The study examined the effect of workforce diversity on educational sustainability among the Faculty of Management Sciences academic staff in Nnamdi Azikiwe University, Awka. The population of the study was 297 lecturers, with a sample size of 170, arrived at by applying Taro Yamane’s formula. The data was analyzed using multiple regression analysis and hypotheses tested at a 5% level of significance using the Statistical Package for Social Sciences [SPSS]. Findings reveal a significant positive effect of age diversity on educational sustainability among the academic staff of Management Sciences at Nnamdi Azikiwe University, Awka. The result of age diversity (β = 0.751, F = 439.191, and p-value < 0.05), Age diversity accounted for 56.5%, highlighting the value of intergenerational knowledge sharing and inclusivity. There is a significant positive effect of Gender diversity on educational sustainability among the academic staff of the Faculty of Management Sciences at Nnamdi Azikiwe University, Awka. The result of Gender diversity (β = 0.750, F = 541.191, and p-value < 0.05), explaining 66% of the variation, confirms that gender balance promotes fairness, participation, and institutional growth. The management of the institution needs to embrace employee diversity management strategies as this can contribute to the performance of the institution through enhanced decision-making and problem-solving by providing a range of perspectives, a broad spectrum of expertise and a more robust process for critical evaluation. Universities should integrate a diversity strategy into their long-term educational sustainability plans. Diverse staff should be engaged in designing and executing sustainability initiatives, including research, community engagement and infrastructural development.