Afrocentric perspectives on UNESCO’s education for sustainable development framework: implications for university leadership

In the first decade of the 21st century, technological advances, increased environmental awareness and diverse innovations have occurred (Agbedahin, 2019). As a result of these advancements, population growth has been accelerated, resulting in greater global inequalities, a systemic failure of economic systems and deteriorating environmental conditions (Aluko, 2017). These contradictory occurrences have led to numerous scholarly debates and conference proceedings to address interlocking issues and achieve a more sustainable and equitable future for all (Nwokolo et al., 2023). Based on the foregoing, as the year 2030 draws near, the next decade will play a crucial role in determining our planet’s health and well-being. This study takes an objective look at how the UNESCO’s education for sustainable development (ESD) initiative can be aligned with the sociocultural context of African higher education. This is critical for reviving higher education institutions as change agents and challenging them to lead the way in the effort to eliminate barriers to achieving the sustainable development goals (SDGs) by 2030.

A group of scholars argue that multilateral organizations’ guiding frameworks, such as those of the World Bank, UNDP and UNESCO, may not be effective in bringing about desired transformative change in Africa unless they are reframed in light of African sociocultural realities (Oe et al., 2022; Adeoti, 2019; Appiagyei-Atua et al., 2016a, 2016b; Olsson, 2023). For the SDGs to be contextualized, which would result in a boost in sustainability, it is essential to examine how the African continent might focus on sustainable development (Uleanya and Yassim, 2023). As well as improving citizen knowledge of the resources available to advance the SDGs attainment, additionally, it might be necessary to tailor the SDGs to meet African countries’ demands and expectations. According to Nwokolo et al. (2023), collaborating to address challenges or meet local needs by leveraging indigenous peoples’ perspectives is a more effective approach, provided it aligns with international standards. In line with the above, Burdett and O’Donnell (2016) opine that:

The foregoing underscores the importance of glocalization, a concept that advocates adapting global standards to meet local requirements (Amponsah and Babarinde, 2022). In congruence, Ochiai (2022) highlights Japan’s experience, showing how using local resources can foster desired growth. In line with this reasoning, Mampane et al. (2018) argue that glocalization strengthens resilience, sustainability and prosperity by bridging the global and local. Similarly, Goffman (2020) emphasized the necessity for a new form of glocalization focused on environmental consciousness and economic equity rather than solely on economic growth. Bekele et al. (2024) further assert that for a sustainable future into the 22nd century, societies must adopt a localized lifestyle while embracing a broader global vision for the common good. African nations, therefore, stand to gain by exploring tailored glocalization strategies to advance their sustainable development objectives.

In this study, the author notes that education is perceived to be transformative when it addresses the peculiar needs of the recipients. This view resonates with the works of Mawonde and Togo (2019), who assert that the 2030 Agenda for Sustainable Development highlights education as a cornerstone for achieving SDGs, particularly those focused on social justice, community development and youth empowerment. This underscores the importance of tailoring educational initiatives to reflect Africa’s diverse socioeconomic realities, ensuring they resonate with local contexts for maximum effectiveness (Mawonde and Togo, 2019). Prioritizing transformative education aims to equip learners with practical skills and value-based approaches to tackle complex sustainability challenges (Mbithi et al., 2021). This approach not only empowers individuals and strengthens community resilience but also drives social change (Tanyu, 2024). Adapting and embedding the UNESCO ESD framework in Africa’s unique context is, therefore, a vital step towards building a sustainable future across the continent. Kioupi and Voulvoulis (2020) emphasize the need for education-driven strategies to enhance sustainability awareness throughout Africa. Similarly, Thaba-Nkadimene (2022) highlights the transformative potential of education in shaping perspectives, influencing local cultures and restructuring social systems.

