Integrating Sustainable Development Goals (SDGs) Into the Higher Education Curriculum: Faculty Perceptions, Barriers, And Readiness

Abstract

The United Nations’ Agenda 2030 positions higher education institutions as critical catalysts for achieving the Sustainable Development Goals (SDGs). However, the systemic integration of SDGs into university curricula largely depends on the frontline actors: the faculty members. This study empirically investigates faculty perceptions, perceived structural barriers, and institutional readiness regarding SDG integration within higher education curricula in Vietnam. Utilizing a mixed-methods research design, quantitative data were gathered from a surveyed sample of university educators (N = 185) at a specialized technological and economic higher education institution, supplemented by qualitative insights from semi-structured focusgroup discussions. The quantitative framework utilized Structural Equation Modeling (SEM) to evaluate the relationships between institutional support, faculty attitudes, and behavioral intentions to adopt SDG-aligned pedagogies. The findings indicate that while faculty members exhibit highly positive perceptions and a strong moral alignment toward sustainability education, actual curriculum integration is significantly hindered by prominent barriers. These barriers include a lack of standardized pedagogical training, rigid institutional frameworks, and limited interdisciplinary collaboration resource toolkits. Institutional readiness acted as a critical moderator, where higher perceived institutional support directly minimized faculty-level barriers and accelerated readiness. The paper concludes with actionable policy recommendations for university administrators to foster an ecosystem conducive to sustainability-driven education.