Learning for Sustainability in Higher Education Institutions: A Theoretical Evaluation of a Construction Framework
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| Title: | Learning for Sustainability in Higher Education Institutions: A Theoretical Evaluation of a Construction Framework |
|---|---|
| Language: | English |
| Authors: | Vanessa de Campos Junges, Simone Alves Pacheco de Campos, Shalimar Gallon, Rúbia Goi Becker |
| Source: | International Journal of Sustainability in Higher Education. 2026 27(1):17-35. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Sustainability, Higher Education, Models, Transformative Learning |
| DOI: | 10.1108/IJSHE-10-2023-0492 |
| ISSN: | 1467-6370 1758-6739 |
| Abstract: | Purpose: This study aims to propose a framework for constructing a sustainable higher education institution (HEI) from the perspective of transformative learning. Design/methodology/approach: This literature review focused on the construction framework, using themes of transformative learning approach and learning cycles and transitions approach. Findings: This study reviews the articulation between the levels of transformative learning (instrumental, conventional, green and sustainable HEIs) and learning cycles (single-loop, double-loop and deutero-learning). The study explores how the maturity of HEI, process until it achieves higher levels of sustainability. However, positioning a HEI on a macroscale level is utopian as it represents an ideal type, using Max Weber's terminology, which can only be overcome through deep institutional changes driven by sustainable concerns. Research limitations/implications: The limitations of the framework, links to the limited number of studies that applied the I3E model -- acronym for inform, engage, empower and embed -- (Cebrián, 2016) and the lack of deepening of the four elements proposed to understand the process of sustainable management. The article expands on the literature by proposing ways for HEIs to engage toward a paradigm shift and a critical-based sustainable transformation. Practical implications: This article provides an integrated approach for incorporating sustainable practice concerns into education, management, research and university-society relations. In addition, the results provide policymakers in HEIs with an understanding that transformative learning guides protocols to address challenging sustainability issues, in addition to new perspectives, approaches and understandings that bring the maturity levels of HEIs closer to an ideal sustainability model. Originality/value: The study opens space for new research to be conducted, investigating how progress occurs in the face of sustainability and how it can be improved, in addition to serving for HEIs as a guide to actually becoming spaces where there is greater awareness, social justice, ethics and critical thinking. By using the transition to sustainability approach, it is possible to view how HEIs move toward a transition, understanding how it is managed and can be improved. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503272 |
| Database: | ERIC |
| Abstract: | Purpose: This study aims to propose a framework for constructing a sustainable higher education institution (HEI) from the perspective of transformative learning. Design/methodology/approach: This literature review focused on the construction framework, using themes of transformative learning approach and learning cycles and transitions approach. Findings: This study reviews the articulation between the levels of transformative learning (instrumental, conventional, green and sustainable HEIs) and learning cycles (single-loop, double-loop and deutero-learning). The study explores how the maturity of HEI, process until it achieves higher levels of sustainability. However, positioning a HEI on a macroscale level is utopian as it represents an ideal type, using Max Weber's terminology, which can only be overcome through deep institutional changes driven by sustainable concerns. Research limitations/implications: The limitations of the framework, links to the limited number of studies that applied the I3E model -- acronym for inform, engage, empower and embed -- (Cebrián, 2016) and the lack of deepening of the four elements proposed to understand the process of sustainable management. The article expands on the literature by proposing ways for HEIs to engage toward a paradigm shift and a critical-based sustainable transformation. Practical implications: This article provides an integrated approach for incorporating sustainable practice concerns into education, management, research and university-society relations. In addition, the results provide policymakers in HEIs with an understanding that transformative learning guides protocols to address challenging sustainability issues, in addition to new perspectives, approaches and understandings that bring the maturity levels of HEIs closer to an ideal sustainability model. Originality/value: The study opens space for new research to be conducted, investigating how progress occurs in the face of sustainability and how it can be improved, in addition to serving for HEIs as a guide to actually becoming spaces where there is greater awareness, social justice, ethics and critical thinking. By using the transition to sustainability approach, it is possible to view how HEIs move toward a transition, understanding how it is managed and can be improved. |
|---|---|
| ISSN: | 1467-6370 1758-6739 |
| DOI: | 10.1108/IJSHE-10-2023-0492 |