In light of the above, the author ponders whether scholars in Africa exhibit adequate knowledge of sustainability education processes. This question is crucial because a thorough understanding of sustainability issues and policies is a prerequisite for adapting them to local circumstances. Several scholars over the last decade have attempted to address this question; for instance, a group of scholars found that a substantial percentage of university students and academics in Tanzania, Spain, Pakistan, Taiwan, Nigeria, the UK, Portugal, Saudi Arabia and South Africa demonstrate inadequate knowledge and competencies required to deal with sustainability challenges (Zamora-Polo et al., 2019; Hinduja and Patchin, 2025; Berglund et al., 2020; Žalėnienė and Pereira, 2021; Raji and Hassan, 2021; Farinha et al., 2019; Alkhayyal et al., 2019; Omotosho et al., 2023; Shah et al., 2024; Geok et al., 2024). This stream of research draws attention to knowledge limitations of the sustainability processes across the globe, and this study contributes to this growing body of knowledge. Hence, the overarching challenge in this study is:

• to what extent are African universities making progress in terms of UNESCO’s five pillars of ESD?

• how can UNESCO’s ESD framework be effectively adapted to meet the sustainability needs of African universities?

This study is further constructed as a social context owing to its relevance in the study and then offers a foundation for the discussion using the identified research question.

UNESCO’s framework for implementing ESD beyond 2019 builds on the achievements of the Global Action Programme on ESD and ensures the strengthening of transformative education that empowers individuals to respond to sustainable development. It was accepted in Germany in 2019 during the 40th session of the UNESCO General Conference as an inclusive response to some of the world’s most serious concerns, including climate change, inequality and environmental degradation (Walton and Rusznyak, 2019). The role of education highlighted in this regard is to prepare learners with the information, skills, values and attitudes required to face ever-increasing sustainability challenges, therefore expediting the achievement of the UN’s SDGs by 2030 (UNESCO, 2015). In essence, the rationale for this framework is based on the realization that sustainable development necessitates a paradigm shift in educational systems that promotes proficiency in critical thinking, teamwork and creativity through collaborative problem-solving approaches to promote sustainable lifestyles and practices (Mutekwe, 2015).

Moreover, five core topical areas have been defined in the context of UNESCO’s ESD framework development with the goal of fostering specific policy perspectives such as advancing policy, transforming learning environments, developing capacities of educators, youth empowerment and community development (UNESCO, 2019). To this end, the author submits that this framework could be synchronized with the national education policy and curriculum creation, as well as the incorporation of sustainability ideas into all levels of education. Additionally, the framework aims to encourage the creation of inclusive, sustainable learning settings that cater to both physical and digital environments where sustainability is represented and modelled in practice (Anapey, 2024). Moreover, the framework emphasizes the need for the development of educators’ capability so that they can successfully impart ESD (UNESCO, 2019).

The framework, as depicted in Figure 1, succinctly encourages youth empowerment to equip them with globally relevant skills; this could be achieved by encouraging their participation in sustainability activities and decision-making processes (Omotosho et al., 2023). The framework proposal emphasizes the need for partnerships and community participation, which include cooperation between schools, universities, civil society groups and the commercial sector to achieve SDGs (Bekele et al., 2024). The framework emphasizes transformational pedagogy, which involves moving away from traditional means of information transfer and towards experiencing action-oriented learning (Gwekwerere and Shumba, 2021). This essential feature promotes critical thinking among learners, encouraging reflections on values and behaviours as well as informed action towards sustainability (Hanemann, 2015). In addition, climate change education, biodiversity, cultural variety and the promotion of peace and human rights are other important topical areas, making UNESCO’s ESD framework a comprehensive and multifaceted approach (UNESCO, 2019).

The approach requires not just addressing the most pressing sustainability challenges but also fostering long-term behavioural changes that will eventually result in resilient communities capable of flourishing within planetary boundaries (Tan et al., 2021). However, the framework has several shortcomings. David (2024), Falola (2023), Adeoti (2019) and Aluko (2017) criticize it for its lack of adequate engagement with the postcolonial realities in Africa, inflexible curriculum structures, Western-centric perspectives and the negligence of indigenous knowledge systems; rather, the framework’s viability in African higher education is curtailed by its dependence on external funding, failure to adapt justly to local needs and lack of capacity to enable the promotion of decolonized teaching practices.

