<![CDATA[This mixed-methods study investigates sustainability education and awareness in colleges of education in South Western Nigeria, focusing on their impact on cultural and social sustainability to achieve Sustainable Development Goal 4 (SDG 4) for quality education. Data were collected from 120 academic staff through surveys (95% response rate, N = 114) and 12 staff via focus group discussions (FGDs) across six institutions. Regression analyses indicated that sustainability education practices, particularly staff training (beta = 0.412, p < 0.001), predict 48.7% of cultural sustainability outcomes (R-squared = 0.487, p < 0.001) and 52.1% of social sustainability outcomes (R-squared = 0.521, p < 0.001). ANOVA showed no significant differences between federal and state colleges (p > 0.05), highlighting systemic barriers. FGDs identified inadequate training, cultural resistance (e.g., viewing sustainability as a Western concept), and resource constraints as key challenges. The study proposes a localized sustainability education framework emphasizing mandatory staff training, streamlined governance, and formal community partnerships via Memoranda of Understanding to enhance teacher education. These policy-relevant strategies align with Nigeria's National Policy on Education (2013) and SDG 4, offering actionable solutions for governance reform and community-driven cultural preservation in resource-constrained settings.]]>
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