Green Teaching, Diverse Minds: Unpacking Gender and Economic Factors in Sustainability Education Adoption

With the increased recognition of the necessity to include sustainability in educational curricula, more attention should be paid to studying effective tactics for enabling its inclusion. This paper focuses on the influence of performance expectation, effort expectancy, social influence, habits, and conducive environments on the intent of faculty members to teach sustainability while explicitly examining the moderating impact of gender and price value on these relationships. The survey data was collected from faculty at various higher education institutions using a stratified random sampling, while structural equation modeling was used for data analysis. The findings show that performance expectations and habits have major significance in the need to adopt sustainability and are particularly influential on female faculty members compared to males. The impact of price value on converting behavioral intentions into actual teaching practices is apparent, especially when perceived economic feasibility is considered. This research suggests essential policy implications for incorporating sustainability into educational curricula, focusing on the need for gender‐specific training and economic incentives to improve the inclusiveness of sustainability education. Incorporation of these measures will ensure an efficient structure for sustainability education, guaranteeing that it aligns with the varied requirements of educators and optimizes the likelihood of general acceptance.