Exploring the Relationship Between Gender and Sustainable Development Competencies in Higher Education Institutions: Insights from a Zimbabwean University

Denying nearly half of the world's population, which constitutes approximately 49.72% of women, equal access to resources and opportunities means depriving them of the chance to contribute to the sustainable development of the global economy. To gain insights into the challenges faced by female academics in higher education institutions (HEIs) in developing sustainable competencies for a sustainable future, a case study was conducted using mixed methods, focusing on a university in Zimbabwe. The study involved all 43 academics who constituted the entire academic staff of the university. Face-to-face interviews and online questionnaires were employed to collect data from the respondents, taking into consideration the limitations imposed by the COVID-19 pandemic, which made some respondents prefer online interactions. The study revealed a lack of gender mainstreaming in the university's programmes and projects, resulting in unequal participation and limited access to opportunities and resources. Most female academics in the institution lacked critical competencies in research and innovation, interdisciplinary thinking, and granting writing. This disparity was attributed to male academics holding positions of authority and decision-making while controlling a significant portion of resources. Consequently, the study concluded that the institution's prevailing culture, systems, and processes hindered the development of sustainable competencies among female academics, thereby denying them opportunities to fully contribute to building a better future for all. To address these challenges, the study recommended the full implementation of affirmative policies, gender mainstreaming practices, and institutional practices and processes that would enable equal participation in all spheres of life, calling for a profound shift in policy implementation and a change in the mindset of leadership and individuals within HEIs. The study illuminates the ways in which gender influences the acquisition, growth, and utilisation of sustainability knowledge and skills among academic staff in HEIs.