This study aims to investigate the key factors driving the sustainability quotient (SQ) of higher education institutions (HEIs), while focusing on how curriculum, governance, technological interventions and community engagement contribute to embedding sustainability into the institutional fabric.
A qualitative research design was used using semi-structured interviews with 30 participants, including faculty members, administrators and student leaders across five HEIs based in India. Additionally, thematic analysis supported by NVivo software was conducted to identify critical drivers, barriers and pathways to institutional sustainability.
The analysis revealed that sustainability in HEIs is driven by government policies and regulations, requirements of funding and accreditation bodies, ranking and reputation, student demand, employer and industry expectations and finally, cultural values and mindsets. The thematic analysis suggests three distinct pathways by which technology catalyzes the sustainable development process; they include (i) campus operations and infrastructure (the “Living Lab”), (ii) teaching, learning and curriculum (the “Pedagogical Tool”) and (iii) research, innovation and community engagement (the “Collaborative Platform”).
Broadly, the findings underscore the need for HEIs to move beyond infrastructural investments and embrace holistic strategies that integrate pedagogy, governance, technology and culture to contribute to the Sustainable Development Goals propounded by the United Nations (UNSDGs).
This paper contributes to sustainability literature by identifying multi-dimensional drivers of the SQ in HEIs from a qualitative perspective. It emphasizes the strategic role of technological interventions and stakeholder participation, offering a framework to guide institutions, particularly in India, in embedding sustainability into their core mission.
