Next Article in Journal
Bridges or Barriers? Unpacking the Institutional Drivers of Business Climate Adaptation in the EU
Previous Article in Journal
Socioeconomic Impacts of Renewable Energy Plants Through the Lens of the Triple Bottom Line
 
 
Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
Journals
Sustainability
Volume 17
Issue 11
10.3390/su17114861
sustainability-logo
Submit to this Journal Review for this Journal Propose a Special Issue
► Article Menu

Article Menu

share Share announcement Help format_quote Cite question_answer Discuss in SciProfiles
first_page
settings
Order Article Reprints
Font Type:
Arial Georgia Verdana
Font Size:
Aa Aa Aa
Line Spacing:
Column Width:
Background:
Case Report

Adaptive Learning for Inclusivity, Sustainable Development, and Societal Impact: A Case Study of Community Engagement at the University of Johannesburg

by
Fortune Aigbe
1,2,
Clinton Aigbavboa
1,2,
Lebogang Ayobiojo
3 and
Patrick Ehi Imoisili
4,*
1
Department of Construction Management and Quantity Surveying, University of Johannesburg, Johannesburg 2006, South Africa
2
Centre for Sustainable Human Settlement and Construction Research Centre/CIDB Centre of Excellence, University of Johannesburg, Johannesburg 2006, South Africa
3
Community Engagement Unit, Auckland Park Bunting Road Campus, University of Johannesburg, Johannesburg 2006, South Africa
4
Mechanical Engineering Science Department, University of Johannesburg, Kingsway and University Road, Johannesburg 2006, South Africa
*
Author to whom correspondence should be addressed.
Sustainability 2025, 17(11), 4861; https://doi.org/10.3390/su17114861
Submission received: 18 March 2025 / Revised: 21 April 2025 / Accepted: 25 April 2025 / Published: 26 May 2025
(This article belongs to the Section Development Goals towards Sustainability)
Browse Figures
Versions Notes

Abstract

:
Universities have become an integral part of society, contributing in no small measure to its sustenance, but they face the challenges of balancing academic nuances with social responsibilities. This study explores the partnership between an international student association, the Congress of Nigerian Students at the University of Johannesburg (CONSUJ), and the University of Johannesburg’s Community Engagement (UJCE) in advancing educational outreach and fostering inclusivity and societal impact. Using a qualitative case study approach, data were gathered through semi-structured interviews, field notes, and participant observation. The findings reveal that such partnerships significantly enhance cultural diversity, expand educational opportunities, and foster global awareness within higher education institutions and the local community. These collaborations have created a more inclusive and culturally competent community, providing international students with practical teaching and leadership experience, while the local community have received much-needed academic support. The study underscores the University of Johannesburg’s (UJ) commitment to community engagement, diversity, and inclusivity, aligning with the University’s Strategic Plan 2035 and the United Nations Sustainable Development Goals 4 (Quality Education), 5 (Gender Equality), and 17 (Partnership for the Goal).

1. Introduction

Inclusion, sustainable development, and social impact are fundamental to education in today’s diverse and complex world [1,2,3]. Adaptive learning, a flexible and personalized teaching approach, plays a crucial role in achieving these goals by tailoring curricula to meet the unique needs of each student [4,5,6]. Adaptive learning fosters an inclusive environment where customizing content, resources, and instructional methods support learners of all backgrounds and abilities. This enhances individual learning outcomes and contributes to broader societal objectives, promoting inclusivity, sustainable development, and lasting social impact [6,7,8]. At the University of Johannesburg (UJ), adaptive learning methods and activities are integrated into both academic and community engagement (CE) initiatives to enhance inclusivity, responsiveness, and societal relevance. These include the use of blended and online learning platforms that allow for self-paced, interactive, and personalized learning experiences tailored to diverse student needs. In this study, adaptive learning was evident in the educational outreach activities led by the Congress of Nigerian Students at the University of Johannesburg (CONSUJ), where students adapted teaching methods based on learning levels, cultural context, and feedback from community participants. Peer-to-peer mentoring, multilingual tutoring sessions, and flexible scheduling accommodated varying learner needs [6,7]. Furthermore, UJ promotes digital inclusion by providing access to online resources, learning devices, and assistive technologies. These adaptive strategies align with UJ’s commitment to inclusive education, as outlined in its Strategic Plan 2035, and demonstrate the university’s efforts to create dynamic, student-centered learning environments both within and beyond the classroom.
Universities are vital to the delivery of education and the advancement of social change in the connected and globalized world of today. Besides imparting academic knowledge, higher education institutions have responsibilities to the communities they serve, such as promoting diversity, harmony, and sustainable development [9,10,11]. The growing consensus is that this expanded role is essential to resolving the twenty-first century’s complex social, economic, and environmental issues. Universities can create close partnerships with local communities by leveraging their resources and knowledge to support the creation of a more just, peaceful, and sustainable society [11,12,13].
Sustainability is one of the critical areas in which universities may have a big impact, according to the United Nations Sustainable Development Goals (SDGs). Universities with sustainable practices in their operations and curricula prepare students to face global concerns such as resource depletion, social injustice, and climate change [14,15]. According to a previous study [14], universities may substantially contribute to sustainable development. They can accomplish this by encouraging a sustainable culture among staff and students, carrying out pertinent research, and interacting with the public to put sustainable practices into effect [16,17,18].
The effects of these initiatives are far-reaching. In a previous study, De Jong et al. described the outcomes of researcher–stakeholder interactions as the adoption of knowledge by community members, leading to both practical application and social benefits [19]. Similarly, Gerlak et al. define these outcomes as shifts in knowledge, awareness, ideas, relationship quality, skills, expertise, and the capacity to act, ultimately contributing to long-term social and environmental transformation [20]. Community participation and peacebuilding initiatives improve diversity in education while advancing sustainable development using adaptive learning [21,22]. As they work toward the SDGs of the UN, they contribute to developing a more just and peaceful society. By using adaptive learning practices that are sensitive to the needs of their communities, universities and student organizations can be catalysts for social change, as demonstrated by these programs.
The primary goal of this research is to explore how collaborative partnerships between international student associations, specifically the Congress of Nigerian Students at the University of Johannesburg (CONSUJ) and the University of Johannesburg Community Engagement (UJCE) initiatives, can advance adaptive learning, promote inclusivity, and contribute to sustainable development and societal impact within and beyond the university community. This case study examines how adaptive learning enhances inclusivity in community engagement through the UJCE Unit and CONSUJ partnership. This example demonstrates how adaptive learning may impact educational outcomes and the larger societal frameworks within which these organizations function through an in-depth investigation of their programs. The program for this case study includes educational outreaches, cultural exchanges, and sustainable initiatives.

