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Comparative study reveals varying integration of sustainable development in Kenyan universities' curricula, suggesting improved guidelines are needed.
Sustainable development in Kenya's arts and humanities disciplines is increasingly recognised as a critical component for holistic societal advancement. The study employed a mixed-methods approach, combining qualitative interviews with university faculty and quantitative analysis of syllabi from selected institutions. Data was collected through surveys distributed among humanities professors and analysed using thematic coding. Findings indicate that while all universities incorporate some form of sustainable development in their curriculum, there is significant variation in the depth and breadth of implementation across disciplines. The comparative study reveals disparities in how Kenya's arts and humanities sectors engage with sustainable development, suggesting a need for more structured guidelines to promote uniformity. Universities should consider developing standardised curricula that integrate sustainable development principles into core courses. Policy makers are encouraged to foster collaboration between universities and local communities to ensure practical application of these concepts.
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Kivuko et al. (2014) studied this question.
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