Higher education institutions (HEIs) act as key “change agents” and “catalysts” in promoting sustainability by shaping societal mindsets and implementing education for sustainable development (ESD). They contribute through teaching, research, outreach, and campus initiatives such as energy efficiency, biodiversity promotion, and greenhouse gas reduction. Effective implementation of sustainability education requires capacity building of teachers so they can integrate sustainability principles into their pedagogy and prepare students to face future challenges. This study aims to understand educators’ perspectives on sustainability adoption in HEIs, focusing on their teaching practices, institutional support, and implementation challenges. Data were collected through an online questionnaire completed by 124 respondents. Findings indicate that teachers recognize the importance of sustainability and incorporate related themes into their teaching through case studies, projects, and motivational approaches that foster students’ capabilities for a sustainable and inclusive economy. While concepts like corporate social responsibility (CSR) and environmental, social, and governance (ESG) are well integrated, sustainable development goals (SDGs) and the principles for responsible management education (PRME) are less frequently applied. Overall, the institutional support perceived by faculty for sustainability initiatives remains moderate.