Integrating Sustainability into Higher Education Teaching: A Qualitative Systematic Literature Review of Sustainability and Transformational Leadership Approaches
DOI:
https://doi.org/10.70142/jbl.v3i1.65Keywords:
Sustainability Education, Higher Education, Sustainability Leadership, Transformational Leadership, Systematic Literature ReviewAbstract
This study aims to synthesize existing research on integrating sustainability into higher education teaching through sustainability leadership and transformational leadership approaches using a qualitative systematic literature review. Following PRISMA guidelines, relevant peer-reviewed articles published between 2015 and 2025 were systematically identified, screened, and analyzed using thematic synthesis. The findings reveal that sustainability integration in higher education is a complex and multidimensional process influenced by leadership, institutional support, and pedagogical innovation. Sustainability leadership emerges as a critical driver in aligning institutional vision with teaching practices, while transformational leadership supports innovation and organizational change but requires contextualization within sustainability frameworks. The study also highlights the importance of interdisciplinary, experiential learning and teacher competencies in achieving effective sustainability education. Despite growing adoption, challenges such as fragmented implementation, limited faculty capacity, and institutional barriers persist. This study contributes to the literature by providing an integrated perspective on leadership and pedagogy for sustainability in higher education.
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