What Drives or Hinders Sustainability? Lessons from Organizational Practices

Abstract

This study investigates organizational actions that foster sustainable development, focusing on two Sustainable Development Goals (SDGs): SDG 4 (Quality Education) and SDG 12 (Responsible Consumption and Production). Conducted in collaboration with a vocational training center and an industrial company in southern Brazil, this research aims to identify successful practices, key factors contributing to failure, and stakeholders’ awareness of sustainability. Adopting a qualitative and exploratory approach, the study collected data through case studies, action research, interviews, direct observation, and focus groups. Data were analyzed through content analysis across economic, social, and environmental dimensions. The findings reveal that SDG 12 is linked to economic and environmental aspects, while SDG 4 is associated with social impacts. The study contributes to understanding the gap between sustainability standards and actual implementation, offering practical guidelines to strengthen organizational alignment with the 2030 Agenda.

1. Introduction

Professional education aims to train individuals with knowledge and the ability to develop essential, technical, and socioemotional skills to succeed in the job market. Concomitantly, the organizational environment seeks agents of change who support a new vision to advance the company’s integral performance in the face of environmental, social, and governmental factors [1].

There is a recurring concern regarding the sustainable development of organizations, the preservation of environmental resources, and the commitment to present-day human beings without compromising the needs of future generations [2]. A common mistake is equating sustainable development with environmental concerns [3].

The contrast of interpretations prolongs adaptation to new routines and organizational business model transformation [4]. The United Nations Sustainable Development Goals (SDGs) postulate challenges to address these gaps. The SDGs present emerging sustainability concepts and frameworks, distributed across 169 goals, that address social, economic, and environmental challenges [5]. The 2030 Agenda comprises 17 interconnected objectives that form a global framework for sustainable development.

This research focuses on SDG 4 (Quality Education) and SDG 12 (Responsible Consumption), with particular emphasis on SDG 4. SDG 4 is essential to ensuring inclusive education that develops essential skills for citizens, access to the labor market, and social well-being, all of which are directly linked to poverty reduction and economic growth. SDG 12 is essential to promoting more efficient use of natural resources, reducing food waste, and preventing waste for future generations.

The critical interdependence between education, sustainable consumption, and production practices informs the choice to focus on these two SDGs. While SDG 4 aims to ensure inclusive, equitable, and quality education, promoting lifelong learning opportunities for all, SDG 12 focuses on the urgent need to ensure sustainable patterns of consumption and production, addressing the efficient use of natural resources and reducing waste and environmental degradation [6]. By emphasizing these two objectives, the research provides an integrated approach that recognizes education as a catalyst for behavioral change and sustainable practices Ref. [7].

Therefore, this research investigates which actions can be implemented to promote sustainable organizational development by leveraging success stories, failure factors, and stakeholder awareness Ref. [8]. This investigation is expected to contribute to achieving the goals of the 2030 Agenda by spreading knowledge on sustainable development and promoting practices that support organizational sustainability, Ref. [9].

The method used in this research encompassed the approach and response to the proposed problem. Accordingly, semistructured interviews, non-participant observation, and focus groups were conducted to collect data from the actors involved [10]. In addition, content analysis was used to analyze the data. The results presented may contribute to the objective and support future projects in other global regions. The study was conducted in a region of southern Brazil, where food production is a major source of income.

2. Theoretical Background

2.1. Sustainable Development in Organizations

Sustainable development can be conceptualized as a management process that aims to generate long-term well-being and ensure lasting value, considering social, environmental, and economic factors [11]. Given this definition, many organizations, including several leading companies in their segments, have accepted sustainability, but gaps and needs remain.

Although there is an awareness of assuming positions of sustainable responsibility with long-term results and everyone’s satisfaction, some investors still seek to earn increasing profits in a short period, generating tensions that detract from the macro context [12]. This synchrony of social responsibility and development requires organizations to undergo an analytical filter, necessitating conscious management that assesses risks and identifies adaptation routes involving incremental changes to maintain well-being, economic gains, and a natural support system [13].

In practice, it is often necessary to clarify how to utilize natural resources, consume energy and water, reduce resource consumption, and plan industrial operations to minimize environmental impacts and mitigate losses [14]. Over the years, the scope of sustainable development in organizations has evolved. The previously segregated focus on financial health, profits, and revenue was expanded to encompass two additional pillars. These pillars encompass social relationships, clientele, suppliers, and the value we aim to deliver to the community.

These dimensions constitute the triple bottom line, guiding value creation for stakeholders. The triple bottom line is conceptualized as people, planet, and profitability [15], and its application involves measures that create a favorable working environment while minimizing ecological damage. By applying measures that create a favorable working environment, minimizing environmental damage without ignoring community development [16]. This triple result aims to achieve economic, social, and environmental benefits, all while improving the quality of human life [14].

