NAVIGATING THE "KNOWING-DOING GAP": INTEGRATING EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PAKISTANI HIGHER EDUCATION

419 Publisher : EDUCATION GENIUS SOLUTIONS Review Type: Double Blind Peer Review Dr. Afaf Manzoor Assistant Professor, Department of Special Education, Division of Education. University of Education, Lahore. Pakistan. [email protected] Dr. Tanzeela Urooj Assistant Professor, Department of Education, University of Loralai, Balochistan, Pakistan. [email protected] Dr. Muhammad Jamil Lecturer, Department of Education, GC Women University Sialkot, Pakistan. [email protected] Vol. 3 No. 3 2025 Navigating the "Knowing-Doing Gap": Integrating Education for Sustainable Development in Pakistani Higher Education Research Consortium Archive P(ISSN) : 3007-0031 E(ISSN) : 3007-004X https://rc-archive.com/index.php/Journal/about 420 Education for Sustainable Development (ESD) is globally recognized as a transformative approach to education. This equips learners with the knowledge, skills, and values necessary to address pressing economic, environmental, and social challenges. The policy commitments aligning with Sustainable Development Goal 4.7, particularly in the implementation of higher education in Pakistan, remain limited. This study examines faculty perceptions and identifies institutional and pedagogical challenges related to the integration of ESD in Pakistani universities, employing an interpretivist paradigm and a hermeneutic phenomenological research design. The data were collected through semi-structured interviews with twelve purposively selected university faculty members from different institutions. Thematic analysis was employed to capture the lived experiences and insights of the participants. The results revealed five critical challenges: strategic implementation gaps, curriculum fragmentation, lack of faculty capacity, limited student engagement, and weak institutional leadership. Despite awareness of ESD's importance, systemic barriers inhibit meaningful pedagogical and institutional transformation. The study highlights the urgent need for curriculum reforms, teacher training, leadership commitment, and policy alignment. It calls for multi-stakeholder collaboration to transform ESD from rhetoric into practice, enabling universities to make meaningful contributions to sustainability. Keywords: Education for Sustainable Development, Higher Education, SDG 4.7, Pakistan, Curriculum Reform, Faculty Development, Institutional Leadership, Sustainability Education Introduction Education for Sustainable Development (ESD) has emerged as a key global strategy for addressing the planet's intertwined environmental, social, and economic challenges (Fatima et al., 2020). UNESCO defines ESD as an approach that "empowers people with the knowledge, skills, values, attitudes and behaviors to live in a way that is good for the environment, economy, and society," encouraging learners to make informed, responsible choices for a better future (UNESCO, 2020). In this view, ESD is "education as the key to unlocking progress in all the global development goals," teaching individuals to take action to transform society and protect the planet. The 2030 Agenda for Sustainable Development explicitly links education and sustainability (Hinduja et al., 2023). SDG Target 4.7 aims for all learners to acquire the knowledge and skills necessary to promote sustainable development, encompassing citizenship, peace, human rights, and global issues (Ahtesham, 2024). UNESCO serves as the lead UN agency on ESD and has developed an "ESD for 2030" framework to support countries in mainstreaming sustainability across curricula, teacher training, and institutional practice. In short, international bodies now view education – especially higher education as critical for equipping ABSTRACT 421 citizens to meet climate change, biodiversity loss, inequality, and other urgent challenges (Fiselier et al., 2018). In Pakistan, the need for ESD is especially acute. The country ranks among the world's most climate-vulnerable nations, experiencing severe floods, heatwaves, and resource pressures in recent years. At the same time, rapid population and economic growth place demands on energy, water, and social services. Pakistan's national development plans emphasize pillars such as "energy, water, and food security" and building a "knowledge economy", but implementation gaps remain (Habib et al., 2021). There is growing recognition that higher education should contribute to sustainable development by training graduates to innovate in renewable energy, conservation, social equity, and other fields. For example, recent UNESCO-led initiatives in Pakistan have affirmed that climate change poses a significant challenge to classrooms and curricula. Officials note that Pakistan has "embedded climate education into its curriculum," yet still needs stronger teacher training, infrastructure, and policy reforms to make education climate-resilient (Gorana & Kanaujia, 2016). Moreover, persistent social and economic issues – high youth unemployment (over 30% of graduates) and systemic inequalities underscore that education must become more inclusive and actionoriented. In addition, while the rhetoric of sustainable development is now woven into Pakistan's policies and SDG commitments, the practical integration of ESD in higher education deserves careful study. International studies have documented a range of strategies for incorporating ESD in universities. Curricular initiatives include the development of new sustainability courses and the integration of cross-cutting content into existing subjects. Faculty development and research programs aim to raise educators' capacity for teaching sustainability. Campuses implement "green" operations (energy, waste, transport) and community outreach to model sustainable practices. For example, global literature highlights the "greening" of campuses and enrichment of curricula to strengthen sustainability knowledge and awareness (Chasokela, 2025). ESD transforms what is taught, how it is taught (pedagogy), and the learning environment. Recent systematic reviews in higher education have noted that integrating the SDGs has primarily focused on the educational (teaching-learning) dimension, with less attention given to public outreach and institutional change (Alcántara-Rubio et al., 2022). Nevertheless, innovative pedagogies (project-based, problem-based learning) and networks are being used to connect HEIs with society. The international consensus is that universities should play a multifaceted role in achieving sustainability goals, educating knowledgeable graduates, conducting relevant research, and serving communities (Khan et al., 2021). National policies in Pakistan have acknowledged the role of education in sustainable development, although implementation 422 remains uneven. The Higher Education Commission's (HEC) draft Vision 2025 aligns with national development priorities and explicitly connects higher education to achieving certain SDGs. For instance, "energy, water, and food security" are priority areas that reflect environmental concerns. At the same time, Vision 2025's emphasis is primarily on the growth of a knowledge economy and technological capacity, and it does not provide detailed guidance on curricular Environmental, Social, and Governance (ESG) education. A key innovation has been the creation of the National Academy of Higher Education (NAHE) for faculty development. At the same time, NAHE's programs address pedagogical skills; they have only recently begun to incorporate sustainability topics (Khan et al., 2021). Objectives of the Study 1. To explore the perceptions of university faculty on Education for Sustainable Development (ESD) in Pakistan. 2. To identify the institutional and pedagogical challenges in integrating ESD into university curricula and practices. Literature Review The UNESCO-led framework for ESD (often referred to as "ESD for 2030") and related international agreements define the goals and scope of sustainable education. ESD goes beyond traditional environmental education by embracing a holistic, lifelong learning approach that encompasses cognitive, socio-emotional, and behavioral change. It emphasizes interconnections among social, economic, and environmental issues and empowers learners to contribute to "environmentally sound, economically viable and socially inclusive futures" (Leicht & Byun, 2021). Crucially, ESD is identified as a "key pillar" of SDG Target 4.7 and is central to implementing the 2030 Agenda. UNESCO's ESD 2030 Roadmap (adopted in 2021) explicitly situates education as an "integral element of Agenda 2030" and a "key enabler of all the other SDGs (Rieckmann, 2017). The global framework calls on countries to develop "whole-institution" approaches integrating sustainability into curriculum content, teacher development, campus operations, community engagement and more to fulfil this mandate (Kanyimba et al., 2014). Other government actions include the National Education Policy (NEP) 2017, which explicitly recognizes the importance of ESD. It states that Pakistan "recognizes the significance of ESD in promoting the quality of human life" and calls for related curriculum reforms. The National Conservation Strategy and other policy documents encourage embedding environmental and social issues in education (PES, 2018). In practice, some public and private universities have introduced sustainability courses and extracurricular initiatives. There are also partnership projects, such as the Climate Smart Education Systems Initiative, launched by UNESCO and Save the Children in Pakistan, aimed at making schools and colleges more climate-resilient. Notably, Pakistani 423 officials claim climate change education has already been woven into the national school and college curriculum. However, they emphasize this must be matched by teacher training and infrastructure upgrades (Khan