Received:
2026-03-15 | Accepted:
2026-06-10 | Published:
2026-06-30
Title
Educational leadership for promoting sustainable development: case of the faculty of education at eastern cape university, South Africa
Abstract
This study explored leadership strategies that enhance sustainability competence among education students at a selected university in the Eastern Cape. The study used a qualitative research methodology. Using a purposive sampling strategy, data were collected through semi-structured interviews with 12 educational leaders. Document analysis from institutional policies and sustainability initiatives also formed part of the data collection. Thematic analysis was employed to identify key themes related to effective leadership practices, challenges, and opportunities for fostering sustainability competence. Findings revealed that academic leaders play a critical role in embedding sustainability into the curriculum and promoting a culture of sustainability among students. Participants emphasised the importance of collaborative leadership and highlighted the need for ongoing professional development in sustainability practices. Barriers identified included insufficient resources and varying levels of staff commitment. The study concludes that implementing inclusive and participatory leadership strategies is essential for developing sustainability competence in future educators. Recommendations included providing targeted professional development opportunities, enhancing collaboration between departments, and leveraging community partnerships to support sustainability initiatives. This research contributes to the knowledge base by offering insights into the role of educational leadership in advancing sustainability in higher education. It emphasises the need for educational leaders to adopt transformative leadership practices aligned with the Sustainable Development Goals. Transformative leadership shapes a more sustainable educational environment and prepares students to address future sustainability challenges effectively.
Keywords
education, leadership, sustainability, development, barriers
JEL classifications
A20
URI
http://jssidoi.org/ird/article/260
DOI
Pages
204-213
Funding
This is an open access issue and all published articles are licensed under a
Creative Commons Attribution 4.0 International License
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Dr. Ntando Elliot MPAHLA is a PhD holder and a Deputy Head of Department in the Department of Adult & Education Foundations at Walter Sisulu University. He is also a lecturer, lecturing on different modules at different levels of study. Ntando is supervising students at Honours, Master's & Doctoral studies. He has published several research papers through conference proceedings and journal articles. His research interests include Education Policy Imperatives and Professional Teacher Development.
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