Navigating administrative challenges: integrating ESD in a Jordanian public university

Purpose This study aims to examine how administrative, governance, curricular and resource conditions shape education for sustainable development (ESD) integration in a Jordanian public university. It explains how tensions across institutional domains produce uneven and partial institutionalisation. Design/methodology/approach An instrumental qualitative single-case study was conducted at Hashemite University. Semi-structured interviews were undertaken with 22 deans, heads of departments, lecturers and students. Data were analysed in NVivo using a hybrid inductive-deductive approach informed by UNESCO’s Whole-Institution Approach (WIA) and Layder’s adaptive theory. Findings ESD was evident in policy direction, accreditation expectations, compulsory courses, awareness initiatives, partnerships and research activity, but these elements were not coherently connected. Leadership and governance showed partial integration; teaching and learning, staff capacity building and research and innovation remained fragmented; and resources and campus operations showed weak integration. Administrative and resource pressures constrained curriculum continuity, professional development, applied learning, community engagement and research support. Research limitations/implications The study is limited to a qualitative sample of 22 participants from Jordanian universities, constraining broader generalisability. Nonetheless, it provides valuable insights into the dynamics of ESD integration in a governance-heavy, resource-limited context. Future research should expand through cross-country comparisons, mixed methods or longitudinal studies to capture institutional change over time. Theoretically, the findings refine the application of whole-institution approaches in non-Western settings and highlight the utility of adaptive theory in linking global sustainability frameworks with locally specific reform processes. Practical implications University leaders and accreditation bodies should assess the depth, not only the formal presence, of ESD implementation. Social implications Embedding ESD in universities strengthens graduates’ sustainability competencies, equipping them to contribute to national development and global sustainability goals. By addressing administrative inefficiencies and fostering stakeholder inclusion, universities can act as agents of social transformation. The study highlights the importance of participatory leadership and collective ownership in embedding sustainability across academic, operational and community domains. More broadly, it demonstrates higher education’s capacity to advance SDG 4 (Quality Education) and SDG 17 (Partnerships), reinforcing its role as a catalyst for equitable and sustainable societies. Originality/value The study moves beyond reporting barriers by explaining how institutional tensions interact across WIA domains. As a single-case study, it offers context-sensitive rather than nationally representative evidence.