This systematic review of literature explored the strategies required to adapt UNESCO’s ESD framework to successfully mitigate African higher education challenges. A systematic review was adopted because it guarantees meticulous and transparent methods to thoroughly evaluate pertinent publications (Gough et al., 2017, par. 24). In congruence, Peters et al. (2015) submit that a systematic review of literature enables convincing proof to be gathered from a variety of research papers. When presenting research results through a systematic review, transparency is necessary (Ramstrand et al., 2019). Meanwhile, for honest reporting, the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) procedure is seen to be crucial (O’Dea et al., 2021). In this review, the PRISMA procedure was adhered to, which offers details on the search approach, screening standards, extraction of data and evaluation processes. Using pertinent headings, the procedure followed in this review is described in Figure 2.

Based on the topic, search phrases were determined and used to locate pertinent publications for the review of literature. The following were the search phrases: “UNESCO” AND “Education for Sustainable Development Framework” and “Afrocentric perspectives” AND “Africa” AND “Sustainable development in African universities” AND “African higher education” AND “SDGs” AND “leadership” AND “Policy frameworks” and “DECOLONIALIZATION” AND “INDIGENOUS KNOWLEDGE”. In the realm of research, Scopus is acknowledged as the most common database (Chadegani et al., 2013); hence, it was chosen for retrieving articles for conducting the study.

Additionally, the Scopus database is more preferred because it offers a very broad coverage of the literature, including global education frameworks and sustainable development, while ensuring strong and high-quality citations for academic research (Singh et al., 2021). In addition, its advanced indexing system presents an opportunity for detailed investigations into the intersection of various themes (Singh et al., 2021), such as UNESCO’s ESD framework and Africa’s higher education. As illustrated in Figure 2, 299 items with potential for study were found after the initial search, which was conducted on December 10, 2024. To make sure that only pertinent papers were examined, an eligibility evaluation was carried out, which finally yielded 52 articles as the final corpus. Table 1 provides an explanation of the eligibility evaluation.

The parameters for inclusion and exclusion used for the articles selected for analysis in this systematic review are displayed in Table 1. The characteristics listed and displayed in Table 1 were met by the publications that were examined for this investigation. Thus, 52 papers were finally selected for analysis out of the 299 publications that were retrieved after applying the various inclusion and exclusion parameters, whereas 243 were deemed unsuitable and eliminated. Meanwhile, it should be mentioned that this study took into account the years 2015–2024, as it was the time frame just after the Decade of Education for Sustainable Development (DESD) ended (Liimatainen, 2013). As a result, the author intends to find out if the DESD had a noticeable impact on sustainability trajectories in the context of African higher education. It is obvious to anticipate that progress would be made once the DESD ended. The time frame 2015–2024 was chosen as the study’s consideration period in part in light of the foregoing. Additionally, this review solely considered peer-reviewed published articles for analysis. This was done to guarantee that the publications evaluated in this study met the standards established by the author, went through the rigorous process of peer review and were approved by other academics. UNESCO’s policy documents were analysed, while conceptual papers were also considered as long as they had undergone a peer-review process; in other words, the examined papers’ focus extended beyond empirical studies. Moreover, AI tools were used to edit, proofread and synthesize the keywords and the summary of reviewed literature to ensure accuracy.

The most suitable 52 papers were analysed using Saldaña and Omasta (2016) as a point of reference. Therefore, content analysis was used to examine the selected articles. As a result, themes were developed after the articles were classified and sorted. The study’s research questions served as a guide for this procedure. The themes that emerged from the analysed and evaluated articles in Figure 2 are shown and discussed under the “findings and discussion” section.

This section presents the preliminary outcomes of the systematic review of the body of existing literature. The adopted articles were classified based on year of publication and relevant keywords.

