Aung P.N.Hallinger P.Mahidol University2026-04-092026-04-092026-03-01Education Sciences Vol.16 No.3 (2026)https://repository.li.mahidol.ac.th/handle/123456789/116008Despite the growing prominence of the triple bottom line (TBL) framework in university sustainability discourse, empirical research examining how environmental, social, and economic outcomes are realized across diverse national contexts within higher education institutions remains limited. This qualitative study explored how 12 STARS-rated universities from both Anglo-American and Emerging regions have achieved TBL outcomes and the institutional and contextual factors that influence them. In-depth interviews with sustainability coordinators revealed that environmental outcomes, such as zero-waste goals and carbon neutrality, were well developed; social outcomes, such as student engagement, SDG-aligned curricula, and gender equity, showed emerging integration; and economic outcomes, such as sustainable procurement and green budgeting, remained less defined. The findings also showed that internal drivers, such as governance arrangements, capacity, culture, and external drivers, such as rankings, funding availability, and national policies, shaped the scope and success of initiatives. These findings highlight that TBL implementation in universities is an uneven, contextually mediated process and provide insights for higher education leaders seeking to strengthen institutional strategies for sustainability transformation.PsychologyComputer ScienceSocial SciencesHealth ProfessionsArticleSCOPUS10.3390/educsci160304002-s2.0-10503394899822277102