Smart approaches to sustainability in higher education institutions: a whole-institution perspective in light of transformative and organisational learning theories

Abstract

In the face of increasing global challenges—including climate change, resource depletion, and socio-economic inequalities— higher education institutions (HEIs) have emerged as critical actors in advancing the United Nations 2030 Agenda for Sustainable Development (SD). Recognising the need for systemic transformation towards SD, this thesis investigates how HEIs can advance sustainability through smart approaches from a whole-institution perspective and based on the theoretical frameworks of transformative and organisational learning. The research is structured around three interconnected stages (and papers) aligned with the thesis' core objectives. The first stage/paper addresses the objective of understanding how digital transformation (DT) can contribute to sustainability within HEIs. By employing a multi-method approach that combines bibliometric analysis and qualitative content analysis, this phase identifies critical areas where DT enhances sustainability competencies, supports smart campus development, and shapes theoretical frameworks for sustainability in higher education. The second stage/paper aligns with the second thesis’ objective - to analyse the strategies, practices, methods, and tools used by the most sustainable HEIs to promote sustainability and assess the benefits and challenges of these approaches among institutions. This phase integrates a literature review with an international multi-case study of top sustainable HEIs. It examines how transformative and organisational learning processes contribute to embedding sustainability across institutional functions, providing practical insights into the holistic transformation required for HEIs to advance towards SD. The third stage is dedicated to the third and fourth thesis’ objectives, which are: i) to construct and validate a measurement scale of smart approaches to sustainability on campuses and ii) to assess how smart approaches have been implemented by HEIs worldwide from a whole-institution perspective. It involved developing and validating the "Smart Sustainable University Scale" (SSU Scale), a measurement tool designed to assess smart approaches to sustainability on campuses globally. Through a comprehensive survey involving HEIs stakeholders from over 100 countries, this stage evaluates the implementation of smart sustainability practices, offering a global perspective on the progress and challenges institutions face. By linking the three stages and papers, the thesis contributes to theory and practice by advancing a holistic understanding of sustainability in higher education. Theoretically, it bridges gaps between sustainability science, educational theory, and organisational studies, analysing how learning processes drive institutional change and the role the new technologies have played in that. Practically, it offers actionable frameworks, policy recommendations, and strategic insights to guide HEIs in their sustainability efforts. By emphasising the interconnectedness of smart approaches, organisational learning, and sustainability, this research supports HEIs in their role as catalysts for SD, ultimately contributing to achieving the Sustainable Development Goals.