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As sustainability continues to become a key focus area, many higher educational institutions (HEIs) are introducing dedicated sustainability programs and courses. Consequently, it is imperative to address the gap between expectations and actual outcomes. Universities must progress beyond merely providing sustainability courses and undertake a thorough exploration of student motivations and educational objectives. Customizing curriculum and teaching methodologies to meet the needs of students is crucial for effectively preparing future generations to confront the multifaceted challenges of sustainability.
Agyeman et al. (2009) revealed a diversity of student motivations for enrolling in sustainability courses, ranging from personal environmental concerns to career skills development in this growing field. Understanding this spectrum of motivations is crucial because a mismatch between student expectations and course content can lead to decreased engagement and learning outcomes. The persistent disconnect between student expectations and the reality of sustainability courses presents a critical challenge for higher education. Universities must move beyond merely offering courses and embark on a deeper understanding of student motivations and learning goals. By catering to this diverse audience through tailored curriculum and pedagogical approaches, future generations can be empowered to effectively tackle the intricate challenges of sustainability.
While the recent rise in sustainability initiatives within higher education appears positive, it is crucial to examine the underlying motivations behind this shift. To start, the COVID-19 pandemic and worsening climate change have undoubtedly served as major wake-up calls, prompting societies to reassess their relationships with one another, the environment, and their own vulnerabilities. These factors represent global risks that transcend individual experiences and national borders. According to Beck (n.d.), this situation generates a sense of reflexive modernization, forcing societies to critically reflect on their impact on the world and seek systemic solutions. HEIs, as both knowledge producers and societal influencers, are responding to this call for reflection and change.
In response to the interconnected global crises, there is a growing imperative to promote sustainable mindsets and lifestyles across society. Hence, HEIs play a pivotal role in this endeavor (Fisher & McAdams, 2015). At a global level, HEIs have been increasingly integrating sustainability concepts and knowledge into their core activities, including teaching, research, and community services efforts. Institutional initiatives and sustainable campus operations are identified as key actions taken by HEIs to advance sustainability goals (Biancardi et al., 2023).
While there is a shared understanding that sustainability education can be integrated across different levels of education, from primary to higher education, the development and design of appropriate curriculum for such education remains uncertain (Novy et al., 2021). Highlighting the value of key competencies in sustainability, Evans (2012) identified system thinking competence, anticipatory competence, normative competence, strategic competence, and interpersonal competence as crucial skills that empower individuals to address complex problems and capitalize on opportunities for sustainability.
Acquiring knowledge in a specific discipline, as well as other fundamental or interrelated competencies, is essential, often acquired through dedicated courses in higher education. UNESCO (2020) underscored the importance of instilling a sustainable mindset among younger generations, suggesting that education at all levels should equip students with the knowledge, skills, values, and agency to address interconnected global challenges like climate change, loss of biodiversity, unsustainable use of resources, and global inequality.