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Faculty Perspectives on Integrating Sustainability Education: Exploring Meanings, Barriers, and SDG Alignment

Author

Listed:
  • Jennifer Watt

    (School of Environment, Society, and Sustainability, University of Utah, Salt Lake City, UT 84112, USA)

  • Adrienne Cachelin

    (School of Environment, Society, and Sustainability, University of Utah, Salt Lake City, UT 84112, USA)

  • Rylie Rayner

    (School of Environment, Society, and Sustainability, University of Utah, Salt Lake City, UT 84112, USA)

  • Kelly Dolan

    (School of Environment, Society, and Sustainability, University of Utah, Salt Lake City, UT 84112, USA)

  • David R. Wagner

    (Department of Chemical Engineering, University of Utah, Salt Lake City, UT 84112, USA)

Abstract

This study examines disciplinary differences in approaches to sustainability education among faculty in engineering, nursing, and environmental and sustainability studies at a large Rocky Mountain university. Researchers investigate how these disciplines conceptualize and implement sustainability education, as well as faculty perspectives on curricular content as they relate to the United Nations Sustainable Development Goals (SDGs). The study further examines barriers to sustainability education in relation to the broader state and national political climate. This research addresses a notable need in the literature by strengthening sustainability education content across disciplines, particularly where important aspects receive less emphasis. The manuscript concludes with recommendations for professionals seeking to integrate and advocate for sustainability across the curriculum.

Suggested Citation

  • Jennifer Watt & Adrienne Cachelin & Rylie Rayner & Kelly Dolan & David R. Wagner, 2026. "Faculty Perspectives on Integrating Sustainability Education: Exploring Meanings, Barriers, and SDG Alignment," Sustainability, MDPI, vol. 18(12), pages 1-13, June.
    • Handle: RePEc:gam:jsusta:v:18:y:2026:i:12:p:6361-:d:1972669
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