Sustainability in Higher Education in Brunei Darussalam: Policies, Pedagogy, and Pathways Forward

Abstract

This study examines the integration of sustainability principles in Brunei Darussalam’s higher education sector, focusing on two key institutions: Universiti Brunei Darussalam (UBD) and Universiti Islam Sultan Sharif Ali (UNISSA). Using a qualitative case study approach, the research draws on document analysis, semi-structured interviews, and observational data to explore how sustainability is conceptualised, implemented, and evaluated within each university. The analysis is guided by the frameworks of Education for Sustainable Development (ESD), the Triple Bottom Line (TBL), and Institutional Theory, allowing for a multidimensional understanding of both progress and challenges. Findings indicate that while both universities demonstrate a strong commitment to sustainability, their approaches differ in emphasis and execution. UBD adopts a policy-driven and science-based model, aligning closely with national development goals and international best practices, while UNISSA frames sustainability within Islamic ethical principles, focusing on stewardship and community responsibility. Both institutions have achieved notable successes in environmental and social initiatives, yet the economic dimension of sustainability remains less developed. External policy directives, cultural values, and institutional capacities significantly influence the scope and depth of sustainability integration. The study concludes that a more comprehensive, whole-institution approach is required to deepen curriculum integration, strengthen financial sustainability, and improve monitoring systems. Recommendations include enhancing faculty development, securing diverse funding streams, fostering inter-institutional collaboration, and embedding robust evaluation mechanisms. This research contributes to understanding how small, resource-rich nations can harmonise cultural traditions and global sustainability imperatives in higher education policy and practice.