The time-based distribution of focus articles, which shows patterns in publication volume over the years, is shown in Figure 3. According to the statistics, the number of articles published regarding the UNESCO ESD framework vis-à-vis the sustainability of African higher education reached its peak in 2024. Between 2018 and 2019, there is a noticeable upward swing; however, after 2019, there has been no significant growth in the volume of publication. The implication of the foregoing is that while research output on this topic surged in 2018, a plateau has occurred in recent years. This could indicate a need to motivate scholars to pursue further exploration in this area of study.

This section presents a list of the most frequently used terms in this study. According to Table 2, “Development” is the most frequently used word in the research, with 100 occurrences; this is followed by “UNESCO” with 87 occurrences and “Education sustainability,” also with 87 occurrences. The least mentioned overall is “Policy”, with 23 occurrences.

In this section, the study findings are presented to address the following research questions:

The findings are categorized into the following themes:

• Assessing the progress of African universities in implementing UNESCO’s ESD five pillars.

• Strategies for adapting UNESCO’s ESD framework to African University Context. The themes were derived from the two research questions guiding this systematic literature review.

The findings of the literature review on the progress made by African universities in implementing UNESCO’s ESD framework indicate that some universities have endeavoured to collaborate under the auspices of Mainstreaming Environment and Sustainability in African Universities (MESA). The overarching goal of MESA is to integrate sustainability into teaching, research and community engagement in over 85 universities across Africa (Tanyu, 2024). MESA’s toolkit for ESD innovation enhances universities’ capacity to embrace cutting-edge sustainability projects (Mbah et al., 2021; Nwokolo et al., 2023). However, MESA’s engagement on the continent remains fairly limited. Similarly, the Environmental Sustainability Strategy of the University of Cape Town has influenced policy (Woldegiorgis, 2023). Makerere University’s climate resilience research has shaped Uganda’s policies (Tanyu, 2024), while the University of Nairobi’s Sustainable Development Solutions Network in Kenya is aligning higher education with national development goals (Mampane et al., 2018; Mawere, 2015; Shava et al., 2020). The foregoing suggests that aligning UNESCO’s ESD framework with the national development goals of the countries where it is being implemented is crucial. This approach could provide viable opportunities to gain a better understanding of educational sustainability dynamics and address region-specific issues.

In terms of promoting innovative learning environments, some institutions, such as Makerere University in Uganda, Stellenbosch University and the University of Cape Town in South Africa, have gained international recognition for integrating sustainability into infrastructure, pedagogy and research (Mutekwe, 2015). According to Omotosho et al.(2023) and Bekele (2024), UCT, one of Africa’s top universities according to the QS World University Rankings, promotes green building initiatives and sustainability curricula through its UNESCO Campus Africa program. In congruence, Stellenbosch University is known as one of the leading universities in Africa for renewable energy projects and climate resilience research based on the 2024 University Sustainability Impact Ranking (Mbithi et al., 2021). The 2024 UNESCO forum on higher education in Africa is another platform which showcased digital expansion and climate-responsive infrastructure within which Ashesi University in Ghana excels in innovative pedagogy and ethical entrepreneurship (Mosia, 2023). However, the instances of outstanding sustainability initiatives discussed above are not to be generalized because the design and implementation of sustainability projects are still at their pilot stage in many African universities (Omotosho et al., 2023).

In terms of developing educators’ professional capacity, the University of Cape Town, one of the world’s top-ranked universities, operates the Future Professors Programme to strengthen academic leadership and teaching skills (Link to cited article., Shih, 2024; Motala et al., 2023). Similarly, the African Climate Change Adaptation Initiative at the University of Nairobi trains educators in sustainable teaching methodologies (Mpofu et al., 2024). Meanwhile, Jjagwe et al. (2024) have highlighted Makerere University and its Sustainable Futures Network, which is advancing sustainability practices in teaching and learning within African HEIs. All of this aligns with UNESCO’s Campus Africa, which promotes faculty training for sustainable development (Olsson, 2023). Nevertheless, the majority of African universities experience challenges such as insufficient funding, fragmented policies and several other issues that hinder progress, underscoring the need for stronger regional collaboration and policy coherence (Nnazor, 2018; Muriisa and Rwabyoma, 2019; Walton and Rusznyak, 2019; Molla and Cuthbert, 2018).