The organizational environment is well-suited to promoting interactive and participatory learning experiences and fostering strategic thinking to address economic, social, and environmental challenges [17]. This is because society is responsible for the productive construction of the planetary system, encompassing the animal, plant, and mineral kingdoms [18].

2.2. Education for Sustainable Development

In the context of vocational training, sustainability education must connect learning with practical action in industrial environments. From these processes, individual habits and behaviors that point to a path of transformation must be targeted. Education and the use of knowledge become essential tools for interactive processes in which everyone learns and acts, not as passive recipients but as active agents, supporting systematic changes to address future challenges. Sustainable development in this context mobilizes principles and values, displacing personal beliefs.

This assumption is highlighted most prominently in SDG 4, as it signals concern about the beginning of students’ careers, equal educational access in search of eliminating the disparity of wealth between students, and substantially for the deployment of skills, technical and professional competencies, young people and adults towards employment, decent work and entrepreneurship, through quality education [19].

The year 2020 marked the beginning of the so-called Decade of Action, aimed at achieving the goals outlined in the 2030 Agenda, by mobilizing everyone, everywhere, to strive for urgency and ambition in transforming ideas into solutions [20]. A study explores aspects on the dimensions of sustainability that reaffirm the importance of human awareness in the current planetary context Ref. [21].

3. Method

The objective of the study was to analyze actions that could be implemented to foster organizational sustainable development, through success stories, failure factors, and awareness-raising among stakeholders.

A literature review of Corporate Sustainability theory was conducted to inform organizational actions. This research was developed using a qualitative approach with depth to address specific issues, providing a level of reality that cannot be quantified [22]. Given its exploratory nature, this definition emphasizes that the investigation will focus on organizational social processes and interactions Ref. [22]. Another classification of the study is action research, which enables the collection of socially relevant data by being conceived and carried out in response to a collective problem [23].

The case study design followed the recommendations of Ref. [22] and Bryman [24], and the action research was conducted according to the guidelines of Ref. [25]. The authors suggest that reality is not fixed and that the observer and their instruments actively participate in data collection, analysis, and interpretation. This research was submitted to the Research Ethics Committee of Atitus Educação, and approved under CAAE No. 36602920.6.0000.5319, in compliance with the regulations for conducting research involving human subjects, as outlined in Resolutions 466/2012 and 510/2016 of the National Health Council. All interviews were recorded and transcribed manually by the researchers.

3.1. Study Area and Agents Involved

In line with [25], it was decided that this study should consider two companies that comprise the representative cases of the approaches under analysis. It involved collaborating with a professional training center and an industrial company in southern Brazil. The company has been operating since 2001, manufacturing winches, ratchets, and pulleys for use in poultry, agricultural, road, and nautical applications. The work presents innovative solutions for various segments, mainly in the poultry and farming markets. The factory is located in a city in the north region of the state of Rio Grande do Sul.

The Professional Training Center is a private, non-profit institution of public interest. Its main objective is to support 281 industrial areas by training human resources and providing technical and technological services. The selection of these two companies was based on the following criteria: (a) they are recognized within the organization as companies that stand out for their sustainable practices; (b) their geographic reach in Brazil; (c) their sustainability initiatives and projects; (d) their involvement with managers, coordinators, professors, employees, and students involved in sustainable business and educational processes. The aim is to present a pilot project that can serve as a basis for other companies in different regions of the world to implement positive actions in support of sustainability and the goals of the 2030 Agenda.

3.2. Participants

For data collection, 10 individual interviews were conducted, along with two focus groups of 5 respondents each. To facilitate the interview process and the formation of focus groups, a preliminary conversation was held with each sector to gather suggestions for participants. It was emphasized that for participants to be directly involved or connected to the topic or processes in their daily activities. Following this initial phase, individual contact was made with each of the indicated participants. Respondents were selected based on their initial interest in participating, followed by their availability in terms of time and shifts. The resulting composition reflects both the suitability of the participants’ profiles and the practical feasibility of their participation. These criteria enabled the selection of respondents whose practical experience and knowledge of the context significantly deepened the discussions, ensuring that the perceptions obtained reflected a cohesive understanding of the analyzed processes.

3.3. Data Collection and Procedures

Data collection employed a triangulation of qualitative techniques, including semi-structured interviews, non-participant direct observation, and focus groups, to increase the reliability and depth of the findings [25,26].

The formation of the focus groups consisted of several stages. Initially, participants with direct experience with the topics covered were identified and selected, ensuring that their contributions were relevant.

