Abstract

Social sustainability is a critical dimension of the wider topic of sustainability and is currently receiving greater attention globally. To create a better future by addressing a number of challenges, Sustainable Development Goals (SDGs) are being actively integrated into higher education programs to support the Saudi Vision 2030 plan. However, there is a perceived gap concerning definitions, awareness, and the potential benefits of sustainability’s social dimension concerning SDG4—Quality Education. Therefore, the study aims to determine whether this perception can be substantiated and to ascertain the relevant supportive actions necessary to ensure that social sustainability is positioned appropriately within the Built Environment of higher educational programs. Empirically based, the research takes a qualitative analytical methodology starting with a review of the literature to determine how social sustainability is defined, particularly within the context of educational programs in Riyadh, Saudi Arabia. Secondly, data was collected and analyzed from the Built Environment Program Chairs of the three leading universities offering the program, namely Prince Sultan University, Dar Al Uloom University, and Princess Noura University, who completed a questionnaire concerning their understanding of social sustainability, and how the integration of sustainability practices into Built Environment programs were carried out within the universities. The study concludes that social sustainability is a vital, yet misunderstood dimension of Built Environment programs, where contradictory results suggest that although there is awareness at a conceptual level, the ability to identify development initiatives is not consistently evident.