Contemporary literature indicates that the progress made by African universities in creating empowerment opportunities for youth is fairly limited, as only a small proportion of higher education institutions are making a significant difference in this regard. For instance, Cape Town’s Global Citizenship Programme equips university students with civic and transformative leadership skills (Zuo et al., 2024; Warikandwa et al., 2023). Ashesi University in Ghana is globally recognized for its leadership-focused curriculum and community-driven projects, such as the Ashesi Innovation Experience (Frempong and Kadam, 2022). Similarly, the University of Nairobi’s Maker Space Initiative enables students to co-create technological solutions to societal challenges (Van Norren and Beehner, 2021). Nonetheless, deliberations at UNESCO’s 2022 Higher Education Roadmap and Campus Africa indicate that more work is needed to establish additional empowerment initiatives for African university students (David, 2024). Following the findings of this study, the progress made by African universities in terms of community engagement remains fairly limited. However, there are notable examples of outstanding initiatives, such as the University of Cape Town’s Bertha Centre for Social Innovation, which fosters community entrepreneurship (Tikly, 2019). Makerere University’s COBERS Program has contributed to strengthening Uganda’s health systems and promoting sustainability (Kizito et al., 2017). These initiatives comply with the expectations of UNESCO’s Campus Africa project, which aims to link higher education to societal needs (Omotosho, 2024). Based on the foregoing, the limited number of universities contributing to community transformation confirms the shortcomings of efforts outlined in UNESCO’s 2024 Higher Education Roadmap, which aims to foster collaboration between higher education institutions and local communities to build capacities and create a more equitable world.

The review of literature demonstrates that African higher education could effectively adapt the UNESCO ESD framework through critical approaches such as glocalization, the integration of indigenous knowledge and a contextualized curriculum design. For instance, Uleanya and Yassim (2024), along with Amponsah and Babarinde (2022), posit that globalization ensures that education for sustainability is shaped by local African socio-economic conditions rather than a Western-centric model. A group of scholars (Maware, 2015; Ukwuoma, 2016; Malapane et al., 2022; Jemeli and Fakandu, 2019; Ilie and Rose, 2016) argue that indigenous knowledge systems provide sustainable approaches to land management, conservation and resilience. These approaches enhance epistemological pluralism by crediting local epistemologies. Furthermore, a contextualized curriculum that addresses critical regional challenges, such as poverty, climate change, food insecurity and public health, ensures the training of graduates with a strong appreciation for sustainable development. In line with the foregoing, Heleta and Bagus (2021) and Mawonde and Togo (2019) call for an Africanized ESD framework that is both locally relevant and globally informed, making it suitable for African socio-economic contexts. The general summary of this debate is that aligning UNESCO’s ESD framework with the national development goals of implementing countries is crucial. This approach could provide viable opportunities to gain a better understanding of education sustainability dynamics and address region-specific issues.

Additionally, one of the weak links clearly identified in this review is that African academics frequently work in isolation, which is contrary to transdisciplinary and interdisciplinary ethos (Omotosho et al., 2023; Nwokolo et al., 2023; Ulmer and Wydra, 2020). The focus remains on promoting interdisciplinary learning, engaging communities and building capacity in research. In line with this reasoning, Gwekwerere and Shumba (2021) posit that sustainability challenges require a cross-disciplinary curriculum that embeds environmental, social, economic and cultural dimensions. Similarly, Frempong and Kadam (2022) aver that it is essential to establish community engagement to secure partnerships between universities and communities in co-developing sustainability solutions, thereby bridging the chasm between theory and practice and making such engagement an experiential learning opportunity with societal impacts. In congruence, Oketch (2022) and Chipango and To (2024) argue that universities’ sustainability-related agendas – such as resource management, renewable energy and agriculture – should reflect the local needs of residents in various communities. The foregoing indicates that an integrative approach to interdisciplinary education, community-based learning and contextual knowledge-based research can ensure that African higher learning institutions apply and embed UNESCO’s ESD framework within the local context.

