The Role Of Institutional Support In Sustainable Development Competencies Among Academic Faculty At Higher Educational Institutions

Abstract

This research study investigated the role academic institutions can play for developing sustainable development competencies among academic faculty within higher education institutions. The study employed quantitative method research design and unproportioned random sampling technique due to fewer female academic faculty members than male academics. While most participants rated institutional facilities as moderate, notable disparities in satisfaction emerged. Recognition and awards for teaching and performance achieved the highest mean score, suggesting a sense of acknowledgment among faculty; Financial and travel grants for research and professional development programs received moderate satisfaction ratings, Demand for institutional initiatives, particularly workshops, training, and faculty development grants, underscored a strong interest in continuous professional growth. Participants also emphasized the need for community engagement initiatives and faculty learning communities, though responses here were more varied, indicating differing expectations. These findings stress the necessity for institutions to reassess their strategic goals and increase investments in professional development, community involvement, and interdisciplinary collaboration to support academic excellence. It is recommended that administration at the institutions should initiate a comprehensive developmental program focusing on policy literacy, experiential learning, interdisciplinary collaboration, and enhancing access to resources, streamlining administrative tasks, and fostering stronger community and global partnerships to support academics in developing their sustainable competencies to perform better for the sustainability of the society.