Sustainability in Higher Education in Pakistan: Progress, Barriers, and Strategic Pathways

Abstract

This study looks at the state of sustainability in Pakistani higher education institutions (HEIs), with a focus on how it is conceptualized, operationalized, and institutionalized. Using a qualitative case study approach with five public and private institutions, the study combines institutional theory, the Triple Bottom Line (TBL), and the frameworks of Education for Sustainable Development (ESD). The results show that there is a lack of administration commitment, a lack of strategic direction, active but unsupported student involvement, faculty-driven curriculum initiatives, and an uneven and fragmented environment. Despite some operational initiatives and increased awareness, sustainability remains sidelined within key institutional frameworks. The research lists several major obstacles, including out-of-date curricula, inadequate governance structures, a lack of national policy directions, and financial constraints. Strategic recommendations for national policy development, cross-sector cooperation, and institutional reform are included in the conclusion. The study highlights the transformative potential of higher education in solving Pakistan's environmental and socioeconomic concerns and adds to the growing conversation on sustainability transitions in emerging nations.