Define today, transform tomorrow

In the face of a global crisis that unites every human being, regardless of race, religion, class or ethnicity, it is imperative that our education systems radically change to cultivate sustainability-literate, global citizens. Higher Educational Institutions (HEIs) are increasingly recognised as key agents in driving the sustainability agenda, not least in their research outputs, but in their ability to develop the capacities of individuals to ensure they become forward-thinking, problem-solving, climate-aware citizens. While global policies such as the UN’s Sustainable Development Goals (SDGs) establish education as central to transformative change, a conceptual ambiguity surrounds the term, which results in fragmented practice creating a barrier to effective sustainable practice. This study responds to previous authors calls seeking conceptual clarity by exploring how sustainability is defined and enacted with eight UK HEIs. The research is underpinned by a unique research framework specifically designed to examine definitions with policy and the perspectives of key stakeholders. It amalgamates various elements of Chin and Kramers (1983), Rodgers (1989) and Hasse et al.’s (2000) conceptual analysis frameworks and integrates Fairclough’s (1995) critical discourse analysis. It triangulates data from the literature review, policy analysis and interviews to unpick how sustainability is influenced by context, normative pressures and institutional priorities. Findings reveal conceptual ambiguity across institutions and individuals highlighting two distinct discourses; one which is environmentally focused, and one which is socially driven. It identifies key interconnected attributes including, leadership, stakeholder agency and external influences. Inconsistencies are exposed to reveal an implementation gap, where the often-ambitious rhetoric is not always met in practice. In response, this research presents the ‘Sustainability Integration Framework’, a staircase model designed to support HEIs to be reflective and identify ways forward to engage with transformative practice.