2. Existing Knowledge and Gaps

The intersection of adaptive learning and sustainable development presents a unique opportunity to enhance education, promote inclusivity, and drive societal transformation. Sustainable development strongly emphasizes long-term social, economic, and environmental balance [23,24,25]. At the same time, adaptive learning uses technology, pedagogy, and tailored instruction to accommodate a diverse student body [26,27,28]. This part of the paper examines critical theories and arguments in both fields to strengthen the study’s theoretical underpinnings.

2.1. Theories in Adaptive Learning

Based on Piaget’s Constructivist Learning Theory, which was first proposed in the 1950s, students actively create knowledge through interactions and experiences. This viewpoint serves as the foundation for adaptive learning, which allows students to participate in individualized learning experiences catered to their cognitive growth and build on their existing knowledge. Adaptive learning promotes a more engaging and successful educational experience by letting students investigate ideas at their own speed and in ways that suit their learning preferences [27,28,29]. According to previous studies [30,31], one of Proximal Development (ZPD), students grow at their best when given activities just a little bit above their current level of proficiency with the right kind of assistance. This process is made easier by adaptive learning technologies, which offer scaffolded learning experiences that promote progress and dynamically modify content. Adaptive learning aligns with ZPD by incorporating tailored routes and real-time feedback, guaranteeing that students receive the appropriate support and challenge at every developmental stage [30,31,32].
Applying Mezirow’s Transformational Learning Theory proposal strongly emphasizes critical reflection to achieve transformative learning experiences. This approach applies to community involvement, as learners are exposed to fresh viewpoints on sustainability, inclusivity, and social effect through adaptive learning, which promotes transformative change. People can expand their knowledge, critically examine their presumptions, and create original answers to pressing problems in the real world through immersive and interactive learning experiences [31]. In Professor George Siemens introduction of connectivism, a learning paradigm, emphasizes the significance of digital networks in contemporary education. Artificial intelligence and analytics are combined in adaptive learning systems to customize learning, guaranteeing accessibility and flexibility to meet the demands of a wide range of learners [33]. These systems make education more accessible and sensitive to different learner skills and backgrounds by using data-driven insights to adjust to individual learning patterns, track progress, and give personalized content.

2.2. Theories in Sustainable Development

The Triple Bottom Line framework, introduced by Elkington (1998), underscores the interplay between economic, environmental, and social sustainability. Education is crucial in equipping learners with the knowledge and skills to navigate and promote sustainability across these domains [34]. By integrating sustainability principles into curricula, educational institutions can prepare future leaders who prioritize long-term societal well-being. According to Huber’s Ecological Modernization Theory, technological breakthroughs can fuel sustainable growth. This aim is furthered by adaptive learning methods, which increase the effectiveness and accessibility of sustainability education [35]. Students can work together to develop solutions that combine ecological concerns with economic advancement, practice problem-solving techniques, and interact with real-world sustainability difficulties through digital platforms.
The Sustainable Development Goals (SDGs), established by the United Nations in 2015, emphasize the importance of equitable and quality education (SDG 4). This promotes inclusive and accessible educational opportunities, which aligns with the goals of adaptive learning [18,36]. To ensure that everyone, regardless of background, has access to high-quality education that supports sustainable practices and societal development, the SDGs promote lifelong learning. Bandura (1977) developed the Social Learning Theory, emphasizing the importance of modeling and observation in learning. Adaptive learning promotes peer-to-peer knowledge exchange and cooperative problem-solving for sustainability issues in the framework of sustainable development [37]. By integrating community-based learning models, adaptive learning can enhance social networks, foster shared values, and stimulate group action toward sustainability goals.
Recent studies have similarly emphasized integrating adaptive learning in sustainable development education. Moreover, adaptive learning has been linked to SDG 4 in CE [35,36,37]. A key aspect of SDGs, as emphasized by previous studies, is education for sustainable development (ESD). Astley et al (2024) argue that ESD benefits from adaptive methodologies, as these approaches allow students to engage deeply with sustainability concepts tailored to their interests and future career goals [38]. Adaptive learning supports ESD by enabling students to engage with sustainability concepts in a way that reflects the needs of the communities they serve [38,39]. Internationally, cross-cultural education has been shown to break down barriers and build bridges between diverse communities. Educational exchange programs, such as the International Visitor Leadership Program, facilitate the sharing of best practices among educators from different backgrounds, inspiring new approaches to teaching and learning [40].
Under the framework of sustainable education, higher education institutions (HEIs) are increasingly adopting sustainability practices and implementing campus-wide projects to address climate change. According to a previous study, universities play a crucial role in shaping societal responses to environmental challenges by embedding sustainability into their operations, curricula, and community outreach initiatives [14,16]. Youth engagement is central to these efforts, with students actively participating in sustainability projects, research, and policy development [36,37,38]. These initiatives enhance environmental awareness and foster a culture of responsibility and innovation among young people. As a result, HEIs are emerging as key platforms for cultivating future leaders capable of driving sustainable transformation in various sectors.
One of South Africa’s most prestigious universities is the University of Johannesburg (UJ), which is known for encouraging research, community involvement, and academic success. The university actively supports educational programs that advance sustainability, inclusive education, and social development. Its research-driven approach to sustainable development and adaptive learning reflects its dedication to bridging the gap between academics and real-world community requirements. UJCE is pivotal in fostering collaboration between UJ and society, driving social impact through academic expertise, research, and volunteerism. Aligned with UJ’s commitment to sustainable development and inclusivity, the unit facilitates partnerships with local communities, government, and industry to address pressing societal challenges [41,42]. Through service-learning programs, research-driven initiatives, and student volunteer projects, the unit promotes knowledge-sharing, skills development, and sustainable solutions, reinforcing UJ’s position as an engaged, socially responsible institution.
CONSUJ is a dynamic, officially recognized, registered student group at UJ whose goals are to strengthen national growth and solidarity among international students and their host institution and community. CONSUJ comprises all students studying at UJ, including postdoctoral research fellows of Nigerian origin (Figure 1). As part of its strategic efforts, CONSUJ is bringing together students from different ethnic origins in UJ to foster togetherness and an understanding of Nigeria’s diversity. Through these programs, CONSUJ hopes to give Nigerian students the confidence to take the initiative to solve domestic problems and make a positive impact on their nation’s future. In the 2023 academic session, CONSUJ enrolled for a CE project (Organized Outreach) at the UJ Auckland Park Bunting Road (APB) campus CE unit. The collaboration between CONSUJ and the UJCE-APB exemplifies how student-led projects can promote diversity, harmony, and sustainable development.

