Open research questions in Sustainability in Higher Education

What the literature leaves open

• Future research should explore longitudinal, multi-institutional implementations across diverse industry contexts, incorporating multiple assessment methods including peer evaluations and behavioral observations to provide more comprehensive understanding of PBAL-USR integration.

  Integrating university social responsibility into business management education: a problem-based action learning approach to practical field teaching effectiveness · 2026 · DOI

• ADVANCED RESEARCH Future studies are recommended to examine participatory decision- making and ethical management in different educational levels and institutional contexts to test the consistency of their influence on school governance sustainability. Second, although a mixed-methods design is used, qualitative data is limited to 8 key informants that may not be representative of all stakeholders broadly.

  Building Sustainable School Governance through Participatory Decision-Making and Ethical Management · 2026 · DOI

• whether an 1. Did the educational experience alter or enhance students’ understanding of sustainability? If so, how? 2. Did the interdisciplinary nature of the class enhance or contribute to new understanding of sustainability? If so, how? 3. Did the experience enhance students’ confidence in their ability to solve real world sustainability problems? MATERIALS AND METHODS centered on developing The approach was based on the goals of an institutional grant “sustainable healthy communities.” The interdisciplinary structure of the course was achieved through (1) team planning and curricular design, and team faculty with different disciplinary teaching by backgrounds and (2) peer interactions among students of different disciplinary backgrounds. The course was delivered using an active teaching/learning strategy employing various teaching and learning activities. Active teaching is an umbrella term for a number of strategies Fox et al. / Interdisciplinary Journal of Environmental and Science Education, 22(3), e2617 3 / 9 in which students are actively engaged in discovering and co- creating knowledge, facilitated by the faculty. This is distinct from passively assimilating knowledge as per traditional lectures. The main active teaching/learning modality used was problem-based, cooperative learning where students were assigned a research problem to complete as a team. Central hands-on activities were community outreach and an immersive field research experience. The interdisciplinary nature of the wider project research questions and educational objectives required the input of a multidisciplinary team. Ten students and three faculty members were involved in the course. The multi-disciplinary faculty team were from the departments of environmental and occupational health (college of public health), civil and environmental engineering (college of engineering), and geography (college of arts & sciences), all from the University of South Florida. Their collective expertise contributed to the project included modelling environmental pollutant transport, environmental sampling (soil, water, and sediments) and mercury analysis, and evaluating social and cultural issues affecting human- environmental-pollution interactions. The faculty team led the courses and modeled working as an interdisciplinary unit.

  Mercury issues in Guyana: Case study of an interdisciplinary research model in graduate sustainability education · 2026 · DOI

• So, whilst there appears to be a genuine intention to adopt a WSA, at the same time the opportunity for responsive development and ongoing reform are somewhat limited by the challenges discussed below. It could therefore be suggested that democratic decision-making is limited to a few (although with student council, arguably they represent the many) and this can be a hindrance to a truly shared vision for ESD (Verhelst et al.

  Differing interpretations for integrating whole-school approaches for sustainability · 2026 · DOI

• These recommendations provide specific guidance on how to strengthen academic development processes within sustainability-oriented environments. They translate the study’s findings into concrete actions designed to reinforce sustainable, collaborative, and educational innovation ecosystems. For researchers: - To conduct in-depth studies analysing academic development from an ecological perspective, exploring how individual, collective, and institutional factors interact in different educational contexts. - To design research incorporating longitudinal and participatory methodologies to capture how the tensions between opportunities and challenges evolve throughout innovation processes. 160  REKALDE-RODRÍGUEZ / Academic Development of Teachers - To examine in detail the role of students as active agents in educational transformation by systematically incorporating their voices into the analysis. - To develop theoretical frameworks that integrate the concept of a learning ecosystem and enable an understanding of teaching innovation in sustainability contexts as a non-linear, relational, and situated phenomenon. - To conduct comparative studies of transdisciplinary projects carried out in ESD contexts in order to identify common patterns and conditions that promote teachers’ academic development. For practitioners and institutional leaders: - To create flexible structures that recognise and support the interaction between individual motivations and institutional policies, fostering spaces where these two dimensions can interact constructively. - To promote complex, open, and transdisciplinary teaching projects that serve simultaneously as contexts for training, practice, and professional transformation. - To integrate the management of tensions—between opportunity and challenge—as a strategic component of teacher support, recognising conflict as a driver of learning. - To foster stable collaborative processes that link communities of practice with institutional structures, strengthening the coherence of the innovation ecosystem. - To ensure that sustainability initiatives are aligned with the actual conditions of the context (timing, resources and recognition), avoiding innovations that rely solely on individual effort. - To establish mechanisms for systematic reflection (practice logbooks, mentoring, seminars, etc.) that help teaching staff interpret and make the most of the inherent complexity of innovation processes.

