Integrating sustainable practices in higher education pedagogy: Adaptation of the ESG framework
DOI:
https://doi.org/10.35564/jmbe.2026.0011Keywords:
sustainable practice, pedagogy, teaching and learning, ESG framework, higher educationAbstract
The increasing emphasis on diversity, inclusion and effective approaches to teaching and learning has led to paradigm shift in higher education pedagogy. This study explored approaches to integrate sustainable practices into teaching and learning in higher education informed by the environmental, social and governance (ESG) framework. A qualitative research approach was adopted, drawing on primary data from interviews with selected higher education professionals in the United Kingdom, complemented by secondary data obtained from a comprehensive literature review. Data analysis was conducted using thematic analysis. The results and outcomes from the study indicated that environmental dimension encompassing eco-friendly learning environment, environmental preservation and technology enabled learning contributes to effective teaching and learning higher education. The study further indicated that strengthening the social dimension, encompassing equitable learning opportunities, fostering diversity in teaching and embedding inclusion within pedagogy, significantly enhances teaching and learning effectiveness in higher education. The study revealed that governance dimension shaped by contemporary regulation, quality standards, frameworks and policies plays a vital role in supporting sustainable practices in higher education. The study offers valuable insights for practitioners, professionals, learners and the broader community by outlining a pathway for implementing sustainable practices that promote effective teaching and learning and advance higher education outcomes.
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