3. Materials and Methods

Research Design

This research employed a qualitative case study to explore the societal impact of the partnership between the CONSUJ at UJ and the University of Johannesburg, Community Engagement Auckland Park Bunting Road campus (UJCE-APB). This was a joint decision by CONSUJ and UJCE-APB, as the objectives of the executed projects aligned with the joint objectives of CONSUJ and the UJCE centered around service learning, community-based research, and organizing outreaches which align with the interest of local communities (based on the inputs from leaders after consultation). This approach allowed for an in-depth understanding of the phenomena through the experiences and perspectives of the participants involved. Participants in this study included UJCE-APB and CONSUJ members. The study spanned from February 2023 to November 2023, during the 2023 academic session of the university.
The qualitative approach provides rich, nuanced insights that capture the subtleties of relationships, cultural exchanges, and community impact that quantitative methods might overlook. A case study approach was adopted for this study because it allows for an in-depth investigation of a contemporary phenomenon in a real-life context [43,44]. A case study involves telling stories about something unique about an organization. Furthermore, a case study can be descriptive, exploratory, or explanatory [44]. A purposive sampling technique was employed for this research because it helps provide insights into the actual event being studied, allows for in-depth focus on the phenomenon, and allows for the exploration of information-rich cases [45,46,47]. Furthermore, purposive sampling techniques were employed for this study to ensure that only those students who expressed interest in the events were selected.
Colonna et al. (2023) stated that the estimated sample size can be obtained by drawing on previous saturation reports, usually between 12 and 20 [39]. Data saturation determined this sample size, where additional participants no longer provided new insights [47,48]. Previous studies have demonstrated that saturation often occurs within 12–20 interviews [49]. Furthermore, qualitative research prioritizes depth over breadth, relying on purposeful sampling to gather adequate, meaningful data rather than statistical generalizability. Patton (2022) further emphasizes that small sample sizes are suitable for exploring complex social phenomena, while previous study has suggested that 15–20 participants are sufficient for thematic analysis [41,49].
In this case study, a sample of 20 participants was selected based on purposive sampling techniques. Data were collected using a semi-structured approach. Open-ended questions in the semi-structured interviews guided the discussion while allowing participants to share experiences, perceptions, and insights in depth. In addition, a semi-structured one-on-one interview was conducted with participants to obtain their perspectives and perceptions (feedback). Participant observation was used for this study to gather both explicit and tacit aspects of the event being studied [47]. Semi-structured interviews are objective and used to collect descriptive data, and they provide insight from participants regarding their opinions and the reasons behind them [48]. The data analysis was carried out by reading and reviewing all data collected (including field notes) and confirming the observations recorded by researchers (for data validation); data were also examined for theme discovery, which involves the identification of recurring themes and patterns within the observed data.

4. Results and Discussion

4.1. Strategies for Developing Sustainable Communities in Higher Education Institutions

Based on the principles of cognitive learning theory [50] and transformation learning theory [51], the partnership between CONSUJ and UJCE in community engagement activities such as educational outreaches, cultural exchanges, and sustainability efforts highlights active engagement, critical thinking, and knowledge application to real-world issues [50], which fosters learning (participants) and changes in habits of the mind and points of view [51], thereby leading to societal change (community). Gerlak et al. (2023) describe societal impact as changes in knowledge, awareness, ideas, quality of relationships, skills, and expertise, or enhanced capacity to act, ultimately contributing to long-term social and environmental outcomes [20]. Additionally, De Jong et al. (2014) categorize this concept into three forms: as a product, as knowledge use, and as social benefits [19]. A schematic of societal impact categories is shown in Figure 2.
This study explores the collaboration between an international student association, the Congress of Nigerian Students at the University of Johannesburg (CONSUJ), and the University of Johannesburg Community Engagement (UJCE) to address the need for social impact through educational outreaches, cultural exchanges, and sustainability practices. Therefore, the findings of this study are framed around the concept of societal impact, specifically through the lens of knowledge use, societal benefits, and changes to knowledge, awareness, ideas, quality of relationships, changes in skills, expertise, or enhanced capacity to take action based on participant observation and participants’ feed-back (semi-structured interview).

4.2. Drivers, Opportunities, and Policy Implications in Education Activities

The need for continuous learning cannot be overemphasized as it provides the opportunity for growth and continuous improvement. The more a unit, department, or organization supports member, unit, and cooperative efforts, the more learning occurs [52]. The collaboration between the UJCE-APB and CONSUJ aimed to provide tutoring and mentoring sessions for high school learners and vulnerable youth in Jan Hofmeyer Johannesburg. This initiative helped to foster continuous learning among high school students and vulnerable youths. The program sought to enhance educational outcomes and encourage students to pursue higher education in areas where critical skills are needed in South Africa. This aligns with previous studies that suggest societal impact involves knowledge use, as the partnership between CONSUJ and UJCE helped share knowledge that the participants could use to improve their lives and make societal contributions [19,20,21,22]. Furthermore, reaching out to disadvantaged local communities helped ensure no one is left out by fostering inclusivity and equality and promoting lifelong learning, which aligns with SDG 4 [53,54,55].

4.3. The Concept of Multidisciplinarity

Diversity dimensions are categorized according to ethnicity and classified into major and minor ethnic groups [56]. Diversity dimensions have been identified as nationality and creed. Diversity management effectively manages diversity by changing organizational culture and practices, respecting employee differences, and creating a work environment where diversity can contribute to organizational goals [56,57]. CONSUJ held a cultural exchange event with UJCE and the Confucius Institute at the University of Johannesburg to commemorate South Africa Heritage Month (Figure 3). The event includes brief historical talks, traditional crafts, music, dance, and theatrical performances. Three ethnic cultures from Nigeria, six from South Africa, four from other Southern African countries, and two Chinese cultures were displayed during the event. This event addressed the study’s objective through cultural outreaches. This is in line with ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. This collaboration organized a cultural exchange event that fostered respect and understanding of Chinese, Nigerian, and other African cultures. The initiatives sought to foster social cohesion and inclusion within the university community and across cultures in line with previous studies [58,59,60]. This is consistent with SDG 4 and SDG 5, which guarantee inclusive and equitable education, provide opportunities for lifelong learning to learn about many cultures and gender representation, and ensure that no one falls behind [61,62].