  Academic Development in Sustainability-Oriented Learning Environments: A Qualitative Case Study of the Ocean i3 Project · 2026 · DOI

• Empirical Synthesis of Findings This study provides both conceptual and empirical support for integrating STEAM education with ESD. Through a six-week exploratory program, students demonstrated qualitatively observable learning patterns in systems awareness, ethical reflection, interdisciplinary problem-solving, and creative risk-taking. These findings suggest that even short-term interventions can create pedagogical conditions conducive to sustainability-oriented learning when interdisciplinarity, reflection, and ethical inquiry are structurally embedded in instructional design. Rather than positioning STEAM-ESD integration as a supplemental pedagogical strategy, the study underscores its significance as an epistemological and ethical orientation toward learning in contexts of complexity and uncertainty. As documented in the four emergent themes identified in the Results section, students engaged in learning processes that became increasingly articulated over time through sustained interdisciplinary inquiry, collaborative design, and reflective engagement with sustainability challenges. These observations do not indicate measurable learning gains; rather, they document learning patterns consistent with early phases of sustainability-oriented and transformative learning. Pedagogically, student engagement was strongest when sustainability challenges were addressed through open-ended, collaborative, and multimodal STEAM activities. Design-based tasks positioned uncertainty, iteration, and dialogue as productive features of learning rather than obstacles to be resolved. Reflective journals and sustainability portfolios supported students in externalizing their thinking and connecting technical problem-solving with ethical reflection, suggesting that short-term, non- formal STEAM-ESD interventions can foster the emergence of sustainability-oriented learning processes when relational and reflective structures are intentionally designed.

  STEAM education for sustainable futures: A pedagogical framework for education for sustainable development · 2026 · DOI

• Despite achieving its objectives, the study has several limitations that should be considered. The research was conducted within a specific higher-education setting in Thailand, which may limit the transferability of the find- Journal for Advancement of Marketing Education 12 Active Learning for Sustainable Health and Business Innovation: Evidence from Thai Higher Education ings to different cultural or institutional environments. Future studies should replicate and adjust the model across varied educational systems to examine its broader applicability. Although data were triangulated through multiple sources, the inclusion of self-reported measures introduces the possibility of response bias. Longitudinal research that tracks learners’ professional behavior, entrepreneurial activities, or sustainability practices after graduation would help determine long-term impact. Future research may also explore the integration of advanced technologies into the model. Tools such as artificial intelligence assisted feedback, immersive simulations, and real-time learning analytics could enhance engagement and provide more precise assessment. Expanding interdisciplinary collaboration among marketing, healthcare, and sustainability fields would further deepen understanding of how education can support social innovation and the development of sustainable entrepreneurial practices. CONFLICT OF INTEREST The authors declare no conflict of interest. Submitted: October 07, 2025 CDT. Accepted: May 05, 2026 CDT. Published: May 18, 2026 CDT.

  Active Learning for Sustainable Health and Business Innovation: Evidence from Thai Higher Education · 2026 · DOI

• Based on the results of this research, the following can be suggested for future studies: • Teacher candidates focused on certain goals in the real-life problems and activities section. However, there are also SDGs other than those set by the United Nations. For these, events can be prepared and various studies can be conducted. • In this study, two parts–courses and projects–are mentioned in the process of integrating the SDGs into the curriculum, and brief examples are provided. In future studies, this can be addressed specifically for various courses, and if there is a truly integrated goal, its impact on future students and humanity can be examined. • In this study, various activities were prepared by considering the SDGs. Future studies may include the application of these activities to the classroom environment. Thus, their impact on students can be examined using qualitative or quantitative research methods.