et al., 2022). At the higher-education level, research indicates mixed progress. A study surveying students and faculty in Punjab found that actual ESD content and awareness in Pakistani universities remain limited: "the occurrence of ESD in Pakistani HEIs is low and teachers have inadequate knowledge of sustainability," with students noting only partial attention to social, environmental, and economic dimensions (Khan & Khan, 2018). Similarly, a 2023 systematic review of ESD in Pakistani HEIs observed that institutions had begun holding seminars and discussions on SDGs, but that substantive curricular change was still lacking. These analyses suggest a gap between policy rhetoric and classroom reality: universities may pay lip service to sustainability, but the learning outcomes and campus practices lag behind international benchmarks (Sain, et al., 2024). In the view of Bukhari et al. (2022), poor governance is the primary issue contributing to the decline of sustainability. In another study by Jumani and Abbasi (2015), sustainability education is less practiced and understood by college teacher educators. The Pakistani context poses particular obstacles to ESD implementation. Resource constraints are chronic: a 2023 review notes Pakistan's "high illiteracy rate and slow economic growth" limit public funding for education, making it hard to support ESD initiatives (Hinduja et al., 2023). Inadequate infrastructure and shortage of trained faculty are cited as major problems, alongside a general lack of awareness and commitment to sustainability concepts. For example, insufficient budgets hinder the procurement of sustainable technologies and staff development, and many universities report difficulty hiring or retaining faculty with expertise in ESD. Institutional inertia is also an issue: curricula are often rigidly set, providing teachers with little freedom to modify courses to incorporate ESD. Surveyed educators note that without incentives (e.g., career rewards for teaching sustainability) and administrative support, student motivation for ESD-related activities remains weak (Shah, 2024). Different studies have been conducted regarding sustainability education through content analysis of English textbook grade IX (Jamil, Anwar, & Sohail, 2024); Pakistan Studies 10th grade textbook (Jamil, Mehmood, & Aslam, 2024); and 8th grade English textbook based on SNC 2022 (Jamil, Rasool, & Moin, 2024). These studies, based on textbook analysis using 's (2010) sustainability framework, reveal an inconsistent and partial integration of sustainability aspects in Pakistani textbooks, with moderate representation of social, cultural, environmental, and value-based aspects. Institutional and economic dimensions are limited in promoting holistic sustainable development. Other cultural and systemic factors further constrain progress. 424 Higher education in Pakistan tends to be exam-driven and specialized, with limited cross-disciplinary learning. Some literature notes that the "holistic" and "pluralistic" pedagogies needed for ESD (which encourage open-ended problem-solving and civic engagement) are challenging to integrate in the current examcentric environment (Sinakou, 2022). There are also gender and urban–rural disparities: many faculty and students in smaller or rural universities have fewer opportunities for professional development in sustainability. In short, analysis of ESD in Pakistani Higher Education highlights a complex mix of funding shortages, infrastructure limitations, limited faculty training, and sociopolitical constraints as key barriers. Several studies suggest that other developing countries face similar challenges to those of Pakistan. For instance, in India, sustainability education has often been limited to "environmental education" modules without broader curricular integration (Bhatia, 2020). One review notes that environmental awareness components in Indian schools and colleges became compulsory only after court mandates (as per NCERT guidelines). ESD, encompassing social and economic dimensions, "has not taken a severe form in the curriculum." Similarly, in Bangladesh, there is growing policy support (through national curricula and new university programs), but implementation suffers from limited resources and capacity. Research centers, such as the University of Liberal Arts Bangladesh's Center for Sustainable Development, exemplify a growing academic interest, but most universities still regard sustainability as a peripheral topic. Indonesia provides another valid comparison. Indonesian law gives universities a "Tridharma" responsibility of teaching, research, and community service, which can be leveraged for ESD. Studies indicate that some Indonesian institutions have adopted green campus practices and sustainability clubs; however, the official emphasis on ESD remains low. A review of Indonesian universities found that while specific campuses pledge "green" visions, most do not thoroughly