Factors Influencing Faculty Readiness in Integrating Sustainable Development Goals into Teaching and Research in Higher Education

Abstract

This study examined factors influencing faculty readiness to integrate the Sustainable Development Goals (SDGs) into teaching and research in higher education institutions, employing a quantitative research methodology. Data were collected via questionnaires from a sample of 412 faculty members at public universities, using a multistage random sampling design. Data were analyzed using descriptive statistics and multiple regression analysis. The research results revealed a high level of faculty readiness for integrating the SDGs into teaching and research. Five independent variables—knowledge and understanding of the SDGs, attitudes toward the SDGs, administrative support, institutional policy, and perceived challenges—together predicted faculty readiness by 62.4 percent (R² = .624, p < .001). The factor with the most significant positive influence on faculty readiness was attitude toward the SDGs (β = .401), followed by administrative support (β = .194), knowledge and understanding of the SDGs (β = .158), and institutional policy (β = .105). Meanwhile, perceived challenges had a negative influence (β = -.150). The research results suggest that promoting SDG integration in higher education requires a holistic approach that focuses on fostering positive attitudes and educating faculty, coupled with creating a supportive organizational ecosystem through administrative support and clear policies, and reducing operational barriers.