  Primary School Teacher Candidates’ Perceptions and Experiences of Real-World Sustainability Problems in Education for Sustainable Development · 2026 · DOI

• Providing clear assessment instructions “We show both sides of the debate….I try my best not to offer my personal opinion.

  Teaching in a volatile, uncertain, complex and ambiguous world · 2026 · DOI

• In this article, the authors proposed a pedagogical tool to complement the understanding and exploration of NBS for carbon dioxide removal. Through an engaging, game-based experience, the participants explore the NbS dynamics with a systemic and co-design approach. The tool addresses this lack by supporting the participants in the early phases of the NbS design. An experiment was then built and conducted to test its educational potential with a total of 9 participants. The experimentation consisted of a co-design session during which the participants deployed the tool to design systemic and resilient NbS. The results of the statistical analysis on the experiment data indicate that the tool enables the improvement of knowledge on NbS dynamics. There is even a significant gain for the highest thinking skills. These findings confirm that the proposed tool-based pedagogical approach developed is of educational interest. Furthermore, the tool is easy to implement and to use, and therefore accessible to the widest possible range of students. A perspective of future work would be to test the usability of the proposed tool, and the quality of the solutions generated. It would also be interesting to test it with practitioners on a real case study, for example in a specific region with a well-defined ecosystem. In this regard, experts could actively participate in the serious game, providing concrete suggestions and refining the granularity of the NbS. Their involvement would allow for a more detailed and nuanced exploration of the solutions, helping to identify trade-offs, optimize performance, and ensure that the NbS are both technically robust and contextually relevant. By incorporating their feedback, the tool proposition could evolve into a more precise decision-support frameworks and practical tool, bridging the gap between theoretical implementation. Finally, another short-term perspective would be to create a digital version of the tool to overcome physical limitations, making it accessible to international teams and enhancing its overall usability and impact.

  A pedagogical tool for the co-design of systemic nature-based solutions applied to carbon removal · 2026 · DOI

• In light of the document analysis results and the identified pedagogical requirements, the following recommendations are offered: • When environmental issues are addressed in Social Studies courses, the traditional framework based solely on information transfer should be abandoned. Instead, lesson designs that are enriched with P4C activities, use qualified children's literature as "philosophical stimuli,” and are centered on an axis of ethical inquiry should be integrated into the curriculum. It is of strategic importance that the sustainability learning outcomes, which are concentrated in the 4th and 5th grades, do not undergo a hiatus at the upper levels (6th and 7th grades). Vertical spiral progression should be maintained by articulating interdisciplinary units such as P4C-based "Critical Ecology” or "Sustainability Ethics” into the Social Studies program at these grade levels. • Didactic methods should be discarded in providing environmental values. Inquiry guides and activity sets that • 10 center on P4C’s "Community of Inquiry" model and elevate the student from a passive recipient to a "thinking subject" should be included in textbooks. • The emphasis on sustainability in the 6th and 7th-grade Social Studies teaching programs should be made visible with more explicit and measurable learning outcomes within the contexts of "ecological citizenship," "global citizenship," and "scientific ethics." • Action research, mixed-method, or qualitative studies should be planned to examine the reflections of the theoretical and curriculum-oriented framework presented in this research on classroom practices, and to measure the changes in students' sustainability perceptions and ethical reasoning skills.

  Rethinking Sustainability Education in Social Studies Via P4C: Integrating Alain Serres’ Works into the Curriculum · 2026 · DOI

• Looking ahead, future research should focus on longitudinal studies that assess the long-term learning impacts of EdTech on outcomes, employment, digital competencies, and livelihoods in Nepal. remote communities, and However, this article also emphasizes that technology alone is insufficient to transform education.

