Shaping a sustainable future: the mediating role of teacher attitudes in the relationship between sustainable leadership and ESD teaching practices

Purpose Education for sustainable development (ESD) has become a key issue driving systemic social change. This study aims to investigate how higher education institutions’ sustainable leadership influences teachers’ ESD teaching practices through their sustainable development (SD) attitudes. Design/methodology/approach This study collected data from 566 teachers across multiple higher education institutions (HEIs) in China through an online survey. Data analyses were carried out with the SEMinR package in R. Partial least squares structural equation modeling was used to investigate the direct and indirect effects of sustainable leadership, teachers’ SD attitudes and ESD teaching practices. Findings The findings confirm that sustainable leadership significantly and positively influences teachers’ SD attitudes and ESD teaching practices. Further analysis indicates that teachers’ SD attitudes play a significant mediating role between sustainable leadership and ESD teaching practices. Research limitations/implications Future research could further use in-depth interviews to explore the specific practical mechanisms of sustainable leadership among HEI leaders. In addition, future comparative studies across different cultures could enhance the present research model’s generalizability. Practical implications HEIs should strengthen sustainable leadership in the selection and training of leaders. Education administrators and policymakers should provide continuous training and resource support to help teachers practice both holistic and pluralistic ESD in the classroom. Originality/value This study is the first to investigate the direct influences among sustainable leadership, teachers’ SD attitudes and ESD teaching practices. In addition, this study is the first to empirically examine the mediating effect of teachers’ SD attitudes on sustainable leadership and ESD teaching practices.