

students.

Prisma Journal. Revista de Ciencias Sociales y Humanidades

www.prismajournal.org

ISSN-L: 3091– 1893

DOI: 10.63803

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