  Bridging the Digital Divide: Technology-Driven Education for Lifelong Learning · 2026 · DOI

• Several limitations should be acknowledged. First, the study assessed only university bus transportation, private commuting, purchased electricity, and solid waste generation; it does not capture procurement, construction, food systems, water, laboratory operations, hostel energy use, off-campus residential energy, air travel, or embodied emissions, all of which would be expected to increase the total footprint if included. Second, several values were estimated because direct measured data were unavailable, including commuting distances, vehicle counts, the waste- generation rate, the waste-to-emissions conversion coefficient, and the delivered electricity emission factor; Table 3 quantifies how sensitive the total footprint is to these assumptions, but it cannot substitute for measured data. Third, the inventory used annual operating assumptions that may vary by semester, academic calendar, and campus activity. These limitations do not invalidate the baseline, but they define its boundary and its appropriate level of precision: the figure of 855.49 tCO2e should be read as an order-of-magnitude baseline with a plausible range of roughly 684– 1,027 tCO2e, not as a precise measurement. Future studies should expand the scope in phases and replace assumptions with measured records wherever possible. 6. CONCLUSION AND POLICY IMPLICATIONS This study provides a baseline campus carbon-accounting estimate for the University of Swabi for 2025. Based on the four assessed sources, total annual emissions were 855.49 tCO2e, with a plausible sensitivity range of approximately 684–1,027 tCO2e given current data limitations. Purchased electricity was the largest contributor at 396.61 tCO2e, followed by private commuting at 314.40 tCO2e, solid waste generation at 136.08 tCO2e, and university bus transportation at 8.40 tCO2e. The estimated per capita footprint was approximately 0.19 tCO2e per person. The university's current footprint is lower than many larger national and international institutions, but this should be interpreted carefully and in light of the boundary differences documented in Table 4. The lower value reflects the university's smaller size, developing infrastructure, narrower inventory boundary, and limited emission-intensive operations, rather than a demonstrated superiority in environmental management. As UOS expands, emissions are likely to increase, both because operations will grow and because future inventories will likely need to incorporate additional Scope 3 categories that are currently excluded. The present stage of development therefore provides a valuable opportunity to build a low-carbon campus model before high-emission systems become locked in. The key policy message is straightforward: the University of Swabi should move from one-time estimation to routine, increasingly measured carbon management. Annual inventories, improved data collection, solar expansion, energy efficiency, sustainable mobility, waste segregation, recycling, plantation, and student engagement should become part of formal institutional planning. With these steps, UOS can position itself as a responsible and forward-looking university in Pakistan's higher education sector. Each recommendation below pairs a mitigation action with the foundational data-collection step needed to monitor and verify it, so that future inventories rely progressively less on the estimation assumptions used in this baseline study. Expand Solar-Energy Systems The university should install solar panels on major academic, administrative, and residential buildings in a phased manner. Solar expansion should be paired with building-level energy audits and sub-metering, so that renewable- energy investment is not undermined by inefficient consumption and so that future electricity emission estimates can be based on metered, building-level data rather than a single campus-wide emission factor. © 2026 The Authors. Published under CC BY 4.0. | https://doi.org/10.66529/agripat.2026.2.3.93 159 J. Agric. Pol. & Transf.

  <b>Climate Mitigation, Campus Carbon Accounting, and Sustainability Transition in Higher Education: Evidence from Pakistan</b> · 2026 · DOI

