Purpose The purpose of this study is to systematically review empirical evidence on embedding Education for Sustainable Development (ESD) into higher education, focusing on leadership, pedagogy and curriculum development. This study investigates the key enablers, barriers and quality implications of ESD integration, aiming to clarify how these aspects interconnect to promote Sustainable Development Goals (SDGs). Design/methodology/approach Following PRISMA guidelines, an extensive search was conducted on Scopus, ERIC and Google Scholar for peer-reviewed articles published from 2015 to 2025. After rigorous screening and quality appraisal, 44 studies were included. Data were systematically extracted and synthesised through thematic analysis, establishing evidence-based practices for embedding ESD in higher education. Findings This review demonstrates that transformational and distributed leadership is crucial in developing institutional environments conducive to participatory, experiential and interdisciplinary pedagogies, fostering significant sustainability competencies such as systems thinking. Curriculum reform increasingly prioritises constructive alignment towards the SDGs; however, challenges persist, especially concerning disciplinary silos, rigid accreditation structures and misaligned assessment practices. Practical implications The findings of this study provide an evidence-based pathway for leaders, policymakers and educators, in higher education institutions, offering effective recommendations for institutionalising ESD and ensuring quality, effective sustainability education, while preparing students to address global challenges. Originality/value This PRISMA-based review synthesises evidence on embedding ESD in higher education, guiding researchers and practitioners on effective strategies and challenges.
Ncube et al. (Tue,) studied this question.