Integrating Sustainable Development Goals Into Quality Management Practices: Basis For Proposed Framework and Strategic Plan

Abstract

Sustainable Development Goals (SDGs) have become a central agenda in higher education as institutions respond to global demands for sustainability, accountability, and inclusive development. However, integration efforts often remain fragmented and insufficiently embedded within formal quality management systems, particularly in accreditation-driven contexts such as the Philippines. In this regard this study investigated the integration of SDGs into the Quality Management System (QMS) practices of the Medical Colleges of Northern Philippines and the International School of Asia and the Pacific during Academic Year 2025–2026 as a basis for a proposed framework and strategic plan. Anchored on PACUCOA accreditation domains and Juran’s Quality Trilogy, the study employed an embedded mixed-method design, with quantitative data from 146 respondents (teaching personnel, non-teaching personnel, middle managers, and higher administrators) selected through stratified random sampling and qualitative insights validated through the Delphi method. Results revealed that SDG integration is generally high and largely institutionalized across most domains, particularly in student services, research, laboratory, and governance, but comparatively lower in physical plant and facilities. Qualitative findings indicate that while sustainability practices are value-driven and evident, they lack formal structure, systematic documentation, and coherence. Statistical analysis confirmed that quality planning, control, assurance, and improvement significantly influence SDG integration, with quality assurance emerging as the most critical factor. Challenges were rated moderate, particularly in faculty capacity, technology integration, monitoring systems, and institutional alignment. No significant differences were found among respondent groups, indicating shared institutional perceptions, while significant relationships between SDG integration and quality dimensions highlight the importance of structured systems. Based on these findings, the IMPACT–SDG Framework was developed and validated with very high expert consensus, alongside a five-year strategic plan to operationalize SDG integration. The study concludes that while sustainability integration is evident, it remains partially institutionalized, requiring a more coherent, system-driven approach within higher education quality management practices.