Perceptions of Sustainability Integration in Higher Education

Evidence from a Faculty–Student Comparative Mixed-Methods Analysis

Bibliographic Data

ID22045141
AuthorsKaren Stephany Córdova-Vera (0000-0001-7986-0430, Universidad Israel, corresponding author), Renato M Toasa (0000-0002-2138-300X, Universidad Israel, corresponding author), Miguel Aizaga (0000-0002-4492-1181, Universidad Israel), María Carmen Colmenárez (0009-0002-7032-9760, Universidad Israel)
Year2026
Volume16
Issue4
Pages596
Publication date2026-04-08
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci16040596
OpenAlexW7151874712
LanguageEN
References cited18

Integrating sustainability into higher education is a strategic priority of the 2030 Agenda, although its effective implementation remains uneven and understudied from internal institution comparative perspectives. This study analyzes the perceptions of faculty and students regarding the integration of sustainability at a higher education institution in Ecuador, using a convergent–complementary mixed-methods design that triangulates descriptive quantitative analysis and qualitative thematic content analysis. The quantitative component included 597 students and 88 faculty members, who responded to structured questionnaires of 15 items organized into five dimensions: curriculum and teaching, participation and engagement, resources and institutional support, impact and expectations, and vision for the future. The qualitative component was based on semi-structured interviews analyzed using thematic coding. The results show a generally favorable perception in both groups (Student Perception Index = 2.35; Faculty Perception Index = 2.23), with greater consensus in the impact and expectations dimension and significant gaps in resources and institutional support. Qualitative analysis revealed distinct relational models: faculty members articulate sustainability through professional responsibility and curriculum management, while students construct it from fragmented experiences and extra-university references. Triangulation of both components reveals a duality between solid normative legitimation and incipient structural institutionalization. These findings contribute to the debate on sustainable transition processes in Latin American universities and provide comparative empirical evidence for the design of institutional policies in emerging contexts

Content analysis · Curriculum · Higher education · Institution · Normative · Perception · Qualitative research · Sustainability · Thematic analysis · Environmental Education and Sustainability · Higher Education and Sustainability · Sustainability in Higher Education

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