How universities integrate sustainability and accreditation frameworks to transform curricula (part 2)

Our recent research project explored how sustainability moves from institutional strategy to operational implementation within academic programs.  

One key finding: Institutional, national, and international frameworks play an important role. They structure how competencies are defined, how curricula are evaluated, and how program transformations are legitimized.

In this context, frameworks serve two interconnected functions:

• Compliance and legitimacy: ensuring that programs meet accreditation standards, national regulations, and quality assurance requirements.

• Strategic leverage: providing justification and external legitimacy for integrating sustainability into curricula.

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Key international sustainability and accreditation frameworks in higher education  

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Beyond national frameworks, many institutions also rely on international standards and accreditation systems, particularly in globally competitive fields such as business and engineering education.

These frameworks often act as drivers of institutional change. The most often used by the institutions of our sample are:

• Positive Impact Rating: Student-based evaluation of societal impact

• STARS: Sustainability assessment and reporting system   

• UNESCO ESD / SDGs: Strategic direction for sustainability in education

• GreenComp: European sustainability competency framework

• AACSB: Business school accreditation; learning outcomes and responsible management

• EFMD / EQUIS: Business school accreditation with emphasis on sustainability and impact

• ISO 9001 / ISO 21001: Quality and educational management systems

• ISO 14001: Environmental management systems

• ISO 26000: Corporate social responsibility guidance

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How universities integrate sustainability frameworks: Three institutional approaches

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Through the 20+ interviews conducted, a typology of institutional approaches to sustainability integration was elaborated, based on governance structures, pace of change, level of integration, and influence of external regulations.

• Incremental compliance: Change primarily results from external pressures. Institutions make limited curricular adjustments, with sustainability as an additional layer rather than as a core principle of the curriculum. It is institutionally rational—minimizing risks, ensuring compliance, and protecting internal equilibrium—but it rarely leads to profound curriculum transformation.

• Strategic integration: Here sustainability becomes a structuring axis of the program, but changes still remain embedded within existing governance and accreditation structures.

• Strategic transformation: Here sustainability acts as a trigger for major institutional transformation. It redefines existing curricula, the objectives and competencies associated with diplomas. Frameworks are still used, but primarily as instruments to legitimize innovation rather than to constrain it.

Importantly, several institutions combine multiple models depending on the program or degree level.

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What this means for higher education institutions and curriculum transformation

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Deeper transformations occur primarily when institutional leadership actively mobilizes governance structures and resources, moving beyond purely regulatory responses.  

Accreditation and regulatory frameworks can play a powerful role here—not just as constraints, but as levers to create momentum, legitimacy, and institutional alignment.

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What’s next

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In Part 1, we explored how academic program governance shapes curriculum transformation. In Part 3, we will focus on the barriers and levers that influence sustainability integration in practice.

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Download the full report

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This article highlights selected insights from our broader research.

The full white paper, How to Transform Higher Education Institutions: The Role of Strategic Leadership and Academic Governance, provides deeper analysis, interview findings, and practical recommendations for institutions.

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