A semi-structured interview guide and a research protocol were developed based on previous literature on sustainability in organizational contexts, focusing on the implementation of SDGs 4 (Quality Education) and 12 (Responsible Consumption and Production) (Appendix A). The guide included open-ended questions designed to explore participants’ perceptions, success stories, and barriers related to sustainable practices. Its flexible structure allowed for a deeper exploration of emerging themes during the interviews.

The instrument was reviewed and validated by two sustainability experts in area to ensure clarity, coherence, and alignment with the research objectives. Ten interviews were conducted with agents directly involved in sustainability-oriented practices, using a hybrid format. Some interviews were conducted in person at the companies, in a reserved space, and others online, by prior arrangement and according to the participants’ availability.

All interviews were recorded with prior consent and subsequently transcribed in full to preserve the nuances of speech and meaning [27]. After transcription (39 pages in total), the audio files were permanently deleted from all electronic devices to maintain confidentiality. In addition to the interviews, a non-participant external observer conducted direct observation without interfering with the natural context. This technique allowed for the identification of patterns that were not explicitly revealed in the interviews. Thus, observation was an important element to complement the interviews.

This method allowed researchers to capture contextual elements and behavioral dynamics that complemented the interview data [25].

Two focus groups were also organized, each composed of five participants from different locations, facilitating collective reflection and interaction among respondents. During the group sessions, a moderator led the discussions, using a semi-structured script to guide the dialogs, while allowing participants to explore topics of interest freely. The discussions were recorded with the participants’ permission and subsequently transcribed to ensure the accuracy of the data collected.

This approach, as highlighted by [27], fosters the emergence of shared meanings, allowing for the understanding of opinions and attitudes formed through group discussions. Data saturation was reached when the interviews and focus groups began to yield consistent, repetitive information, indicating that important insights were being captured.

As participants shared their experiences and opinions, the discussions were comprehensively exploring relevant processes and themes. This repetition in participants’ responses suggests that the sample was sufficiently representative and that the voices collected reflected the dynamics present in the studied context.

The triangulation of methods (interviews, observation, and focus groups) provided robust evidence to strengthen and validate the research results, minimizing the limitations inherent in using technique [25].

From the transcribed material, three analytical categories emerged a posteriori: sustainability, economic growth, and awareness, which guided the interpretation of the participants’ perceptions regarding sustainable development and society’s engagement in actions oriented towards sustainability Ref. [28].

3.4. Data Analysis Technique

The content analysis was used [28]. This technique involves discovering the essence of meaning that comprises communication through three stages: pre-analysis, exploration of the material, treatment, inference, and interpretation of results. It argues that this technique seeks to go beyond the appearances of the data, enabling the researcher to search for the latent, the non-apparent, and the previously unexplored potential inherent in any message, especially those arising from interviews and observations [28].

From this perspective, information was compiled using coding, enumeration, categories, and frequency to present the results [28]. Thus, it was possible to have in-depth and latent discussions of this research’s findings. It is worth noting that the categories for this study were scored a posteriori to data collection

In this regard, data were collected from participants and analyzed, with sustainability-related factors taken into account. The analysis technique addressed categories and subcategories that encompass the studied topic and highlighted the most significant aspects of the study [29].

4. Results

It was possible to identify the responsibility encompassing the social, economic, and environmental dimensions based on the interviewees’ understanding, which unfolds sustainability into an individual commitment [30]. Regarding organizational sustainable development, 42 reports focused on the environmental context. Regarding economic growth, 16 reports were highlighted. It was recognized that sustainability requires economic investment. In this sense, sustainable development is not directly accessible to people, and responsibility is transferred to public or private authorities. As is evident in

Table 1. Content analysis of environmental, social, and economic dimensions.

Categories	Subcategories	Context Unit	Enumeration	Frequency
Environmental	Success Stories	“…we have our mug to drink our coffee…” “The barrels are used for tables, stools, and pallets as sofas…”	28	45.90%
Failure Factors		“…also a PET bottle for water, for the student…” “…collective action for society to adopt outdoor gyms…”	19	52.78%
Social	Success Stories	“Inside the classroom, for students to be aware of the correct waste disposal…” “We participate in clothing campaigns and contribute to the community…”	22	36.06%
Failure Factors		“Charitable campaigns, among others, that certainly help many people…” Voluntary actions that we can do, right, to help the municipality…”	12	33.33%
Economic	Success Stories	“…printing of documents is minimal, certificates and communications are all sent by the digital secretariat”. “To form a class, there is a minimum amount; I think that goes a long way regarding financial sustainability, right?”	11	18.04%
Failure Factors		“…here we only sell courses on solar panels, but we do not have one here, for example.” “Reusing rainwater… LED lamps, of course, involve an investment issue.”	5	13.88%

Source: Prepared by the authors (2025).

below, which presents the dimensions mentioned above.