prioritize Environmental, Social, and Governance (ESG) in their core mission. The country's autonomous university system offers flexibility for innovation, but sustainable development often remains outside the main accreditation standards (UNESCO, 2020). Across these contexts, similar themes emerge like limited faculty training in sustainability, curricula that are still oriented toward traditional disciplines, and a need for systemic support. For example, the Pakistani review parallels Malaysia, where a lack of infrastructure and incentives was noted as barriers, and China and India, where rapid educational growth outpaces quality improvements. The experiences of India, Bangladesh, and Indonesia show that ESD tends to remain an aspiration more than a practice without targeted policy mandates, budgetary support, and institutional leadership. This underscores the relevance of 425 comparing Pakistan's situation with that of other countries in the Global South: all grapple with reconciling development goals with equity and environmental limits, and all look to higher education to cultivate the next generation of leaders in sustainable development (UNESCO, 2020). In summary, the literature portrays a well-developed global ESD framework and a strong policy ethos surrounding education for sustainability; however, a persistent implementation gap remains in practice. Pakistani studies confirm that universities have begun to respond to SDG and UNESCO directives, but significant barriers (financial, structural, cultural) inhibit full integration of ESD in curricula, pedagogy, and planning. This gap between rhetoric and reality, evident in Pakistan and echoed elsewhere in the Global South, motivates the present research inquiry: How can higher education fulfil its promise for sustainable development, and where does it still fall short? Research Methodology The adopted method was a qualitative study under an interpretivist paradigm. The design employed hermeneutic phenomenology (Vagle, 2018), as cited by Farooq et al. (2023). In this paradigm, theory arises from the data rather than preceding it, and the researcher "enters into the head" of each subject to grasp their lived meanings. Twelve participants were selected purposively to represent diverse roles within Pakistani higher education. Data were gathered through semi-structured interviews (Brinkmann & Kvale, 2018). Semi-structured interviews were chosen because they provide a flexible but guided dialogue, enabling open-ended exploration of participants' thoughts and feelings. To describe their experiences and attitudes toward sustainable development education in their own words, probing for depth and clarification. These interviews were audio-recorded and transcribed verbatim for analysis and review. Reflexive thematic analysis was used for data analysis. Transcripts were read repeatedly to familiarize the data, and meaning units were identified and coded. Codes were clustered into emerging themes that reflected participants' meanings, rather than imposing preconceived categories. This iterative coding was guided by interpretive phenomenology. Reflexivity was maintained through memoing and peer debriefing) to enhance the trustworthiness of the findings. Findings of the Study The findings of the study are narrated under the following themes. Theme 1: Strategic Implementation Gaps Interview analysis revealed that while universities often repeat national policies on sustainable development, most lack concrete mechanisms to translate these strategies into everyday practice. The participants described a disconnect between documents and the reality of the classroom. For instance, the following quotations from the participants illustrate these findings. Our strategic plan is full of sustainability buzzwords, but day-to-day 426 decisions rarely reflect those ambitions. We still focus our funding on traditional priorities, such as exam pass rates and infrastructure that impresses visitors. Sustainability is often featured in brochures, yet assignments seldom require students to address real environmental or social problems. I often feel the policy language is more a branding exercise than a guiding framework. Until budgeting and evaluation criteria change, the rhetoric will stay miles ahead of reality. (Participant A) Yes, we updated our vision to include the SDGs, but nobody revised the course outlines. Faculty still use lecture notes prepared a decade ago, so students continue to memorize facts instead of tackling local sustainability challenges. Management proudly cites our alignment with SDG 4 at meetings, yet classroom practice remains textbook-centric and disengaged from community issues. The gap frustrates both teachers and students who genuinely want action. Unless we bridge the gap between vision and implementation, ESD will remain aspirational. (Participant B) We have the slogans—'green campus', 'climate-smart graduates'—but not the systems to back them up. Procurement policies