Education is a crucial pillar of social transformation in the pursuit of sustainable development, particularly within higher education. Regarding the central role of teachers, this study aims to critically analyse evidence regarding higher education teachers’ mindsets on sustainability and its impact on education.
The authors conducted a systematic literature review, providing a structured and replicable search and analysis of the relevant literature, to synthesise current knowledge on the topic, highlight gaps and propose future research directions.
Results show the existence of a wide range of sustainability mindsets among teachers from around the world, suggesting their impact on teachers’ behaviours and pedagogical practices. Additionally, grounding factors for mindset development were found, as well as contextual factors influencing mindset-behaviour connectedness levels.
While mindsets are gaining attention among academics as leverage points for social transformation, teachers’ mindsets have been poorly addressed. This systematic review allows for a better comprehension of the influencing factors and the impact of teachers’ mindsets on sustainability, pointing to practical implications and promising research avenues.