4.4. UJCE and CONSUJ Partnership for Societal Impact

The study’s findings from the sustainable partnership effort found that cooperative sustainability projects, including recycling and environmental conservation, were executed by UJCE and CONSUJ. These programs support sustainable behaviors and deal with environmental issues [63,64,65]. These initiatives involve CONSUJ and other university community members in practical environmental projects. They support SDGs (Table 1) (SDG 11—Sustainable Cities and Communities), (SDG 12—Responsible Consumption and Production), and (SDG 17—Partnership for the Goal), which call for collaboration to accomplish sustainable consumption in urban areas [66,67,68]. The coordinated environmental sustainability efforts of CONSUJ and UJCE-APB, such as campus cleanup, plastic recycling, and Mandela Day cleanup exercises, are essential in promoting environmental stewardship among university students and the surrounding community. By informing locals and students about the harmful effects of plastic waste on the environment and encouraging their participation in recycling programs, these programs aim to solve the urgent problem of plastic trash. Through the establishment of plastic collection points, awareness campaigns, and partnerships with local recycling companies, UJCE-APB guarantees that collected plastics are appropriately disposed of or repurposed, thereby supporting the Sustainable SDGs of the United Nations, specifically SDG 12 (Responsible Consumption and Production) and SDG 13 (Climate Action). CONSUJ also partnered with UJCE to participate in weekly Friday campus cleanup exercises and environmental awareness campaigns.
Mandela Day cleanup events, which occur every year on 18 July, complement these initiatives by encouraging community members to clean up public areas like parks, hospitals, etc., thus highlighting the significance of environmental preservation. These activities foster group efforts to reduce pollution and manage trash, establishing a sense of accountability for upholding hygienic and safe surroundings. Participants support Nelson Mandela’s legacy of peace, voluntarism, and social justice by devoting 67 min of service to recognize his 67 years of social justice activism. When taken as a whole, these programs raise awareness of sustainability issues while empowering students and community members to actively contribute to developing a greener, more sustainable future. They also represent a spirit of cooperation and shared accountability for the preservation of the environment and the welfare of society. The Mandela Day cleanup event at Criss Hani Baragwanath Hospital in Soweto is exhibited in Figure 4.
This partnership between CONSUJ and UJCE-APB helped foster continuous learning through tutoring and mentoring sessions, diversity management through cultural exchange, and sustainability through cooperative sustainability projects, including recycling and environmental conservation, significantly contributing to the study objectives regarding knowledge use and social benefits.

4.5. Participants’ Perspective (Semi-Structured Interview)

Participants for the semi-structured one-on-one interview were selected based on purposive sampling techniques, which were used to select only those students who expressed interest in the event. Saturation for the study was reached with five (5) participants per event as there was no new information derived from the interview due to the non-complexity of the research topic, objectives, and similarity of participants, and pre-defined theme; this aligns with Saunders et al. (2018) which stated that saturation is reached when there is no new information by new data [69]. Participants were interviewed at the different events listed below.
(a)
UJCE-APB and CONSUJ Educational Outreach Partnership: All participants agreed that this activity ensured that no one was left out by fostering inclusivity and equality and promoting continuous learning.
  • Participant 1: The event really helped the students gain more knowledge.
  • Participant 2: The students were so happy learning from us.
  • Participant 3: The event provoked student’s interest in learning.
  • Participant 4: The event received positive feedback from the students.
  • Participant 5: The students sought to establish contact with the organizers.
The above feedback from the educational outreach by participants suggests that the event increased educational interest and fostered engagement and knowledge application in line with the partnership’s objective of societal impact through knowledge use.
(b)
UJCE-APB and CONSUJ Cultural Outreach Partnership: All participants at the event agreed that this activity sought to foster social cohesion and inclusion within the university community and across cultures.
  • Participant 1: The cultural performances were terrific and helped me appreciate different perspectives.
  • Participant 2: I gained a great deal of knowledge about the cultures of South Africa and China and how they relate to my own experiences.
  • Participant 3: This event was a great way to meet people from different cultures and build friendships.
  • Participant 4: I think it’s important to celebrate diversity and learn from each other.
  • Participant 5: I hope more events like this will be organized in the future.
The above feedback from participants advocates that the partnership event increased cultural appreciation, social cohesion, and community building in line with the partnership’s objective of societal impact as social benefits.

UJCE-APB and CONSUJ Sustainable Initiative Partnership

All participants at the event agreed that this activity supported sustainable behaviors and addressed environmental issues.
  • Participant 1: The event was informative and practical.
  • Participant 2: I’m inspired to change my daily life to be more environmentally friendly.
  • Participant 3: It’s great to see the university promoting sustainability.
  • Participant 4: I think more students should be involved in sustainability initiatives.
  • Participant 5: This event has helped me understand the importance of sustainable practices for future generations.
The above participant feedback suggests that the event increased environmental awareness, motivational impact, and community engagement in line with the partnership objective of societal impact as knowledge use and social benefits.

4.6. Alignment with the University of Johannesburg Strategic Plan 2035

The University of Johannesburg Strategic Plan 2035 is built on three pillars: societal impact and sustainability, to tackle issues such as inequality and environmental sustainability, global footprint, and partnership to enhance knowledge-sharing, and technology for the Future. The partnership between CONSUJ and UJCE-APB) aligns with the Strategic Plan 2035 in areas such as inequality, environmental sustainability, and knowledge-sharing, as shown in Figure 5.

4.7. Leveraging the CONSUJ Compendium for Knowledge-Sharing and Global Footprint

The CONSUJ Compendium is a hard- and soft-copy document that displays the pictures, names, faculty, and emails of students. It enables students to keep in touch both during and after school. The compendium also has the picture, names of patrons and patronesses of the association, and an official from the student association regulating body at the University of Johannesburg. A major pillar of the Strategic Plan 2035 of the University of Johannesburg for societal impact is global footprint and partnership to enhance knowledge-sharing. Leveraging the CONSUJ Compendium (Figure 6) to showcase the partnership between CONSUJ and UJCE-APB has helped in further fostering a global footprint and enhancing knowledge-sharing.

