Exploring E-Learning for Sustainable Development: Integrating SDGs in Management Education at Philippine Higher Education Institutions

Abstract

Higher education institutions (HEIs) are central to advancing the United Nations Sustainable Development Goals (SDGs), yet their role in embedding sustainability through e-learning remains underexplored in the Philippine context. This study addresses that gap by investigating how digital platforms are being utilized in management education and the extent to which SDGs are integrated into online curricula. The objective is to assess current practices, identify strengths and weaknesses, and propose pathways to strengthen the contribution of e-learning to sustainable development. A qualitative research design was employed, drawing on 154 institutional documents and reports from HEIs offering business and management programs. Sources included mission-vision statements, program educational objectives, student outcomes, and curricular materials. Thematic and content analysis was conducted using a coding schema adapted from Brugmann et al. (2019) and Otto & Becker (2019), focusing on (1) forms of e-learning (Formalis) and (2) SDG coverage in digital curricula (Materialis). Keywords linked to the 17 SDGs were systematically applied to identify representation and patterns within institutional content.  Findings reveal that digitalization is widely adopted, but often framed as a pragmatic tool for instructional continuity rather than as a strategic platform for sustainability education. MOOCs and advanced e-learning models remain limited, typically reflecting individual rather than institutional initiatives. SDG coverage is uneven: SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth) are strongly represented, alongside SDG 9 (Industry, Innovation, and Infrastructure) and SDG 11 (Sustainable Cities and Communities). In contrast, SDG 2 (Zero Hunger), SDG 13 (Climate Action), and SDG 14 (Life Below Water) are minimally addressed, despite their relevance to Philippine vulnerabilities. These gaps highlight a tendency toward institutional isomorphism, where HEIs prioritize goals aligned with global competitiveness while neglecting those tied to local development needs. The analysis further shows fragmented application of the whole-institution approach, underscoring the need for systemic integration of sustainability into governance, pedagogy, and research.  The study concludes that while Philippine HEIs have made progress in adopting digital platforms, sustainability integration remains selective and incomplete. Strengthening curriculum audits, cross-institutional collaborations, and faculty development is essential to close gaps, while government agencies such as CHED and DOLE must provide fiscal support and quality assurance frameworks. Implications extend beyond academia, pointing to the need for coordinated policy, institutional innovation, and inclusive digital strategies to ensure that e-learning becomes a catalyst for achieving the SDGs by 2030.