Designing a Higher Education Development Model for Achieving Sustainable Development: A Case Study of Technical and Vocational Universities in West Azerbaijan Province

Abstract

Purpose: This study aimed to design a comprehensive higher education development model for achieving sustainable development in technical and vocational universities in West Azerbaijan Province.

Methods and Materials: This applied qualitative study was conducted in two complementary phases. In the first phase, a meta-synthesis approach based on the seven-step model of Sandelowski and Barroso was used to identify and integrate conceptual components extracted from previous studies. Relevant Persian and English studies published between 2005 and 2025 were systematically searched in valid scientific databases, and after screening and methodological quality assessment using the Critical Appraisal Skills Programme checklist, 46 studies were selected for final analysis. In the second phase, semi-structured interviews were conducted with 23 higher education experts selected through purposive and snowball sampling until theoretical saturation was achieved. The interview data were analyzed using thematic analysis. The credibility and dependability of the findings were examined through expert review, participant validation, independent coding, and coder agreement.

Findings: The inferential synthesis of the meta-synthesis and thematic analysis indicated that sustainable higher education development is a multidimensional construct requiring the integration of managerial, educational, environmental, research-based, entrepreneurial, and social mechanisms. The final model included five overarching dimensions: strategic sustainability management, environmental management, education and learning for sustainability, sustainable innovation and entrepreneurship, and social responsibility. These dimensions were organized into 28 organizing themes and 125 basic themes. The results indicated that the realization of sustainable development in technical and vocational universities depends on coordinated governance, green resource management, curriculum integration of sustainability, applied green research, university–industry collaboration, responsible consumption, student empowerment, environmental ethics, and continuous evaluation of sustainability programs.

Conclusion: The proposed model provides an evidence-based and context-sensitive framework for guiding policy-making, strategic planning, institutional governance, and operational improvement in technical and vocational universities. By integrating sustainability into management, education, research, infrastructure, entrepreneurship, and social responsibility, the model can support universities in becoming active drivers of sustainable regional development.