• The institutions need to make an investment in developing sustainable leadership through integration of sustainability-focused competencies into leadership and succession planning that may ensure that current and future leaders have vision and ethical orientation, to enact the sustainable performance. 2. The institutional policies and governance systems must strategically foster the sustainability culture through the integrated implantation of sustainability value to the mission statements, Journal of Social Research Development, Volume 7, Issue 1, MARCH, 2026 9 Khan & Mughal … Sustainable Leadership & strategic plans, and curriculum development, that sustainability becomes the collective and internalized practice for success. 3. The institutions are supposed to promote extensive stakeholder participation that is achieved over faculty, student involvement in sustainability-related decision-making and activities, as participatory practices enhance cultural ownership and improve leadership commitment to long-term performance results. 4. The institutions need to adopt the unremitting monitoring and evaluation frameworks of the sustainability performance, relying on feedback and learning systems to solidify sustainable culture and empower leaders to modify the approaches to the arising environmental, societal, and institutional diverse issues. REFERENCES Cho, C., & Kao, R. (2022). Developing Sustainable Workplace through Leadership: Perspectives of THE Transformational Leadership and Organizational Citizenship Behaviour. Frontiers in Psychology, 13, Article ID: 924091. Eustachio, P., Caldana, F., & Filho, W. (2023). Sustainability leadership: Conceptual foundations and research landscape. Journal of Cleaner Production, 137761, 137761. Eustachio, P., Salvia, A. L., Brandli, L., Trevisan, V., Barbir, J., & Caldana, F. (2024). Implementing sustainability in teaching: Role of sustainability leadership and transformational leadership in context of higher education institutions. Sustainable Development, 32(5), 5331–5347. Fornell, C., & Larcker, D. F. (1981). Structural Equation Models with Unobservable Variables and Measurement Error: Algebra and Statistics. Journal of Marketing Research, 18, 382-388. Godemann, J., Bebbington, J., Herzig, C., & Moon, J. (2014). The Higher education and sustainable development. Accounting, Auditing and Accountability Journal, 27(2), 218-233. Hadhrami, A., & Rosmelisa, Y. (2024). Impact of sustainable leadership on employee's competency and sustainable development in private HEI. Global Business and Management Research: An International Journal, 16 (4s), 1041-1053. Hair, J. F., Sarstedt, M., Ringle, C. M., & Gudergan, S. P. (2018). Advanced Issues in Partial Least Squares Structural Equation Modeling (PLS-SEM). Thousand Oaks, CA: Sage. Henseler, J., Ringle, C. M., & Sarstedt, M. (2015).

  THE SUSTAINABLE LEADERSHIP & SUSTAINABLE PERFORMANCE IN HIGHER EDUCATION: MEDIATING ROLE OF SUSTAINABLE CULTURE · 2026 · DOI

• Future studies may explore the influence of factors such as digital literacy, environmental awareness, technological readiness and institutional support on Digital Innovation and Environmental Sustainability. Future investigations may focus on the relationship between Digital Innovation, environmental responsibility, academic performance and student engagement. Future research may investigate the effectiveness of smart campus models in promoting sustainable educational development and environmental conservation.

  DIGITAL INNOVATION AND ENVIRONMENTAL SUSTAINABILITY IN HIGHER EDUCATION · 2026 · DOI

• At the same time the author also criticizes (in this case South Africa) for not having clear policies in which ubuntu is clearly imbedded to drive the sustainable development goals (van Norren, 2022), and although a lived experience, its application in sustainable praxis in, for example the fashion system and sustainable fashion praxis, remains under-explored.

  Changing the narrative: a future-focused holistic framework in sustainable fashion design education within a South African context · 2026 · DOI

• This review contributes by (i) identifying critical under-researched areas, (ii) refining a keyword framework to guide future inquiry, and (iii) introducing the Sustainability in Higher Education (SHE) Institutional Maturity Matrix (SHE-IMM), a conceptual model categorising institutions into foundational, transitional, and transformative stages of sustainability integration.

  Sustainability in Higher Education: A Systematic Review and Conceptual Framework of Institutional Maturity (SHE-IMM) · 2026 · DOI

• With respect to the limitations of the study, three aspects were identified. In first place, the small number of universities that participated in the study did not allow us to obtain a representative view of the perceptions of the Spanish-speaking education and nursing students about the work performed on the SDG. In second place, although the participation in the Latin American universities was similar, and somewhat lower in the Spanish one, the participation according to aca- demic year/semester was unequal, so that the comparison between academic years, or between the same academic year/semester between both fields of knowledge was inconsistent. In addition, the unequal participation across academic years also pres- ents a limitation for a detailed comparison. On the other hand, in future research, the gender variable should be added to the contrasts. Future studies should incorporate multivariate approaches to analyse these differences between subgroups. Lastly, this study was exclusively centered on the perceptions of the students on the application of the SDGs in their training, but it does not necessarily truly reflect the manner in which the SDGs are included or addressed in the university degrees of education and nursing; thus, it only analyzes the impression or perspective of the students.

