Integrating sustainable development principles into higher education is impossible without the active participation of faculty. However, despite their declared support for education for sustainable development (ESD), many faculty members face a lack of knowledge, methodological resources, motivation, and institutional support to integrate environmental and social agendas into their disciplines. This article analyzes the concept of "teacher environmental literacy" as a combination of knowledge, values, pedagogical competencies, and readiness to transform the educational process in the spirit of sustainable development. A review of Russian and international studies identifies key barriers (curriculum fragmentation, lack of training, fear of crossing disciplinary boundaries) and conditions that facilitate the development of environmental literacy: professional development programs, interdisciplinary seminars, methodological support, and recognition of ESD initiatives in faculty performance evaluation systems. It is emphasized that without targeted work with faculty, the integration of sustainable development in universities risks remaining a formality.
environmental literacy, faculty, sustainable development, education for sustainable development (ESD)
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