The evolution of sustainability in higher education: A conceptual analysis of trends and practices

Abstract

Purpose: This article examines the conceptual evolution and research trends in sustainability within Higher Education Institutions (HEIs) over the period 2000–2025. Beyond bibliometric description, the study identifies shifts in field priorities, underlying conceptual tensions, and knowledge gaps shaping its development, contributing to an understanding of the transition from operational approaches toward transformative perspectives.

Design/methodology/approach: The study draws on a quantitative bibliometric methodology using the Scopus database, complemented by critical interpretation. Co-authorship, co-citation, and keyword co-occurrence analyses were conducted through scientific visualization tools (VOSviewer) to examine the intellectual structure, thematic evolution, and collaboration networks of the field.

Findings: The results show accelerated growth in scientific output, particularly since the adoption of the 2030 Agenda, alongside thematic diversification and a turn toward governance, impact assessment, and transformative action. Eight interconnected clusters are identified, reflecting the field's maturity — from curricular integration and early environmental management through to systemic approaches encompassing student engagement, community outreach, digitalization, and global frameworks such as the SDGs. Geographic concentration in the Global North persists, though emerging transnational networks are expanding knowledge circulation.

Research limitations/implications: The study is limited to Scopus and a specific search strategy, which may have excluded relevant literature. The bibliometric approach also constrains analysis of institutional and pedagogical processes, pointing to the need for qualitative and comparative research.

Practical implications: The findings identify priority areas for universities, policymakers, and researchers. They underscore the need to strengthen integrated governance models, develop impact-oriented metrics, foster international collaboration, and advance the mainstreaming of sustainability across teaching, research, and community engagement. The strategic role of collaboration networks as mechanisms for knowledge dissemination and legitimation is also highlighted.

Social implications: The study points to the need to move toward more inclusive and transformative models of higher education — integrating Global South perspectives, promoting co-creation with communities, and preparing graduates capable of navigating complex challenges.

Originality/value: This work offers a longitudinal and structural reading of the field by integrating network analysis, thematic trends, and geographic dynamics. It traces the evolution toward systemic, collaborative, and impact-oriented approaches, and provides a basis for future research agendas and institutional action.