Faculty Perceptions of Sustainability Initiatives: Insights on Knowledge, Readiness, and Integration of Sustainability Concepts in Teaching

Abstract

Sustainability has become a critical component of modern education, necessitating its integration into teaching practices. This study explores faculty perceptions of sustainability initiatives, focusing on their knowledge, readiness, and ability to incorporate sustainability concepts into their teaching. Using a mixed-methods approach, data were collected through surveys and interviews with faculty members from various disciplines. The findings highlight the extent of faculty awareness and understanding of sustainability, the challenges they face in integrating these concepts, and the support needed to enhance sustainability education. Results indicate that while faculty members recognize the importance of sustainability, gaps in training, institutional support, and curriculum resources hinder effective integration. Based on these insights, the study provides recommendations for professional development programs, policy enhancements, and curriculum revisions to foster sustainability-oriented teaching. The findings contribute to the broader discourse on sustainable education and offer practical strategies for higher education institutions to advance sustainability initiatives.