An empirical analysis of the integration of education for sustainable development in higher education curricula in Botswana

The integration of Education for Sustainable Development (ESD) into the curricula of higher education institutions (HEIs) is critical for advancing global sustainability objectives. This study assessed the extent of ESD integration in the curricula of HEIs in Botswana, examined current practices and challenges, and identified areas for improvement. Guided by constructivist, and transformative learning theories, the study was conducted on a sample of four out of ten registered HEIs in Botswana. A stratified random sampling method was used to select academic staff from various faculties, and data were collected through a structured and semi-structured survey. The quantitative data were analysed using descriptive statistics, while the qualitative data underwent thematic analysis. The findings revealed that ESD integration in Botswana’s HEIs is inconsistent and limited. While most of the respondents indicated that their institutions have sustainability related initiatives, only a few of them reported that their HEIs offer specialised ESD courses, highlighting a limited integration of ESD across the sampled HEIs. Key challenges identified include limited resources, insufficient institutional policies, and a lack of ongoing professional development for staff. The absence of a unified ESD policy framework and low student engagement in sustainability initiatives further hinder integration efforts. This study recommends the development of a comprehensive, institution-wide ESD policy, the integration of sustainability principles across all curricula, and strengthened faculty development programmes to support this transition. Due to the use of a survey-based research approach, there is potential for alternative interpretations and limited generalisability of the findings of the study.