Universities, Sustainability and Society: A SDGs Perspective
559
In order to ensure that societally relevant pathways to sustainable development are
followed, also (but not only) in order to implement the SDGs, a set of key components
is needed in teaching, extension and in outreach initiatives as part of the so-called
“third mission”. Some of these components are:
(a) due emphasis to environmental boundaries and the carrying capacity of
ecosystems when planning and implementing activities and projects;
(b) due considerations to demographic elements and profiles;
(c) the correct design and implementation of technological innovation to support
each effort;
(d) the creation of opportunities for social and economic development;
(e) the fostering of the capacity of people and institutions to implement the SDGs,
i.e. the promotion of education for sustainable development in an integrated
way.
Finally, the pursuit of a sustainable societal development also needs to take into
account matters related to governance. Here, decision-makers, societal actors and the
scientific community should work together, in order to overcome the many challenges
associated with the implementation of the SDGs. Taking all these items into account,
it is clear that the many challenges associated with the nexus sustainability, university
and society can only be met, if tackled in an integrated way. In this context, all
members of the university community can play a key role, and should be encouraged
to become engaged, and to interact with other societal actors.
References
Alshuwaikhat HM, Abubakar I (2008) An integrated approach to achieving campus sustainability: assessment of the current campus environmental management practices. J Clean Prod
16(16):1777–1785. https://doi.org/10.1016/j.jclepro.2007.12.002
Beynaghi A, Trencher G, Moztarzadeh F, Mozafari M, Maknoon R, Leal Filho W (2016) Future
sustainability scenarios for universities: moving beyond the United Nations decade of education for sustainable development. J Clean Prod 112:3464–3478. https://doi.org/10.1016/j.jclepro.
2015.10.117
Chaichana C, Wongsapai W, Damrongsak D, Ishihara KN, Luangchosiri N (2017) Promoting
community renewable energy as a tool for sustainable development in rural areas of Thailand.
Energ Procedia 141:114–118. https://doi.org/10.1016/j.jclepro.2020.123655
Dagili¯ ut˙ e R, Liobikien˙ e G (2015) University contributions to environmental sustainability: challenges and opportunities from the Lithuanian case. J Clean Prod 108:891–899. https://doi.org/
10.1016/j.jclepro.2015.07.015
Dagili¯ ut˙ e R, Liobikien˙ e G, Minelgait˙ e A (2018) Sustainability at universities: Students’ perceptions
from Green and Non-Green universities. J Clean Prod 181:473–482. https://doi.org/10.1016/j.jcl
epro.2018.01.213
Fissi S, Romolini A, Gori E, Contri M (2020) The path toward a sustainable green university: the
case of the University of Florence. J Clean Prod 279:123655. https://doi.org/10.1016/j.jclepro.
2020.123655
Franco IB, Tracey J (2019) Community capacity-building for sustainable development. Int J Sustain
High Edu 20(4):691–725. https://doi.org/10.1108/IJSHE-02-2019-0052
559
In order to ensure that societally relevant pathways to sustainable development are
followed, also (but not only) in order to implement the SDGs, a set of key components
is needed in teaching, extension and in outreach initiatives as part of the so-called
“third mission”. Some of these components are:
(a) due emphasis to environmental boundaries and the carrying capacity of
ecosystems when planning and implementing activities and projects;
(b) due considerations to demographic elements and profiles;
(c) the correct design and implementation of technological innovation to support
each effort;
(d) the creation of opportunities for social and economic development;
(e) the fostering of the capacity of people and institutions to implement the SDGs,
i.e. the promotion of education for sustainable development in an integrated
way.
Finally, the pursuit of a sustainable societal development also needs to take into
account matters related to governance. Here, decision-makers, societal actors and the
scientific community should work together, in order to overcome the many challenges
associated with the implementation of the SDGs. Taking all these items into account,
it is clear that the many challenges associated with the nexus sustainability, university
and society can only be met, if tackled in an integrated way. In this context, all
members of the university community can play a key role, and should be encouraged
to become engaged, and to interact with other societal actors.
References
Alshuwaikhat HM, Abubakar I (2008) An integrated approach to achieving campus sustainability: assessment of the current campus environmental management practices. J Clean Prod
16(16):1777–1785. https://doi.org/10.1016/j.jclepro.2007.12.002
Beynaghi A, Trencher G, Moztarzadeh F, Mozafari M, Maknoon R, Leal Filho W (2016) Future
sustainability scenarios for universities: moving beyond the United Nations decade of education for sustainable development. J Clean Prod 112:3464–3478. https://doi.org/10.1016/j.jclepro.
2015.10.117
Chaichana C, Wongsapai W, Damrongsak D, Ishihara KN, Luangchosiri N (2017) Promoting
community renewable energy as a tool for sustainable development in rural areas of Thailand.
Energ Procedia 141:114–118. https://doi.org/10.1016/j.jclepro.2020.123655
Dagili¯ ut˙ e R, Liobikien˙ e G (2015) University contributions to environmental sustainability: challenges and opportunities from the Lithuanian case. J Clean Prod 108:891–899. https://doi.org/
10.1016/j.jclepro.2015.07.015
Dagili¯ ut˙ e R, Liobikien˙ e G, Minelgait˙ e A (2018) Sustainability at universities: Students’ perceptions
from Green and Non-Green universities. J Clean Prod 181:473–482. https://doi.org/10.1016/j.jcl
epro.2018.01.213
Fissi S, Romolini A, Gori E, Contri M (2020) The path toward a sustainable green university: the
case of the University of Florence. J Clean Prod 279:123655. https://doi.org/10.1016/j.jclepro.
2020.123655
Franco IB, Tracey J (2019) Community capacity-building for sustainable development. Int J Sustain
High Edu 20(4):691–725. https://doi.org/10.1108/IJSHE-02-2019-0052