Redefining Sustainability in Higher Education: The Role of Teachers as Leaders in Fostering Minimalist Lifestyle Practices through Education 4.0 & Education Technology

Purpose: This paper explores the critical and evolving role of higher education teachers as leaders in promoting sustainability. It specifically investigates how educators can leverage the principles and tools of Education 4.0 to foster minimalist lifestyle practices among students, thereby redefining the approach to sustainability education.

Methodology: This conceptual paper is based on a narrative literature review. It synthesizes findings from key academic databases, examining the intersection of sustainability in higher education, the paradigm shift of Education 4.0, teacher leadership, and the emerging concept of minimalism as a sustainable consumption behavior.

Findings: The paper identifies a "paradox" within Education 4.0, where technological advancement can sometimes overshadow sustainability goals. It argues that teachers, acting as leaders, are crucial in navigating this paradox. By integrating Education 4.0 tools (like project-oriented learning and digital platforms) with pedagogical strategies that promote mindful consumption, teachers can effectively introduce and encourage minimalist lifestyle practices. This approach positions teachers not just as disseminators of information, but as transformational leaders guiding students toward sustainable futures.

Originality/Value: This paper contributes to the discourse on sustainability in higher education by uniquely combining the concepts of teacher leadership, minimalist lifestyles, and Education 4.0. It offers a framework for understanding how these elements can be synergized to create a more impactful and relevant sustainability curriculum for the 21st-century learner.