Policy advocacy is crucial for the institutionalization of ESD, as without relevant and strong policy frameworks, sustainability initiatives, in general, may not stand the test of time (Bekele et al., 2024). According to Barakat et al. (2016), vibrant coordination between universities, policy decision-makers, national ministries of education and international organizations is essential for establishing support for a sustainability-oriented curriculum, green research grants and fundamental changes aligned with the SDG agenda. Moreover, technology can greatly help bridge some of the key gaps in access to education in resource-poor settings. Digital tools – including e-learning platforms, open educational resources and mobile apps – can expand access to ESD in rural or marginalized regions, promoting inclusion and enhancing Africa’s contribution to global sustainability (Appiagyei-Atua et al., 2016a, 2016b); the foregoing resonates with the view of Karim et al. (2025), who opined that to be digital is to be sustainable.

This review also highlights that the lack of a sustainability mindset among African institutional leaders is another area that requires further research. The incorporation of sustainability and leadership into the African higher education system is essential for cultivating change-makers who will drive transformations within their institutions and communities (Anapey, 2024; Omotosho et al., 2023). Similarly, VA Norren and Beehner (2021) posit that embedding sustainability principles into leadership training for students, staff and faculty is crucial for addressing the pressures, expectations and priorities imposed by multicultural environmental and social challenges. The views of Nwokolo et al. (2023) and Ulmer and Wydra (2020) signal an urgent need for stronger collaboration between universities and industries to link sustainability education with local economic and development goals. Nwokolo et al. (2023) and Ulmer and Wydra (2020) further argue that higher education institutions can enhance the relevance of sustainability-focused programmes by partnering with the private sector and NGOs and refocusing the curriculum towards innovation. The implication of the foregoing is that dynamic strategies are required to adapt the UNESCO ESD framework to the context of African HEIs.

Following the literature review, several key themes, as illustrated in Table 3, emerged and were selected to guide the exploration of the topic. These include the five pillars of the UNESCO ESD framework, assessing the progress of African universities in implementing UNESCO’s five pillars of ESD and developing strategies for adapting UNESCO’s ESD framework to the African university context. In other words, Table 3 illustrates the major headings and subheadings of the paper’s various sections.

The findings of this systematic review are indicative that scholars in the realm of ESD are yet to explore all dimensions of this field, particularly in the context of African higher education. This is suggestive that the education sustainability discourse continues to be an intriguing research domain. Using new epistemologies to theorize sustainability education in an African context, the author challenges current models by highlighting the imperatives of a glocalized education system. Moreover, the study uncovered certain weak links in the effort to integrate sustainability into the core values of African higher education institutions and proposed knowledge pillars that would possibly facilitate a succinct understanding of the topic. Based on the findings, the author notes that, for it truly to matter, UNESCO’s ESD framework has to be built into African higher education in ways that emphasize local relevance and global knowledge. For a successfully adapted ESD, glocalization of educational processes is crucial, in other words, tailoring sustainability education to the socio-economic contexts of Africa; incorporation of indigenous knowledge; and designing context-driven curricula that respond to regional problems, such as poverty and climate change. Besides, the review highlights the fundamental urgencies of interdisciplinary learning, engagement with communities and research oriented to local sustainability challenges.

To institutionalize sustainability in higher education in Africa, capacity building, advocacy and the use of modern technology must be in place, while the nurturing of leadership that is conscious of sustainability at all levels shall be indispensable for the transformation intended in the long run. In addition, the role of inter-sectoral partnerships between HEIs and non-academic institutions to establish collective actions required to overcome barriers to achievement of the SDGs is yet to be suitably explored in literature in spite of it being explicitly stated in the UNESCO’s ESD framework. Moreover, it was reasonable to expect that significant progress would be achieved following the conclusion of the DESD. Consequently, the period from 2015 to 2024 was selected as the timeframe for this study. However, the findings reveal that the majority of African universities have continued to lag in advancing the SDGs, even a decade after the DESD.