The alignment between sustainable development and economic growth guarantees an interconnection of the Sustainable Development Goals (SDGs), Ref. [30]. The desire to achieve this balance without harming nature and promoting a fairer and more inclusive society is evident in the 52.78% collection frequency rate [31].

Table 2. Relationship between dimensions.

	Environmental	Economic	Social	Total
Economic dimension	12.00%	90.00%	24.24%	37.18%
Awareness	8.00%	0.00%	60.61%	28.21%
Sustainability	80.00%	10.00%	15.15%	34.62%
Total	100.00%	100.00%	100.00%	100.00%

Source: Prepared by the authors (2025).

presents the interviewees’ reports, organized by environmental, economic, and social dimensions. It expresses the connection between the economic dimension, awareness, and sustainability categories. It is noted that awareness-raising actions are understood as a social characteristic, resulting in 60.61% of reports. On the other hand, 90% of the responses consider that the economic dimension is decisive for sustainable development.

The generation and use of knowledge are essential tools for interactive processes [32]. In this regard, everyone can learn and act as agents supporting change in the face of present and future challenges [33]. The relationship between economic issues, knowledge, and sustainability in companies highlights the interdependence between organizational performance and socio-environmental responsibility.

Even though most reports still appear to lack a connection between the three dimensions, the data reveal promising learning movements and sustainable practices. It states that the sustainability of a business can be perceived as the fulfillment of the triple bottom line [34], that is, social, environmental, and financial results, or even people, planet, and profit. The incorporation of sustainable practices requires financial investment, ref. [24] since the economic dimension is concerned with the development of an economy that aims to generate a better quality of life for people, with standards that contain the least possible environmental impact, as well as the production and dissemination of knowledge that enables the reconfiguration of processes, products, and business strategies.

In this context, organizational knowledge serves as a strategic asset, transforming environmental challenges into opportunities for innovation and economic efficiency. Social sustainability, combined with the organizational knowledge of those involved, reinforces each other, since reciprocity is an underlying factor in social sustainability and can fill the gap between organizations and society [23].

Companies that integrate knowledge management and sustainability tend to develop more enduring competitive advantages, as they align economic growth with the preservation of natural resources and the creation of social value, thereby contributing to a more resilient and sustainable model of corporate development. The intellectual capital of those involved impacts the agility of logistics chains within companies, the creation of collaborative knowledge and organizational sustainability [34].

Based on the understanding that the 2030 Agenda is a global action plan that brings together 17 Sustainable Development Goals (SDGs), Figure 1 considers SDG 4—Quality Education (red) and SDG 12—Responsible Consumption and indicates how interviewees interpret and construct concepts, aiming for a dignified life for everyone and future generations [9].

Concepts developed: sustainability (environmental) “and, activities that involve recycling, right?” (young apprentice, 15 years old); awareness (social) “Talk to the students, because this is part of this new vision of a better world, a more conscious world” (instructor, 44 years old); and economic dimension “a PET bottle for the students for water, and I think that would be okay, right? And of course, it will also depend on investment” (instructor, 43 years old).

The SDGs present a set of aspirations and priorities that unfold into 169 targets with urgent challenges for all countries [29]. The study focused primarily on analyzing SDG 12—Responsible Consumption and Production—and SDG 4—Quality Education Ref. [35]. Respondents demonstrated that SDG 12 is more focused on the economic dimension and sustainability in the environmental sphere: “from the steel that we file and drill, also during the drilling process, we separate it, leaving it in mesh, we don’t mix steel with iron and other materials” (operational employee, 40 years old) and 4 presents more emphasis on the social dimension based on the awareness of those involved “social projects end up mobilizing people in the neighborhoods where our students are inserted also to start, right? To practice small sustainability actions” (instructor, 43 years old).

As part of the project implementation, students and instructors identified an environmentally harmful practice often used by informal recyclers: burning the plastic coating on copper wires to extract the metal. To address this, the Vocational Training Center introduced the use of a wire stripper in its Industrial and Building Electrician courses.

This initiative served not only as a technical solution but also as a pedagogical tool to foster responsible production and conscious consumption. By integrating this equipment into the curriculum, the institution provided students with a practical example of how everyday professional practices can contribute to or mitigate environmental degradation. This hands-on activity reinforced the link between sustainability education (SDG 4) and sustainable industrial behavior (SDG 12), illustrating how small-scale actions can reflect broader ESG principles.

