Institutional and Policy Barriers to Implementing Sustainable Education in Nigerian Higher Institutions

Abstract

This study looks at the obstacles to implementing sustainable education in Nigerian HEIs, mainly in Southwest Nigeria. While national commitments to the United Nations Sustainable Development Goals (SDGs), for example Quality Education (SDG 4) and Climate Action (SDG 13), are observed, sustainability remains basically ignored in higher education. Looking at the topic using Institutional Theory, the study identifies that Higher Educational Institutions (HEIs) struggle with switching to sustainable models due to old curricula, rigidity in administration, lack of strong governance, inadequate funding and a small number of qualified faculty. To obtain data, qualitative procedures such as document analysis, semi-structured interviews and focus group sessions, were carried out with faculty members, higher-level administrators, policymakers and students. Results indicate that sustainability is often included in government policies, although concrete methods to apply them are missing which causes disjointed institutions and poor direction. The National Universities Commission (NUC) makes strict regulations that stop universities from being innovative. In addition, poor infrastructure, insufficient preparation for faculty members and the absence of sustainability units reduces universities’ progress. Traditional views about teaching, problems with legitimacy and reliance on a centralized system sap the effort to incorporate sustainability in schools. The study finds that making clear policies, giving faculty more independence in designing their curriculum, improving faculty knowledge and skills and changing school governance systems is required for education to be sustained. Recommendations are adding Education for Sustainable Development to the national curriculum, setting up funds for sustainability programs and helping universities design localized sustainability plans.