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Purpose This study aims to respond to the pressing need for leadership frameworks that support education for sustainable development (ESD) in higher education. In Jordanian universities, structural and governance constraints hinder effective ESD integration, necessitating a context-specific leadership model. Design/methodology/approach A two-round Fuzzy Delphi Method was used to identify and prioritise essential components of the sustainable leadership model. Round 1 established expert consensus on key elements, while Round 2 ranked their relevance to refine the model’s structure. Findings The final model comprises five dimensions: self, university community, educational integration, sustainability governance and sustainability partnerships. High-priority items highlight the role of ethical leadership, stakeholder empowerment, integrated planning and cross-sector collaboration in driving institutional change. Research limitations/implications The study is context-specific, focusing on Jordanian universities, which may limit the direct transferability of the model to other national systems. However, the use of internationally informed expert input and alignment with global ESD frameworks supports broader adaptability. Future studies could apply the model in comparative settings to test its generalisability and refine its components. Practical implications The model provides higher education leaders and policymakers with a strategic framework for embedding ESD across governance, curriculum, operations and community engagement, particularly in resource-constrained environments. Social implications By promoting ethical leadership, inclusive decision-making and collaborative partnerships, the model supports higher education’s role in addressing sustainability challenges. It encourages institutions to become catalysts for societal transformation by equipping graduates with the skills and values necessary to contribute to the sustainable development goals (SDGs). Originality/value This model offers a practical, adaptable framework for embedding ESD in universities facing systemic limitations. It supports global sustainability efforts by illustrating how leadership can operationalise the SDGs through context-sensitive educational reform.
Al-Khamaiseh et al. (Tue,) studied this question.