There is an increasing interest and effort in reorienting university curricula to address sustainability and preparing teachers to get involved in embedding sustainability and the UN’s Sustainable Development Goals (SDGs) in teaching and curricula enabled by Information and Communication Technologies (ICTs). Evidence shows that this interest and effort is often prevented by various barriers at three levels: teacher- level barriers, school-level barriers, and system-level barriers. In this study, the attempt was geared towards identifying the constituencies of these three levels of barriers and examining the extent to which they predict teachers’ motivation to embed sustainability and SDGs in various school subject areas, including arts-based education. A survey of 1253 teachers in Malaysia revealed that the teacher- and system-level barriers explain 83% of the motivation variance. By identifying, addressing, and investigating these barriers, higher education institutions—and especially teacher education—could be better informed in reorienting university curricula to embed ICT-enabled Education for Sustainability (ICTeEfS). These results were also used in planning and implementing in-service teacher training interventions in the context of a European Commission Erasmus+-funded project.

HRMARS is well established journal publisher based in Pakistan. It is publishing prominent journals in social sciences since 2011.

This article analyzes the concept of inclusivity in online Distance Learning (ODL) at Open University Malaysia (OUM) by emphasizing its strategic role in ensuring quality education access for students from diverse backgrounds. With the philosophy of "University for All," OUM strives to provide lifelong learning opportunities but still faces significant challenges such as technological constraints, digital skills gaps, and a lack of academic and emotional support. The objectives of this study are to identify key challenges and propose practical strategies to enhance online ODL inclusivity at OUM. The article highlights major challenges, including limited internet access in rural areas, a lack of digital devices among low-income students, and digital skills gaps that affect learning effectiveness. Practical recommendations to address these issues include the development of digital learning hubs, device distribution through subsidies, provision of digital skills training modules, and the implementation of digital mentorship programs. Additionally, better academic and emotional support, such as live emotional counseling services and automated feedback systems, are also proposed. The long-term implications of these inclusivity strategies encompass improved social mobility, human capital development, reduced digital divides, and contributions to the transformation of a knowledge-based economy. In conclusion, an inclusive approach to online ODL at OUM not only enhances students' learning experiences but also contributes to the development of a more progressive and balanced society. Continuous commitment from OUM stakeholders has the potential to establish a global model for quality and inclusive online distance learning while realizing Malaysia's national development agenda.