Exploring enablers and barriers to student engagement in university sustainability transitions in Africa: a case study of the University of Cape Town

Du-Pont, Tamika Carmen

Exploring enablers and barriers to student engagement in university sustainability transitions in Africa: a case study of the University of Cape Town

Thesis / Dissertation

2026

Publisher

University of Cape Town

Department

Department of Environmental and Geographical Science

Faculty

Faculty of Science

Abstract

Universities are widely recognised as key actors in sustainability transitions, with students positioned as pivotal drivers of environmental responsibility and institutional transformation. Whilst sustainability grows in prominence, there remains a research gap on universities within the Global South, leaving a gap in understanding how students engage with sustainability within regions including Southern Africa. This study explores the enablers and barriers to student engagement in sustainability at the University of Cape Town (UCT), one of the few institutions in Sub-Saharan Africa actively pursuing a sustainability transition. The research approach is embedded in Social Practice Theory (SPT) which conceptualizes student engagement as both an individual and structural process shaped by institutional culture, governance, and social norms. Using a multi-methods approach, incorporating online surveys, interviews, and a focus group discussion to investigate student perspectives on sustainability awareness, engagement motivators, and factors acting as barriers to student engagement in the university's sustainability transition. Findings reveal that while students generally demonstrate an awareness of sustainability issues, knowledge of university-specific sustainability policies and initiatives remains limited. Key enablers of engagement include self-motivation, social norms, environmental knowledge, and convenience-driven factors such as institutional support and infrastructure. Conversely, barriers to engagement include competing academic priorities, lack of project visibility, poor communication, and perceived slow action and lack of “buy-in” of university management and staff. The study underscores the importance of fostering a sustainability culture through enhanced institutional leadership, collaborative governance, and structured student engagement mechanisms. This research advances understanding of sustainability transitions in the Global South by revealing the context-specific enablers and barriers influencing student engagement. It contributes original insights into how institutional leadership, culture, and governance shape sustainability participation—providing practical implications for policy and institutional reform in African higher education contexts.