Abstract
Academic institutions are increasingly recognizing the potential value in incorporating sustainable development goals and other environmental aims into their vision and mission. This paper examines the various initiatives and challenges of DGS-accredited universities in the Philippines that will eventually lead towards sustainability. Data on the initiatives and best practices of two universities after DGS accreditation were gathered. Indeed, these schools have been inspired by the Dark Green Status that required adjustments to the instruction, research, and operational activities These schools implemented environmentally responsible school operations, decreased residual waste generation, enhanced and integrated EE in various subjects, and other practices such as conserving energy, pollution control, biodiversity management, reducing carbon footprint, and the like. The DGS status can provide a great challenge to various schools towards sustainable institutional practices and foster meaningful change. This can also provide an opportunity whereby academic institutions become national and eventually global leaders in sustainability. Environmental education can benefit the academic community in protecting the environment and creating a better and cleaner world to live in.