Scholars who intend to conduct future ESD research might need to analyse the gaps identified in this work to unearth intriguing and helpful insights on sustainability in the context of African higher education institutions. This current conversation may assist in comprehending the issues that African universities face in “levelling up” with the advanced nations. The study concluded with a proposal for ESD theory to remain increasingly relevant in the near future. There has to be a shift from university-led to student-led sustainability projects; in other words, students from various faculties could team up to work on a project in a transdisciplinary perspective.

In light of the above, the study proposes five practical measures designed to inspire education leaders in making vital contributions towards eliminating roadblocks in achieving the SDGs by 2030.

It is essential that the UNESCO Education for Sustainable Development framework be aligned with the national development plans of the countries where it is being implemented. For instance, South Africa’s National Development Plan identifies poverty and high levels of socioeconomic inequality as critical national challenges. Therefore, the UNESCO ESD framework could be integrated to address these pressing social issues.

A shift towards student-led sustainability projects is an imperative, knowledge of which could be perfected through cross-institutional learning. In addition, the success of stories of sustainability projects should be celebrated university-wide; incentive programmes could be implemented to encourage participation. This could potentially mitigate knowledge limitations regarding sustainability dynamics among students and academics.

African academics frequently work in isolation, which is inconsistent with the principles of transdisciplinarity. To address this, universities could seek partnerships with organizations dedicated to sustainability, where possible, to collectively contribute to building a more sustainable world.

To institutionalize sustainability in Africa’s higher education, capacity building, advocacy and the use of cutting-edge technology must be in place, including the nurturing of sustainability-conscious leadership.

Glocalization and incorporation of indigenous knowledge are critical to align UNESCO’s ESD to the realm of African higher education. Glocalization ensures that sustainability education is shaped according to local African socio-economic conditions rather than a Western-centric model.

The findings spotlight several strategies which could catalyze the contextualization of the UNESCO ESD framework within African HEIs. These perspectives include glocalization of educational processes, incorporating indigenous knowledge into the learning space, adoption of interdisciplinary and transdisciplinary learning, contributing to community transformation and technology-oriented capacity building to promote sustainability-conscious leadership. Incorporating these approaches within the framework of the Philosophy of Ubuntu – which emphasizes a commitment to supporting the vulnerable, fostering mutual respect and upholding the African ethos encapsulated by the phrase “I survive because of others” – constitutes a culturally grounded strategy for embedding sustainability within higher education in the African context. In addition, the author articulates that this under-researched but critical area of study opens up viable avenues for those wishing to carry out meaningful research in this vein in the near future. This study provides much-needed new knowledge for those university policymakers still in the process of localizing sustainable development practices within their institutions. Drawing upon African epistemologies that emphasize communal harmony, sustainable education and the co-creation of knowledge within communities, this study argues that universities must reframe sustainability as a principle rooted in inclusivity, ensuring that no one is left behind. Insight into the weak links identified by this study might invigorate institutional leaders to take proactive steps towards advancing the SDGs set in such distinct educational and socio-economic contexts.

Because the study is limited to literature sources only, the present review recommends future studies contextualizing the ESD framework of UNESCO to incorporate region-specific contexts. It is acknowledged that ethical approval is not applicable based on the secondary data used in this study; additionally, various identified methodological approaches, whether in quantitative or qualitative or mixed designs, could be used to do this. Such an approach could lead to the collection of primary data from larger samples, thereby conferring more generalizability into the findings. Moreover, grey literature was excluded from this study because of its frequent lack of peer review. To mitigate any potential impact this exclusion might have on the validity of the findings, the analysis incorporated authoritative sources, including official UNESCO documents and the 2024 QS World University Sustainability Ranking.

The author received no funding for this article.