Embedding sustainability in higher education through a Motivation–Management–Leadership framework based on bibliometric analysis

Abstract While education is a recognised driver of the UN Sustainable Development Goals (SDGs), a significant implementation gap remains in translating sustainability concepts into student engagement and behavioural change. This study systematically maps the intellectual landscape of sustainability education (SE) in higher education from 2016 to 2026, analysing 1616 academic works indexed in SSCI and SCIE on Web of Science (WoS). Bibliometric and thematic assessments reveal a paradigmatic shift from foundational environmental literacy toward transformative, competency-based agency and institutional leadership. The findings identify a core–periphery structure in global research, dominated by China, Spain, and the UK, and trace the field’s evolution through phases of institutional consolidation, agenda expansion, and pedagogical deepening. Crucially, to address the theoretical fragmentation between psychosocial factors and organisational governance, this research proposes the Motivation–Management–Leadership (MML) framework. By integrating Self-Determination Theory with systemic leadership paradigms, the MML framework provides an evaluative lens for university transformation. This study advocates for a holistic, human-centred approach that moves beyond passive content delivery to foster durable, pro-environmental behavioural change in the post-pandemic digital era.