Teachers’ Voice on Teaching Principles and Dimensions: A Case Study on Sustainability in Higher Education

Abstract

Aim: This research aims to determine which teaching principles and dimensions are used in sustainability practices in higher education. Although the aim is to identify the reasons behind teachers’ failure to apply these concepts, the study uses case studies to investigate them. Methods: The literature analysis uses a case study to identify teachers’ perspectives, methods, difficulties, and suggestions for teaching sustainability in higher education. However, twelve university teachers who were purposefully chosen from various disciplinary backgrounds participated in semi-structured interviews. The current study is based on a qualitative design through a case study approach. To find patterns in teachers’ perceptions, pedagogical approaches, and institutional experiences of sustainability-oriented educational programs, data collected through semi-structured interviews were transcribed, subjected to thematic analysis and converted into text interpretation. Results: Therefore, effective, active institutional frameworks that embrace sustainability as a fundamental educational principle ingrained in curriculum, professional development, policy, and classroom practice are ultimately necessary for meaningful sustainability integration. Conclusion: The results show that rather than viewing sustainability as a stand-alone subject, teachers view it as an integrated aspect of teaching and learning. Recommendations: Additionally, educational institutions ought to set up systems for monitoring and evaluating the implementation of teaching strategies focused on pedagogical sustainability.