Faculty well-being as a driver of sustainability: a conceptual framework

Purpose The purpose of this conceptual paper is to develop the socially embedded well-being (SEW) theory of change to explain how faculty wellbeing may operate as a social infrastructure for sustainability transformation in higher education institutions. Drawing from job demands–resources theory, self-determination theory and psychological safety, the SEW framework links SDG 3.4 (well-being) and SDG 4.7/4.c (education for sustainable development [ESD]) through structural, relational and pedagogical mechanisms. Design/methodology/approach The model proposes that autonomy, fair workload, recognition and supportive leadership are expected to activate motivational processes that enhance engagement and creativity, thereby facilitating to the adoption of sustainability-oriented pedagogies and improved institutional sustainability performance. Complementing the theoretical framework, the SEW–ESD panel architecture operationalizes these mechanisms into measurable indicators, offering a basis for future empirical testing and policy application. Findings By integrating insights from organizational psychology, sustainability science and educational leadership, this study bridges two previously disconnected literatures – faculty well-being and ESD. It repositions well-being from a welfare concern to a strategic enabler of institutional transformation. The SEW framework contributes both theoretical coherence and practical guidance for embedding human-centered sustainability into governance, curriculum design and staff development practices in higher education, while remaining attentive to contextual variation across institutional and sociopolitical settings. Originality/value The paper reframes faculty well-being from a peripheral HR issue to an organizational capability for transformative ESD, offering a mechanism based, evaluable framework that bridges the disconnect between sustainability strategies and the human conditions required to realize them.