still favor the cheapest equipment with little regard for energy efficiency, and research funds rarely prioritize sustainability topics. Lecturers willing to integrate ESD often struggle to find institutional support or micro-grants. As a result, students hear that sustainability matters but seldom experience it being modeled on campus. That inconsistency sends a confusing message about our true priorities. (Participant C) Theme 2: Curriculum Fragmentation The participants of the study described curricula that isolate sustainability content within elective courses, limiting students' ability to see interconnections across disciplines. Following are a few quotations from the participants: We teach environmental science as an elective, but engineers, economists, and sociologists seldom share a classroom. Each discipline guards its territory, so students graduate without understanding how environmental, social, and economic issues intersect and interact with one another. When I propose interdisciplinary modules, colleagues worry about losing credit hours. The silo mentality hampers our collective capacity to solve complex problems. We need integrated courses that span multiple departments, rather than isolated sustainability 'add-ons'. (Participant D) In my department, sustainability is often viewed as a secondary consideration, rather than a core learning outcome. Students still memorize chemical equations without linking them to pollution or waste management. Collaboration with other faculties is rare because timetables, assessment methods, and credit systems do not sync. Consequently, learners miss the chance to approach sustainability problems from multiple perspectives. A modular, interdisciplinary model could address this issue, but structural 427 barriers persist. (Participant E) Our university launched a compulsory 'Introduction to Sustainability' course, yet most lecturers stick to their narrow slices of expertise. Assignments rarely require collaborative projects across disciplines. Without cross-faculty dialogue, students often internalize the notion that sustainability is someone else's responsibility. Interdisciplinary teamwork, case studies, and community-based projects would help them connect theory and practice. Breaking silos should be an institutional priority, not an afterthought. (Participant F) Theme 3: Lack of Faculty Capacity Most of the participants reported having limited training opportunities and few incentives to redesign their teaching around ESD principles. Following are few quotations from the participants: I am genuinely interested in integrating sustainable development themes, but have never attended a dedicated workshop. Most professional development sessions focus on assessment compliance or digital tools, not holistic, values-driven pedagogy. Without institutional support or workload adjustments, redesigning my courses feels daunting. I rely on self-study and online resources, which are time-consuming and isolating. Structured training and peer-mentoring would boost both confidence and competence. (Participant G) Our promotion criteria still prioritize research publications in impact-factor journals unrelated to sustainability. If I invest time crafting community-engaged projects or reworking curricula, it hardly counts toward career advancement. That misalignment discourages faculty from experimenting with ESD methods. We need recognition, grants, and teaching awards that value sustainability innovations. Otherwise, motivated teachers remain the exception, not the norm. (Participant H) I attended one ESD seminar, but it was a one-off event with little follow-up. No mentoring, no repository of teaching materials, and no community of practice emerged afterward. Sustained professional learning should be embedded in our annual development plans. Peer observation cycles, interdisciplinary retreats, and seed funding could accelerate the integration of ESD. Currently, isolated champions carry the load with minimal institutional support. (Participant I) Theme 4: Limited Student Engagement The participants expressed strong passion for sustainability initiatives but felt underutilized as agents of change within the university. Following quotations from the participants illustrate this aspect. We formed a 'Green Club' to organize tree-planting drives and recycling campaigns, yet administrative hurdles slow everything down. Permission letters require weeks, and budget approvals even longer. Despite these roadblocks, student passion remains high because we see the climate impacts around us. If universities 434 Sustainable development: Challenges and strategies in South Asia, spotlighting Pakistani higher education. Journal of Information Systems and Technology Research, 3(2), 80–85. Shah, M. Z. (2024). Leadership for education for sustainable development (ESD): A case study from postcolonial Pakistan (Vol. 11). Brill. Sinakou, E. (2022). 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