Afrocentric Perspectives on UNESCO's Education for Sustainable Development Framework: Implications for University Leadership
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| Title: | Afrocentric Perspectives on UNESCO's Education for Sustainable Development Framework: Implications for University Leadership |
|---|---|
| Language: | English |
| Authors: | Ademola Olumuyiwa Omotosho |
| Source: | Quality Assurance in Education: An International Perspective. 2026 34(2):141-160. |
| 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: | 20 |
| Publication Date: | 2026 |
| Intended Audience: | Policymakers |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Sustainable Development, International Organizations, Foreign Countries, Higher Education, Models, Sustainability, Universities |
| Geographic Terms: | Africa |
| DOI: | 10.1108/QAE-03-2025-0067 |
| ISSN: | 0968-4883 1758-7662 |
| Abstract: | Purpose: The primary challenge confronting the higher education system today revolves around strengthening the institutional capacity in dealing with ever-mounting sustainability challenges. Some policy-oriented frameworks that have emanated in recent years from multilateral organizations such as the World Bank, UNDP and UNESCO indicate that higher education is in crisis globally and the existing system is unsustainable in the medium and long term. UNESCO has played a prominent role in defining the future of higher education through its current policy effort "the education for sustainable development (ESD) framework". However, a growing body of research indicates that UNESCO's ESD framework, in its current form, fails to appropriately address African nations' postcolonial issues. Against this context, this systematic review of literature explored the strategies required to adapt UNESCO's ESD framework to successfully mitigate African higher education challenges. Design/methodology/approach: This systematic review of literature explored the strategies required to adapt UNESCO's ESD framework to successfully mitigate African higher education challenges. A total of 299 articles were initially retrieved from the Scopus platform, after which 52 articles were adopted after a meticulous application of exclusion criteria. Findings: Research findings spotlight several strategies that can promote the contextualization of the UNESCO ESD framework within the African higher education system; these perspectives include the glocalization of educational processes, integration of indigenous knowledge into the learning space, adoption of interdisciplinary and transdisciplinary learning and cultivation of sustainability-conscious leadership, among others. Research limitations/implications: Limited to literature sources only, this review recommends future studies contextualizing the ESD framework of UNESCO to incorporate region-specific contexts. Various identified methodological approaches, whether quantitative, qualitative, or mixed designs, could be used to do this. Such an approach could lead to the collection of primary data from larger samples, thereby conferring more generalizability onto the findings. Practical implications: The findings of this systematic review are indicative that scholars in the realm of ESD are yet to explore all dimensions of this field, particularly in the context of African higher education. This is suggestive that the education sustainability discourse continues to be an intriguing research domain. Social implications: This study uncovered certain weak links in the effort to integrate sustainability into the core values of African higher education institutions and proposed knowledge pillars that would possibly facilitate a succinct understanding of the topic. Using new epistemologies to theorize sustainability education in an African context, the author challenges current models by highlighting the imperatives of a glocalized education system. Originality/value: This study's findings provide much needed new knowledge for policymakers in the university sector who are still in the process of localizing sustainable development practices within their institutions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506728 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1506728 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Afrocentric Perspectives on UNESCO's Education for Sustainable Development Framework: Implications for University Leadership – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ademola+Olumuyiwa+Omotosho%22">Ademola Olumuyiwa Omotosho</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Quality+Assurance+in+Education%3A+An+International+Perspective%22"><i>Quality Assurance in Education: An International Perspective</i></searchLink>. 2026 34(2):141-160. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: Audience Label: Intended Audience Group: Audnce Data: Policymakers – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Information Analyses – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Sustainable+Development%22">Sustainable Development</searchLink><br /><searchLink fieldCode="DE" term="%22International+Organizations%22">International Organizations</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Africa%22">Africa</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1108/QAE-03-2025-0067 – Name: ISSN Label: ISSN Group: ISSN Data: 0968-4883<br />1758-7662 – Name: Abstract Label: Abstract Group: Ab Data: Purpose: The primary challenge confronting the higher education system today revolves around strengthening the institutional capacity in dealing with ever-mounting sustainability challenges. Some policy-oriented frameworks that have emanated in recent years from multilateral organizations such as the World Bank, UNDP and UNESCO indicate that higher education is in crisis globally and the existing system is unsustainable in the medium and long term. UNESCO has played a prominent role in defining the future of higher education through its current policy effort "the education for sustainable development (ESD) framework". However, a growing body of research indicates that UNESCO's ESD framework, in its current form, fails to appropriately address African nations' postcolonial issues. Against this context, this systematic review of literature explored the strategies required to adapt UNESCO's ESD framework to successfully mitigate African higher education challenges. Design/methodology/approach: This systematic review of literature explored the strategies required to adapt UNESCO's ESD framework to successfully mitigate African higher education challenges. A total of 299 articles were initially retrieved from the Scopus platform, after which 52 articles were adopted after a meticulous application of exclusion criteria. Findings: Research findings spotlight several strategies that can promote the contextualization of the UNESCO ESD framework within the African higher education system; these perspectives include the glocalization of educational processes, integration of indigenous knowledge into the learning space, adoption of interdisciplinary and transdisciplinary learning and cultivation of sustainability-conscious leadership, among others. Research limitations/implications: Limited to literature sources only, this review recommends future studies contextualizing the ESD framework of UNESCO to incorporate region-specific contexts. Various identified methodological approaches, whether quantitative, qualitative, or mixed designs, could be used to do this. Such an approach could lead to the collection of primary data from larger samples, thereby conferring more generalizability onto the findings. Practical implications: The findings of this systematic review are indicative that scholars in the realm of ESD are yet to explore all dimensions of this field, particularly in the context of African higher education. This is suggestive that the education sustainability discourse continues to be an intriguing research domain. Social implications: This study uncovered certain weak links in the effort to integrate sustainability into the core values of African higher education institutions and proposed knowledge pillars that would possibly facilitate a succinct understanding of the topic. Using new epistemologies to theorize sustainability education in an African context, the author challenges current models by highlighting the imperatives of a glocalized education system. Originality/value: This study's findings provide much needed new knowledge for policymakers in the university sector who are still in the process of localizing sustainable development practices within their institutions. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1506728 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506728 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1108/QAE-03-2025-0067 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 141 Subjects: – SubjectFull: Sustainable Development Type: general – SubjectFull: International Organizations Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Models Type: general – SubjectFull: Sustainability Type: general – SubjectFull: Universities Type: general – SubjectFull: Africa Type: general Titles: – TitleFull: Afrocentric Perspectives on UNESCO's Education for Sustainable Development Framework: Implications for University Leadership Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ademola Olumuyiwa Omotosho IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 0968-4883 – Type: issn-electronic Value: 1758-7662 Numbering: – Type: volume Value: 34 – Type: issue Value: 2 Titles: – TitleFull: Quality Assurance in Education: An International Perspective Type: main |
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