Measuring ESD (Education for Sustainable Development) in Georgian Academic Performance

Abstract

This study explores how well Education for Sustainable Development (ESD) is integrated into Georgian universities, focusing on four private institutions. Using a quantitative survey, the research collected insights from students, professors, and staff to understand their views on ESD across key areas like climate education, gender equality, and social responsibility. The findings show clear differences in how each group perceives ESD, with students seeing it more positively than professors. Staff evaluations revealed that ESD is not yet a strong part of university planning or teaching. The research offers practical recommendations for universities and policymakers to improve the visibility, quality, and real-world impact of ESD in both the short and long term. The study also provides a model that other countries with similar education systems can apply.