GREENING ASSESSMENT METHODS FOR SUSTAINABILITY IN INSTITUTIONS OF HIGHER LEARNING: PRACTICES, CHALLENGES, AND THE WAY FORWARD IN THE HIGHER INSTITUTIONS IN GWERU, ZIMBABWE

Abstract

The global sustainability agenda has heightened expectations for Institutions of Higher Learning (IHLs) to integrate environmentally responsible practices across teaching, learning, and assessment. While considerable attention has been paid to greening curricula and campus operations, assessment practices remain largely under explored despite their significant environmental footprint. This study examined the extent to which assessment methods were being “greened” in selected higher education institutions in Gweru, Zimbabwe, focusing on existing practices, institutional challenges, and opportunities for sustainable transformation. Guided by Sustainable Assessment Theory and Institutional Theory, the study adopted a mixed-methods approach to gather data from academic staff on assessment practices, perceptions, and institutional support structures. Findings revealed a persistent reliance on paper-based assessments, driven by technological constraints, inadequate training, policy–practice gaps, and entrenched institutional cultures, despite high awareness of sustainability goals and strong support for digital assessment methods. The study identified a critical disconnect between normative commitments to sustainability and the institutional capacity to operationalise green assessment practices. It concluded that effective greening of assessment required coordinated policy reform, targeted capacity building, and strategic investment in technological infrastructure. The study contributes empirical evidence from an urban Zimbabwean context and offers practical recommendations to align assessment practices with sustainable development goals in higher education