Strategic agenda perspectives on the implementation of sustainable development goals (SDGs) in Zimbabwean universities

Abstract

This study investigates the implementation of Sustainable Development Goals (SDGs) within Zimbabwean universities from the perspective of their strategic agendas. This study applies Institutional Theory and the Resource-Based View (RBV) using empirical evidence to show how external pressures and internal resource capacities drive SDG adoption in Zimbabwean universities, addressing a key gap in the literature. As meaningful SDG implementation remains a global challenge, the study highlights universities as critical stakeholders capable of advancing sustainability through education, research, and community engagement. Using a quantitative approach, data were collected through a structured questionnaire administered to university management staff involved in strategic planning and analysed using descriptive and inferential statistics. Findings reveal strong commitment to goals related to education, gender equality, and health, but inconsistent implementation across institutions. Moderate engagement was observed in poverty alleviation, food security, and climate action, while environmental and energy-related goals showed low engagement. A significant negative correlation was found between challenges and both SDG implementation and sustainability initiatives. The paper concludes by providing targeted recommendations for university leadership, policymakers, and development partners and donors to reinforce SDGs integration and implementation in universities contributing to the attainment of the United Nations 2030 agenda.