Purpose This study aims to investigate the role of professors as gatekeepers for sustainable development competencies (SDC) in disciplinary study programs. It aims to understand which factors are crucial for professors to integrate SDC into their teaching, their basic understanding of SDC, the actual degree of SDC integration and how suitable they perceive student-centered teaching strategies for teaching SDC. Design/methodology/approach The results are based on the qualitative content analysis of interviews with 16 professors after they participated in a didactic training program focused on combining student-centered teaching strategies with SDC. Findings Psychological factors, like the attribution of responsibility, value orientations and cost-benefit considerations, are not the only reasons for integrating SDC into a course, as disciplinary requirements play their role. When teaching SDC, professors focus on systems-thinking, strategic and normative competencies. They consider student-centered teaching strategies especially suitable to teach systems-thinking and interpersonal competencies. Social implications Promoting changes toward teaching SDC may best be done by supporting professors’ intrinsic motivations: by fulfilling the need for growth in teaching skills, activating values and creating an environment in which everybody feels responsible for teaching SDC. Originality/value Teaching SDC with student-centered teaching strategies is relevant even in study programs that show little relation to sustainability issues. professors are experts in their field, but not necessarily in the field of sustainability. Understanding how such professors might include sustainable development competency development in their syllabi can widen the influence of SDC on higher education.

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Renewable energy technology (RET) can help small and medium enterprises (SMEs) in developing economies to both meet the need for a stable energy supply and contribute to the fight against climate change. In Senegal, SMEs have the opportunity through RET to become electricity prosumers. Whether it works as such in Senegalese SMEs is one of the questions we were able to address through qualitative interviews with 23 SMEs and 13 experts. Using qualitative content analysis, we examined what factors promote the adoption of RET by these SMEs. We also examined how well the established Unified Theory of Acceptance and Use of Technology model (UTAUT2) can serve as a guiding framework for this type of investigation. We find that effort expectancy is generally underestimated. Performance expectancy, when high, may influence the adoption process positively, while social influence does not seem to play a role. Both SMEs and experts point to customer service and government support for SMEs adopting RET as important facilitating conditions. The cost of RET is another factor influencing the adoption of these technologies. However, we regard the UTAUT2 as only partially helpful for the Senegalese context, due to the informal sector economy in Senegal. This leads us to add the factors knowledge, communication channels and entrepreneurial orientation. Moreover, we question the unequivocally positive notion of prosumerism for African contexts, as the idea draws its motivating power from a Western mindset.