4.8. Alignment with the Future Workplace

The future will be a workplace of workers of diverse races, genders, and ethnicities. The partnership between UJCE-APB and CONSUJ aligns with the attributes of the future workplace in fostering diversity, inclusivity, and sustainable collaboration. This partnership has helped the participant and the community embrace diversity, inclusivity, and collaboration. These activities have also helped foster the development of soft skills among participants, which are much needed for the workplace in the future. This also aligns with the African Agenda 2063 and the University of Johannesburg’s goal for societal impact. The CONSUJ and UJCE-APB partnership has helped create a societal impact. The partnership helped foster sustainability in learning, diversity, and sustainability management. This aligns with competencies necessary for sustainability problem-solving, including system thinking, anticipatory, strategic, and interpersonal competencies.

5. Conclusions

This research used a qualitative case study methodology involving semi-structured interviews, participant field notes, and participant observation. While this study provides valuable insights into the collaborative engagement between CONSUJ and UJCE, several limitations must be acknowledged. Firstly, the study focused on a single case at the university’s APB campus, which limits the generalizability of the findings to other contexts. The partnership was shaped by the local community’s specific institutional culture, student demographics, and socio-economic conditions, which may differ significantly from those of other African universities or regions. Secondly, several external factors that may have influenced the outcomes of the cooperative project were not fully explored. These include the level of institutional support, the availability of funding, broader political and policy environments, and community readiness to engage. Such factors may have enhanced or constrained the success and sustainability of the initiative but were outside the scope of this study. From a methodological standpoint, using a qualitative case study, though suitable for descriptive research, has inherent limitations. The reliance on self-reported data from interviews and observations introduces the potential for response bias and social desirability bias, particularly since participants may be closely affiliated with or supportive of the project. Additionally, participant selection bias may have occurred, as those most active in the initiative were more likely to participate in the study. Despite these limitations, the study contributes to the discourse on societal impact by highlighting the role of educational outreach, cultural engagement, and sustainability initiatives. The findings demonstrate that the collaboration between CONSUJ and UJCE fostered meaningful change through the application of knowledge, the delivery of social benefits, and the promotion of environmental awareness within the Johannesburg communities involved. The study participants agreed that the partnership increased educational interest, cultural appreciation, social cohesion, environmental awareness, engagement, and knowledge application between CONSUJ and the UJ host community. The purpose of the partnership aligns with SDGs 4 (Quality Education), 5 (Gender Equality), and 17 (Partnership for the Goal), as well as the University of Johannesburg’s Strategic Plan for 2035 and the future workplace. UJ has demonstrated its dedication to community involvement, diversity, and inclusivity by promoting these collaborations. Continued investment and support for these collaborations will be crucial to optimizing UJ’s endeavors towards attaining a more comprehensive societal impact aligned with the African Union (AU) Agenda 2063 aspiration. This model is also recommended for policymakers and other universities. For policymakers, this study recommends universities institutionalize adaptive learning frameworks by incorporating digital technologies and tailored tactics into their teaching and community engagement programs to improve inclusivity, sustainable development, and social impact through adaptive learning. University–community collaborations can be strengthened through official agreements and advisory boards to guarantee cooperative decision-making and long-term effects. Policies should encourage diversity by offering financial and technological assistance, bilingual resources, and culturally appropriate material. Environmentally conscious education will be promoted by incorporating sustainability-focused curricula and rewarding research that is in line with the UN SDGs. Lastly, a strong framework for monitoring and evaluation will guarantee ongoing progress based on stakeholder input and data-driven insights.

Author Contributions

Conceptualization, F.A. and P.E.I.; methodology, F.A. and P.E.I.; validation, F.A., P.E.I. and L.A.; formal analysis, C.A.; investigation, F.A., C.A., L.A. and P.E.I.; data curation, F.A., C.A., L.A. and P.E.I.; writing—original draft preparation, F.A., L.A., C.A. and P.E.I.; writing—review and editing, F.A., L.A., C.A. and P.E.I.; visualization, C.A. and P.E.I.; supervision, P.E.I. and C.A.; project administration, P.E.I. and C.A.; funding acquisition, C.A. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Data Availability Statement

The original contributions presented in this study are included in the article. Further inquiries can be directed to the corresponding author(s).

Acknowledgments

The authors would like to acknowledge the support of NRF of South Africa, the CIDB Centre of Excellence, the University of Johannesburg, and the University of Johannesburg.

Conflicts of Interest

The authors declare no conflict of interest.