Quality education and equal access to skills development and technical competencies eliminate wealth disparity [19]. The Professional Training Center partnered with a biofuel-producing company on a project to qualify raw material suppliers for biofuel production. This initiative is aligned with ESG principles and aims to contribute to the Sustainable Development Goals (SDGs), with a specific focus on SDG 4 (Quality Education) and SDG 12 (Responsible Consumption and Production).

The proposal helped to structure ESG guidelines and pillars, promoting organizational sustainable development in the environmental dimension (legal requirements, environmental management system, sound environmental practices, and educational awareness), social dimension (legal requirements, occupational health and safety system, social practices and initiatives), and governance dimension (organizational management, governance practices, and educational awareness). Recognizing success stories and failure factors created opportunities to integrate the SDGs and the goals of the 2030 Agenda for Sustainable Development into organizations.

In addition to this work, the City Hall, through the Department of Environment, adopted the initiative developed by students in the industrial learning courses in Mechanics and Electricity. The action aimed to promote and encourage the proper disposal of household waste, including cooking oil and batteries. When delivering domestic waste to the Vocational Training Center, the community received a tree seedling donated by the city hall, encouraging collection. The partnerships facilitated the implementation of measurable sustainability practices aligned with SDG 12. The study demonstrates that practical projects and partnerships enhance youth engagement and foster implementation of SDGs 4 and 12. By achieving this purpose, it was possible to generate knowledge and contribute to the social, economic, and environmental growth of communities, addressing future challenges.

SDG 4 lays the foundation for strengthening human capital and developing sustainability-oriented competencies. At the same time, SDG 12 (Responsible Consumption and Production) promotes a transition to more efficient, circular production models. The articulation between these pillars and goals underscores the need for integrated policies and practices that align economic development, social justice, and environmental conservation within a unified, sustainable transformation.

5. Discussion

The findings highlight how vocational education and industrial collaboration can significantly advance the goals of the 2030 Agenda. Effective implementation of sustainability initiatives requires both financial investment and continued human engagement. Considering that the industry, as one of the main drivers of economic activity and technological advancement, has the resources, scalability, and market research to implement sustainable practices and innovations on a significant scale [36].

The collected data indicate progress across environmental, social, and governance dimensions. The synergy between these two sectors, industry and educational institutions, has immense potential to translate sustainability aspirations into tangible results, particularly in relation to SDG 4 (Quality Education) [37]. While managers and professionals demonstrated a commitment to sustainability practices, the involvement of young participants was particularly notable. Their integration into company processes revealed the potential of education to foster awareness and incorporate SDG principles into daily operations.

Effective collaboration can align educational curricula with industry needs for a sustainability-focused workforce (SDG 4), promote joint research that drives green innovation, and build resilient infrastructure [38]. The predominance of environmental aspects in the responses suggests that social and governance dimensions remain underexplored. Future initiatives should promote greater integration among the three pillars, highlighting the role of the circular economy and conscious consumption.

Expanding the scope of SDGs analyzed in similar contexts may reveal new applications and challenges. Although political and multicultural factors were not addressed in this study, they are relevant for the adoption and scaling of sustainability practices. The collaboration between vocational education and industry demonstrates a replicable model for enhancing SDG implementation and advancing inclusive, long-term sustainable development. Ref. [39] present a comprehensive overview of the role of educational institutions in advancing sustainability, emphasizing governance structures and institutional strategies.

6. Conclusions

The environmental pillar was addressed in 80% of the responses, revealing organizations’ primary focus on environmental management and waste reduction. This data shows that the social and governance pillars are still rarely considered in sustainable actions. From this perspective, it is possible to explore the interconnections already present in the projects, demystifying this dissociated understanding and expanding actions that make them more visible to those involved. Furthermore, for future work, we propose increasing the number of SDGs researched and verifying their applicability in the educational and industrial spheres. Another factor is detailing the connection between the sustainable practices developed and the circular economy, which discusses conscious consumption in support of the 2030 Agenda goals.

Political and multicultural aspects were not covered; we suggest analyzing the adoption of the concept of sustainability in other contexts, the possibilities for its implementation, and the development of new partnerships that facilitate the execution of projects and programs. In fact, vocational education and the industrial sector are already contributing to achieving the SDGs, generating global improvements across different areas, and will undoubtedly continue to expand social awareness, thereby fostering the effectiveness of sustainable development in light of the 2030 Agenda.

Strengthening the synergy between education and industry emerges as a catalyst for systemic progress toward the SDGs, particularly by fostering an organizational culture grounded in sustainability and continuous learning.