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Higher Education Institutions (HEIs) play a critical role in the United Nations (UN) 2030 Agenda for Sustainable Development (SD). However, this contribution requires a significant transformation in HEIs, encompassing all their activities. In this regard, the main objective of this study is to understand the learning processes, paths, and practices that can contribute to this transformation, from the transformative and organisational learning perspectives. Specifically, this study seeks to investigate: (1) what the literature states on transformative and organisational learning for sustainability in higher education; (2) how top sustainable HEIs are embedding sustainability into their activities; and (3) the role of transformative and organisational learning for sustainability in higher education. For that, we combined a bibliometric review of relevant literature on the topic with fifteen case studies from thirteen cities of six different countries, conducted through in-loco observation techniques, in-depth interviews, and document analysis. The findings of this study contribute to the literature by mapping current trends on the topic and, from the experience of the most sustainable HEIs, it provides practical insights and frameworks which can inspire and guide other HEIs on their journey towards sustainability.
Trevisan et al. (Mon,) studied this question.