Embedding sustainability in higher education: A review of institutional strategy, curriculum reform, and digital integration

As sustainability becomes a central concern in global policy, higher education institutions (HEIs) are increasingly expected to act as transformative agents in advancing the Sustainable Development Goals (SDGs). This narrative review synthesises recent literature to examine how sustainability is operationalised within HEIs through three interrelated dimensions: institutional strategy, curriculum reform, and digital transformation. The findings reveal that while many universities align their mission statements and policies with the 2030 Agenda, implementation is often hindered by structural fragmentation, limited governance frameworks, and lack of coordination. Education for Sustainable Development (ESD) emerges as a critical pedagogical model that shifts beyond environmental education, promoting systems thinking and participatory learning. However, ESD integration remains inconsistent due to disciplinary silos and outdated teaching methods. Digital transformation is identified as both an enabler and challenge, with technologies such as e-learning platforms and smart campus tools offering new avenues for sustainability education, while digital inequity and sparse research limit its full potential. This review contributes to both theory and practice by highlighting the need for cohesive institutional frameworks, interdisciplinary collaboration, and equitable access to digital infrastructure. It offers actionable insights for policymakers, academic leaders, and educators striving to embed sustainability more systematically within higher education. Future research is encouraged to explore student and faculty engagement, cross-disciplinary applications of ESD, and the long-term impact of digital strategies on sustainability learning outcomes.