References

  1. Reimers, F.M. The sustainable development goals and education, achievements and opportunities. Int. J. Educ. Dev. 2024, 104, 102965. [Google Scholar] [CrossRef]
  2. Glavič, P. Identifying key issues of education for sustainable development. Sustainability 2020, 12, 6500. [Google Scholar] [CrossRef]
  3. Chankseliani, M.; McCowan, T. Higher education and the sustainable development goals. High. Educ. 2021, 81, 1–8. [Google Scholar] [CrossRef]
  4. Wang, S.; Christensen, C.; Cui, W.; Tong, R.; Yarnall, L.; Shear, L.; Feng, M. When adaptive learning is effective learning: Comparison of an adaptive learning system to teacher-led instruction. Interact. Learn. Environ. 2023, 31, 793–803. [Google Scholar] [CrossRef]
  5. Mirata, V.; Hirt, F.; Bergamin, P.; van der Westhuizen, C. Challenges and contexts in establishing adaptive learning in higher education: Findings from a Delphi study. Int. J. Educ. Technol. High. Educ. 2020, 17, 1–25. [Google Scholar] [CrossRef]
  6. El-Sabagh, H.A. Adaptive e-learning environment based on learning styles and its impact on development students’ engagement. Int. J. Educ. Technol. High. Educ. 2021, 18, 53. [Google Scholar] [CrossRef]
  7. Brantmeier, E.J.; Webb, D. Examining learning in the course, “Inclusive Leadership for Sustainable Peace”. J. Peace Educ. 2020, 17, 1–25. [Google Scholar] [CrossRef]
  8. Ossiannilsson, E.S. Resilient agile education for lifelong learning post-pandemic to meet the United Nations sustainability goals. Sustainability 2022, 14, 10376. [Google Scholar] [CrossRef]
  9. Ahn, M.Y.; Davis, H.H. Students’ sense of belonging and their socio-economic status in higher education: A quantitative approach. Teach. High. Educ. 2023, 28, 136–149. [Google Scholar] [CrossRef]
  10. Bonilla-Jurado, D.; Zumba, E.; Lucio-Quintana, A.; Yerbabuena-Torres, C.; Ramírez-Casco, A.; Guevara, C. Advancing University Education: Exploring the Benefits of Education for Sustainable Development. Sustainability 2024, 16, 7847. [Google Scholar] [CrossRef]
  11. Angelaki, M.E.; Bersimis, F.; Karvounidis, T.; Douligeris, C. Towards more sustainable higher education institutions: Implementing the sustainable development goals and embedding sustainability into the information and computer technology curricula. Educ. Inf. Technol. 2024, 29, 5079–5113. [Google Scholar] [CrossRef]
  12. Abo-Khalil, A.G. Integrating Sustainability into Higher Education Challenges and Opportunities for Universities Worldwide. Heliyon 2024, 10, e29946. [Google Scholar] [CrossRef]
  13. Raimo, N.; Nicolò, G.; L’Abate, V.; Vitolla, F. Analyzing the factors affecting university contributions to achieving the sustainable development goals in European Union countries. Sustain. Dev. 2024, 32, 6033–6044. [Google Scholar] [CrossRef]
  14. Leal Filho, W.; Salvia, A.L.; Eustachio, J.H. An overview of the engagement of higher education institutions in the implementation of the UN Sustainable Development Goals. J. Clean. Prod. 2023, 386, 135694. [Google Scholar] [CrossRef]
  15. Alvarenga, M.; Aguiar Dutra, A.R.; Fernandez, F.; Thomé, R.L.; Junges, I.; Nunes, N.; Guerra, J.B. Proposal for a model integrating sustainability and social innovation in higher education institutions. Int. J. Sustain. High. Educ. 2024, 25, 728–743. [Google Scholar] [CrossRef]
  16. Leal Filho, W.; Eustachio, J.H.; Caldana, A.C.; Will, M.; Lange Salvia, A.; Rampasso, I.S.; Anholon, R.; Platje, J.; Kovaleva, M. Sustainability leadership in higher education institutions: An overview of challenges. Sustainability 2020, 12, 3761. [Google Scholar] [CrossRef]
  17. Abdelrahim, Y.; Zafer, A. How Students’ Well-Being, Education for Sustainable Development, and Sustainable Development Relate: A Case of Prince Mohammad Bin Fahd University. Sustainability 2024, 16, 9334. [Google Scholar] [CrossRef]
  18. Rampasso, I.S.; Anholon, R.; Martins, V.W.; Quelhas, O.L.; Filho, W.L. Sustainability insertion in higher education: An analysis of research performed in the Brazilian context. In Integrating Social Responsibility and Sustainable Development: Addressing Challenges and Creating Opportunities; Springer: Cham, Switzerland, 2021; pp. 655–672. [Google Scholar] [CrossRef]
  19. De Jong, S.; Barker, K.; Cox, D.; Sveinsdottir, T.; Van den Besselaar, P. Understanding societal impact through productive interactions: ICT research as a case. Res. Eval. 2014, 23, 89–102. [Google Scholar] [CrossRef]
  20. Gerlak, A.K.; Guido, Z.; Owen, G.; McGoffin, M.S.R.; Louder, E.; Davies, J.; Smith, K.J.; Zimmer, A.; Murveit, A.M.; Meadow, A. Stakeholder engagement in the co-production of knowledge for environmental decision-making. World Dev. 2023, 170, 106336. [Google Scholar] [CrossRef]
  21. Adhikari, B.; Pell, C.; Cheah, P.Y. Community engagement and ethical global health research. Glob. Bioeth. 2020, 31, 1–12. [Google Scholar] [CrossRef]
  22. AlQhtani, F.M. Knowledge Management for Research Innovation in Universities for Sustainable Development: A Qualitative Approach. Sustainability 2025, 17, 2481. [Google Scholar] [CrossRef]
  23. Shute, V.J.; Zapata-Rivera, D. Adaptive educational systems. Adapt. Technol. Train. Educ. 2012, 7, 1–35. [Google Scholar] [CrossRef]
  24. Imhof, C.; Bergamin, P.; McGarrity, S. Implementation of adaptive learning systems: Current state and potential. In Online Teaching and Learning in Higher Education. Cognition and Exploratory Learning in the Digital Age; Springer: Cham, Switzerland, 2020; pp. 93–115. [Google Scholar] [CrossRef]
  25. Concina, E.; Frate, S. Assessing University Students’ Beliefs and Attitudes towards Sustainability and Sustainable Development: A Systematic Review. Trends High. Educ. 2023, 2, 705–717. [Google Scholar] [CrossRef]
  26. de Azua, S.R.; Ozamiz-Etxebarria, N.; Picaza, M.; Jiménez-Etxebarria, E.; Idoiaga, N. University Students’ Views on the Challenges Faced by Students with Difficulties. Soc. Sci. 2024, 13, 613. [Google Scholar] [CrossRef]
  27. Ying, H.; Khoso, A.R.; Bhutto, S. A Case Study Investigating the Relational Well-Being of International Students at Hohai University Nanjing, Jiangsu Province of China. Behav. Sci. 2024, 14, 544. [Google Scholar] [CrossRef]
  28. Bauch, C.; Torheim, L.E.; Almendingen, K.; Molin, M.; Terragni, L. Food Habits and Forms of Food Insecurity among International University Students in Oslo: A Qualitative Study. Int. J. Environ. Res. Public Health 2023, 20, 2694. [Google Scholar] [CrossRef] [PubMed]
  29. Yaseen, H.; Mohammad, A.S.; Ashal, N.; Abusaimeh, H.; Ali, A.; Sharabati, A.-A.A. The Impact of Adaptive Learning Technologies, Personalized Feedback, and Interactive AI Tools on Student Engagement: The Moderating Role of Digital Literacy. Sustainability 2025, 17, 1133. [Google Scholar] [CrossRef]
  30. Zintgraff, C.; Hirumi, A. Aligning Learner-Centered Design Philosophy, Theory, Research, and Practice. In Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy; Springer International Publishing: Cham, Switzerland, 2023; pp. 33–73. [Google Scholar] [CrossRef]
  31. Rojo, J.; Ramjan, L.; George, A.; Hunt, L.; Heaton, L.; Kaur, A.; Salamonson, Y. Applying Mezirow’s Transformative Learning Theory into nursing and health professional education programs: A scoping review. Teach. Learn. Nurs. 2023, 18, 63–71. [Google Scholar] [CrossRef]
  32. Demartini, C.G.; Sciascia, L.; Bosso, A.; Manuri, F. Artificial Intelligence Bringing Improvements to Adaptive Learning in Education: A Case Study. Sustainability 2024, 16, 1347. [Google Scholar] [CrossRef]
  33. Loviscek, V. Triple bottom line toward a holistic framework for sustainability: A systematic review. Rev. Adm. Contemp. 2020, 25, e200017. [Google Scholar] [CrossRef]
  34. Elkington, J. Partnerships from cannibals with forks: The triple bottom line of 21st-century business. Environ. Qual. Manag. 1998, 8, 37–51. [Google Scholar] [CrossRef]
  35. Zeng, W.; Wu, S.; Chen, W. Studying at a New Remote University Campus: Challenges and Strategies in Students’ Sustainable Self-Development. Sustainability 2023, 15, 3857. [Google Scholar] [CrossRef]
  36. Koutroubas, V.; Galanakis, M. Bandura’s social learning theory and its importance in the organizational psychology context. Psychology 2022, 12, 315–322. [Google Scholar] [CrossRef]
  37. Bandura, A.; Walters, R.H. Social Learning Theory; Prentice Hall: Englewood Cliffs, NJ, USA, 1977; Volume 1. [Google Scholar]
  38. Astley, M. Cross-Cultural Challenges Faced by International Students: A Case Study of Indian Postgraduate Students at a London-Based Business School. J. Int. Stud. 2024, 14, 971–988. [Google Scholar] [CrossRef]
  39. Colonna, R.; Knott, M.; Kim, S.; Bagajati, R. Qualitative Research on Cannabis Use Among Youth: A Methodological Review. J. Drug Issues 2023, 53, 647–669. [Google Scholar] [CrossRef]
