<p>Contemporary planetary crises, driven by environmental degradation and increasing social inequalities, underscore the urgency of sustainability as a civilizational imperative. In this context, Education for Sustainable Development (ESD) has emerged as a fundamental pillar for preparing individuals and societies to build a more resilient and equitable future. Through an exploratory literature review, this study analyzes the institutionalization of ESD in Brazilian higher education, examining its interactions with Environmental Education (EE) and the 2030 Agenda. The research explores the conceptual convergences, policy articulations, and implications of these approaches for advancing the SDGs within university settings. The findings indicate that, although sustainability has been incorporated into institutional policies and strategic planning, its implementation across Brazilian universities remains a gradual process that requires curricular reform, institutional commitment, and the adoption of sustainable management practices. The study concludes that the institutionalization of ESD is essential for preparing professionals and citizens capable of addressing complex socio-environmental challenges and contributing actively to the achievement of the 2030 Agenda.</p>