Asymmetric excellence in stakeholder pathways through staff and student perceptions of implementing sustainable practices in Indian higher education

Higher education institutions (HEIs) play a pivotal role in promoting sustainable development through education, campus operations, and governance. However, the transition from formulating sustainability policies to adopting genuine sustainability practices is contingent on various institutional and stakeholder factors. The present study explores the perceptions of teaching staff and students regarding the barriers and opportunities for implementing sustainable practices in two arts and science colleges in southern India. A survey was conducted of 1103 respondents (944 students and 159 teaching staff). Utilising a structured questionnaire grounded in Social Cognitive Theory (SCT) and the Theory of Planned Behaviour (TPB), the study analysed sustainability awareness, perceived support, barriers, and opportunities, focusing on four Sustainable Development Goals (SDGs) relevant to HEIs as follows: 4 (Quality Education), 7 (Affordable and Clean Energy), 12 (Responsible Consumption and Production), and 13 (Climate Action). The findings reveal different engagement pathways at the two institutions- Students at College A demonstrated higher levels of engagement in sustainable behaviours. In contrast, students at College B placed greater emphasis on faculty-led strategic practices. The results indicate a weak correlation (r = 0.25) between sustainability awareness and behavioural impact, suggesting that awareness alone is insufficient to drive action. The key barriers identified included financial constraints, limited resources, and inadequate training, while the opportunities focused on environmental education and stakeholder participation. The study proposes a framework in which student-centred participation and faculty-driven integration are complementary pathways. These are supported by collaborative governance and cross-stakeholder learning.