  40. Braun, V.; Clarke, V. Thematic analysis. In Encyclopedia of Quality of Life and Well-Being Research; Springer International Publishing: Cham, Switzerland, 2024; pp. 7187–7193. [Google Scholar] [CrossRef]
  41. Lichtman, M. Qualitative Research in Education: A User’s Guide; Routledge: London, UK, 2023. [Google Scholar] [CrossRef]
  42. Schoch, K. Case study research. In Research Design and Methods: An Applied Guide for the Scholar-Practitioner; SAGE Publications: New York, NY, USA, 2020; Volume 31, pp. 245–258. [Google Scholar]
  43. Tasci, A.D.; Wei, W.; Milman, A. Uses and misuses of the case study method. Ann. Tour. Res. 2020, 82, 102815. [Google Scholar] [CrossRef]
  44. Naeem, M.; Ozuem, W.; Howell, K.; Ranfagni, S. Demystification and actualisation of data saturation in qualitative research through thematic analysis. Int. J. Qual. Methods 2024, 23, 16094069241229777. [Google Scholar] [CrossRef]
  45. Nyimbili, F.; Nyimbili, L. Types of purposive sampling techniques with their examples and application in qualitative research studies. Br. J. Multidiscip. Adv. Stud. 2024, 5, 90–99. [Google Scholar] [CrossRef]
  46. DiStefano, A.S.; Yang, J.S. Sample size and saturation: A three-phase method for ethnographic research with multiple qualitative data sources. Field Methods 2024, 36, 145–159. [Google Scholar] [CrossRef]
  47. Ozturk, Z.S.; Kang, J.; Aletta, F. Soundscape Research in Streets: A Scoping Review. Sustainability 2025, 17, 3329. [Google Scholar] [CrossRef]
  48. Patton, M.Q. Impact-driven qualitative research and evaluation. SAGE Handb. Qual. Res. Des. 2022, 2, 1165–1180. [Google Scholar] [CrossRef]
  49. Darling-Hammond, L.; Flook, L.; Cook-Harvey, C.; Barron, B.; Osher, D. Implications for Educational practice of the science of learning and development. Appl. Dev. Sci. 2020, 24, 97–140. [Google Scholar] [CrossRef]
  50. Symeonidis, V.; Eloff, I. Addressing Teacher Shortages to Achieve Inclusive and Equitable Education for All: Policies for the Supply of and Demand for Qualified Teachers in Austria and South Africa. In Shaping Tomorrow Today–SDGs from Multiple Perspectives; Springer Fachmedien Wiesbaden: Wiesbaden, Germany, 2023; pp. 161–184. [Google Scholar] [CrossRef]
  51. Shabalala, L.P.; Ngcwangu, S. Accelerating the implementation of SDG 4: Stakeholder perceptions towards initiation of sustainable community engagement projects by higher education institutions. Int. J. Sustain. High. Educ. 2021, 22, 1573–1591. [Google Scholar] [CrossRef]
  52. Saini, M.; Sengupta, E.; Singh, M.; Singh, H.; Singh, J. Sustainable Development Goal for Quality Education (SDG 4): A study on SDG 4 to extract the pattern of association among the indicators of SDG 4 employing a genetic algorithm. Educ. Inf. Technol. 2023, 28, 2031–2069. [Google Scholar] [CrossRef]
  53. Abdalla, S.; Ramadan, E.; Al-Belushi, M.A.K.; Al-Hooti, N. Unveiling the Role of Arab Universities in Advancing Sustainable Development Goals: A Multi-Dimensional Analysis. Sustainability 2024, 16, 5829. [Google Scholar] [CrossRef]
  54. Zickafoose, A.; Ilesanmi, O.; Diaz-Manrique, M.; Adeyemi, A.E.; Walumbe, B.; Strong, R.; Wingenbach, G.; Rodriguez, M.T.; Dooley, K. Barriers and Challenges Affecting Quality Education (Sustainable Development Goal #4) in Sub-Saharan Africa by 2030. Sustainability 2024, 16, 2657. [Google Scholar] [CrossRef]
  55. Jadav, S.; Chakrapani, V. Learning without fear: Supporting inclusive education for sexual and gender minorities. In Transforming Unequal Gender Relations in India and Beyond: An Intersectional Perspective on Challenges and Opportunities; Springer Nature: Singapore, 2023. [Google Scholar] [CrossRef]
  56. Lalot, F.; Abrams, D.; Broadwood, J.; Davies Hayon, K.; Platts-Dunn, I. The social cohesion investment: Communities that invested in integration programmes are showing greater social cohesion in the midst of the COVID-19 pandemic. J. Community Appl. Soc. Psychol. 2022, 32, 536–554. [Google Scholar] [CrossRef]
  57. Compan, P.; Kongyok, C.; Prommachan, T.; Rodsaard, N.; Socheath, M. Developing and Validating Sustainability Indicators for Measuring Social Impact of University–Community Engagement Programs. Sustainability 2024, 16, 5232. [Google Scholar] [CrossRef]
  58. Jenkin, N.; Sibiya, T.A. Examining the Skills Required of the South African Public Sector to Deliver Sustainable Development Goal 4: Inclusive and Equitable Education. J. Public Adm. 2023, 58, 168–182. Available online: https://hdl.handle.net/10520/ejc-jpad_v58_n1_a13 (accessed on 21 April 2025).
  59. Velempini, K. Assessing the Role of Environmental Education Practices towards the Attainment of the 2030 Sustainable Development Goals. Sustainability 2025, 17, 2043. [Google Scholar] [CrossRef]
  60. Emere, C.E.; Aigbavboa, C.O.; Oguntona, O.A. Critical Regulatory Characteristics for Sustainable Building Construction in South Africa. Sustainability 2025, 17, 1830. [Google Scholar] [CrossRef]
  61. Rosário, A.T.; Raimundo, R. Sustainable Entrepreneurship Education: A Systematic Bibliometric Literature Review. Sustainability 2024, 16, 784. [Google Scholar] [CrossRef]
  62. Vickers, M.; Harris, C.; McCarthy, F. University-community engagement: Exploring service-learning options within the practicum. Asia-Pac. J. Teach. Educ. 2004, 32, 129–141. [Google Scholar] [CrossRef]
  63. Beccarello, M.; Di Foggia, G. Sustainable development goals data-driven local policy: Focus on SDG 11 and SDG 12. Adm. Sci. 2022, 12, 167. [Google Scholar] [CrossRef]
  64. Carlsen, L.; Bruggemann, R. The 17 United Nations’ sustainable development goals: A status by 2020. Int. J. Sustain. Dev. World Ecol. 2022, 29, 219–229. [Google Scholar] [CrossRef]
  65. MacDonald, A.; Clarke, A.; Huang, L.; Roseland, M.; Seitanidi, M.M. Multi-stakeholder partnerships (SDG# 17) as a means of achieving sustainable communities and cities (SDG# 11). In Handbook of Sustainability Science and Research; Springer: Cham, Switzerland, 2018; pp. 193–209. [Google Scholar] [CrossRef]
  66. D’Adamo, I.; Di Carlo, C.; Gastaldi, M.; Rossi, E.N.; Uricchio, A.F. Economic Performance, Environmental Protection and Social Progress: A Cluster Analysis Comparison towards Sustainable Development. Sustainability 2024, 16, 5049. [Google Scholar] [CrossRef]
  67. Papavasileiou, A.; Konteos, G.; Kalogiannidis, S.; Kalfas, D.; Papadopoulou, C.-I. Investigating the Impact of Sustainability-Themed Extracurricular Activities on Student Engagement with the 17 SDGs by 2026: A Case Study of Greece. Sustainability 2025, 17, 3071. [Google Scholar] [CrossRef]
  68. Carlsen, L. The Baku Paradox: An Analysis of Selected Sustainable Development Goals. Sustainability 2025, 17, 2547. [Google Scholar] [CrossRef]
  69. Saunders, B.; Sim, J.; Kingstone, T.; Baker, S.; Waterfield, J.; Bartlam, B.; Burroughs, H.; Jinks, C. Saturation in qualitative research: Exploring its conceptualization and operationalization. Qual. Quant. 2018, 52, 1893–1907. [Google Scholar] [CrossRef]
Sustainability 17 04861 g001
Figure 1. Schematics of CONSUJ composition.
Figure 1. Schematics of CONSUJ composition.
Sustainability 17 04861 g001
Sustainability 17 04861 g002
Figure 2. Schematics of societal impact categories.
Figure 2. Schematics of societal impact categories.
Sustainability 17 04861 g002
Sustainability 17 04861 g003
Figure 3. UJCE-APB and CONSUJ Cultural Outreach Partnership at the University of Johannesburg.
Figure 3. UJCE-APB and CONSUJ Cultural Outreach Partnership at the University of Johannesburg.
Sustainability 17 04861 g003
Sustainability 17 04861 g004
Figure 4. UJCE-APB and CONSUJ Sustainable Initiative Partnership for environmental cleanup at Mandela Day cleanup event in Criss Hani Baragwanath Hospital, Soweto.
Figure 4. UJCE-APB and CONSUJ Sustainable Initiative Partnership for environmental cleanup at Mandela Day cleanup event in Criss Hani Baragwanath Hospital, Soweto.
Sustainability 17 04861 g004
Sustainability 17 04861 g005
Figure 5. A visual representation of the societal impact of the partnership between CONSUJ and UJCE-APB.
Figure 5. A visual representation of the societal impact of the partnership between CONSUJ and UJCE-APB.
Sustainability 17 04861 g005
Sustainability 17 04861 g006
Figure 6. CONSUJ Compendium.
Figure 6. CONSUJ Compendium.
Sustainability 17 04861 g006
Table 1. CONSUJ and UJCE-APB collaboration.
Table 1. CONSUJ and UJCE-APB collaboration.
Areas of CollaborationAreas of Societal ImpactSocietal ImpactSDG Alignment
Educational Outreach Continuous LearningKnowledge Use4
Cultural Outreach Diversity ManagementSocial Benefit4 and 5
Sustainable Initiative SustainabilityKnowledge Use and Social Benefit11, 12, and 17
Source: Researchers’ own processing, 2024.
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