  Perceptions of students in education and nursing studies regarding work on the SDGs · 2026 · DOI

• Future studies should expand both the number of participating universities and the number of students and fields of knowledge, in order to obtain a more representative and comparative view. Including different educational models and institutional con- texts would make it possible to identify common patterns and relevant differences in the integration of the SDGs in higher education. In this way, research studies such as the present one, as well as related research, would contribute to a more precise understanding of whether the SDG-related work performed at the curricular level is truly perceived, internalized, and acquired by students, and to what extent it translates into university education aligned with the challenges of sustainable development.

  Perceptions of students in education and nursing studies regarding work on the SDGs · 2026 · DOI

• This study primarily examines the intersection of global megatrends and sustainability practices within HEIs in Cairo, Egypt. Future research could extend this focus to cover the same intersection in other Egyptian governorates and various other developing countries in the MENA region, facilitating more generalizable findings that support wider actionable strategies needed for aligning institutional practices with the 2030 SDGs, especially in the Global South. The findings presented in this study, derived from both the collaborative workshop and the interviews, reflect perspectives mainly from faculty members, operational staff, and HEIs administrators. However, future studies can expand on those insights by integrating the voices of other stakeholders, such as students, local communities, industry, and government agencies. This is essential for comprehensively understanding and addressing the challenges of designing curricula and learning environments that are responsive to both local and global megatrends in sustainable education. Engaging a broader array of stakeholders will also ensure that all ARTICLE IN PRESS ARTICLE IN PRESS ACCEPTED MANUSCRIPT relevant voices are included in prioritizing actions based on their feasibility and potential impact. Gathering longitudinal data on the evolution and long-term impact of sustainability practices in Egyptian HEIs represents an important area for further investigation. Furthermore, exploring why certain global megatrends are prioritized but not effectively addressed can enhance HEIs’ overall impact in driving sustainable development.

  Bridging global megatrends and institutional education for sustainable development practice in Egyptian higher education · 2026 · DOI

• Educational administrators may consider scaling successful local initiatives, such as Project GEMMA, across divisions to support standardized and context-responsive implementation of Green Campus programs. 2. School leaders and local government units may strengthen partnerships and allocate sustainable resources to support infrastructure development and the integration of environmental education into teaching and learning processes. 3. Teachers and school administrators may adopt student-centered and incentive-based approaches to promote active participation in environmental programs and reinforce positive ecological behaviors. 4. Curriculum developers and educators may integrate sustainability concepts across subject areas through interdisciplinary and project-based learning approaches to enhance long-term educational outcomes. 5. Policymakers and school leaders may adopt a Whole-School Approach by embedding environmental practices into curriculum design, school policies, and daily operations, while clearly defining roles and responsibilities to ensure sustainability and accountability. REFERENCES Alkair, S., Ali, R., Abouhashem, A., Aledamat, R., Bhadra, J., Ahmad, Z., Sellami, A., & Al-Thani, N. (2023). A STEM model for engaging students in environmental sustainability programs through a problem-solving approach. Applied Environmental Education & Communication, 22(1), 1–14. https://doi.org/10.1080/1533015x.2023.2179556 Aregarot, P., Kubaha, K., & Chiarakorn, S. (2024). A study of sustainability concepts for developing green universities in Thailand. Sustainability, 16(7), 2892. https://doi.org/10.3390/su16072892 Biney, E. (2025). Systematic review of problem-based learning in environmental education. Educational Point, 2(2), e131. https://doi.org/10.71176/edup/17292 Braun, V., & Clarke, V. (2024). Thematic analysis: A practical guide (2nd ed.). SAGE Publications. Climate and Clean Air Coalition. (2016). A handbook for schools on organic waste management. International Solid Waste Association. https://www.ccacoalition.org/sites/default/files/resources/2016_A-Handbook-for-schools-onorganic-waste-management_ISWA_CCAC.pdf Congress of the Philippines. (2001). Republic Act No. 9003: Ecological Solid Waste Management Act of 2000. Official Gazette of the Republic of the Philippines. https://www.officialgazette.gov.ph/2001/01/26/republic-act-no-9003-s- 2001/ Congress of the Philippines. (2008). Republic Act No. 9512: National Environmental Awareness and Education Act of 2008. Official Gazette of the Republic of the Philippines. https://www.officialgazette.gov.ph/2008/12/12/republicact-no-9512/ Delos Santos, A. M., & Bautista, R. L. (2025). Sustaining the green shift: Structural barriers to environmental club longevity in Philippine public schools. Journal of Educational Policy and Management, 14(2), 45–68. https://doi.org/10.53378/jepm.2025.7612 Department of Education. (2014).

