Perceptions of Sustainability Integration in Higher Education: Evidence from a Faculty–Student Comparative Mixed-Methods Analysis

Integrating sustainability into higher education is a strategic priority of the 2030 Agenda, although its effective implementation remains uneven and understudied from internal institution comparative perspectives. This study analyzes the perceptions of faculty and students regarding the integration of sustainability at a higher education institution in Ecuador, using a convergent–complementary mixed-methods design that triangulates descriptive quantitative analysis and qualitative thematic content analysis. The quantitative component included 597 students and 88 faculty members, who responded to structured questionnaires of 15 items organized into five dimensions: curriculum and teaching, participation and engagement, resources and institutional support, impact and expectations, and vision for the future. The qualitative component was based on semi-structured interviews analyzed using thematic coding. The results show a generally favorable perception in both groups (Student Perception Index = 2.35; Faculty Perception Index = 2.23), with greater consensus in the impact and expectations dimension and significant gaps in resources and institutional support. Qualitative analysis revealed distinct relational models: faculty members articulate sustainability through professional responsibility and curriculum management, while students construct it from fragmented experiences and extra-university references. Triangulation of both components reveals a duality between solid normative legitimation and incipient structural institutionalization. These findings contribute to the debate on sustainable transition processes in Latin American universities and provide comparative empirical evidence for the design of institutional policies in emerging contexts.