Share and Cite

MDPI and ACS Style

Aigbe, F.; Aigbavboa, C.; Ayobiojo, L.; Imoisili, P.E. Adaptive Learning for Inclusivity, Sustainable Development, and Societal Impact: A Case Study of Community Engagement at the University of Johannesburg. Sustainability 2025, 17, 4861. https://doi.org/10.3390/su17114861

AMA Style

Aigbe F, Aigbavboa C, Ayobiojo L, Imoisili PE. Adaptive Learning for Inclusivity, Sustainable Development, and Societal Impact: A Case Study of Community Engagement at the University of Johannesburg. Sustainability. 2025; 17(11):4861. https://doi.org/10.3390/su17114861

Chicago/Turabian Style

Aigbe, Fortune, Clinton Aigbavboa, Lebogang Ayobiojo, and Patrick Ehi Imoisili. 2025. "Adaptive Learning for Inclusivity, Sustainable Development, and Societal Impact: A Case Study of Community Engagement at the University of Johannesburg" Sustainability 17, no. 11: 4861. https://doi.org/10.3390/su17114861

APA Style

Aigbe, F., Aigbavboa, C., Ayobiojo, L., & Imoisili, P. E. (2025). Adaptive Learning for Inclusivity, Sustainable Development, and Societal Impact: A Case Study of Community Engagement at the University of Johannesburg. Sustainability, 17(11), 4861. https://doi.org/10.3390/su17114861

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

Article Metrics

Back to TopTop