  Green Campus initiatives among public secondary schools in Ilocos Sur: A basis for policy recommendation · 2026 · DOI

• In this note, to strengthen the institutionalization of sustainability, the study puts forward key strategic recommendations grounded in its empirical findings. It advocates for the formal adoption of the IMPACT–SDG Framework and the implementation of the Five-Year Strategic Plan (2026–2030) to systematically embed SDG integration within the QMS. Central actions include aligning VMGO and institutional policies with priority SDGs, establishing a robust monitoring and evaluation system, and integrating sustainability into curriculum and faculty development. The study further highlights the need to enhance documentation, reporting, and quality control mechanisms, ensure sustained resource allocation, and invest in technological systems to support data-driven decision-making. Strengthening alignment with accreditation and ISO processes, expanding partnerships and internationalization efforts, and promoting longitudinal and comparative research are likewise emphasized to advance institutional coherence, global competitiveness, and long-term sustainability integration. 1486 REFERENCES Volume 2 Issue 5 (2026) Adipat, S., & Chotikapanich, R. (2022). Sustainable Development Goal 4: An Education Goal to Achieve Equitable Quality Education. Academic Journal of Interdisciplinary Studies, 11(6), 174. https://doi.org/10.36941/ajis-2022-0159 Agenda 2030: Factors of Innovation Activity and Socio-Economic Impact. Alcántara-Rubio, L., Valderrama-Hernández, R., Solís-Espallargas, C., & Ruiz-Morales, J. (2022). The implementation of the SDGs in universities: a systematic review.

  Integrating Sustainable Development Goals Into Quality Management Practices: Basis For Proposed Framework and Strategic Plan · 2026 · DOI

• Further work could expand on this study in various directions. Longitudinal research would be valuable to track how students’ awareness and practices around AI sustainability evolve throughout their graduate training, offering insights into their enculturation as researchers. Comparative studies across different institutions could also provide insight into contextual factors that enable or inhibit sustainable practices. Design-based research could explore the impact of specific interventions, such as dedicated coursework or priority shifts in advis- ing models. Examining the perspectives of professors or mentors of engineering graduate students can also support insights into how students develop their perceptions of AI sustain- ability. Overall, a variety of future studies could all further the endeavor to understand what students believe, and how their beliefs translate into concrete actions toward sustainable AI research when given the tools, time, and institutional support.

  Exploring how graduate engineering researchers approach AI sustainability: perceptions, design considerations, and impact assessment · 2026 · DOI

• The paper emphasizes moving beyond compliance toward transformative impact, but theoretical frameworks explaining how OBE-SDG alignment translates into sustained behavioral change and professional practice in graduates post-employment are underdeveloped.

  Bridging Accreditation and SDGs through Outcome-Based Education: Pathways for Transforming Engineering Curricula · 2026 · DOI

• The case studies demonstrate ESG and SDG integration at the course level, but institution-wide scalability challenges, resource requirements, and implementation barriers for smaller or resource-constrained engineering programs are not addressed.

  Bridging Accreditation and SDGs through Outcome-Based Education: Pathways for Transforming Engineering Curricula · 2026 · DOI

Most-cited papers in Sustainability in Higher Education

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Most recent work

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