Socially sustainable universities and human rights education: A necessary binomial to face the challenges of the 2030 agenda

2025-02-04

SOCIALLY SUSTAINABLE UNIVERSITIES AND HUMAN RIGHTS EDUCATION: A NECESSARY BINOMIAL TO FACE THE CHALLENGES OF THE 2030 AGENDA

Editors: Esther Prieto Jiménez (UPO); Guillermo Domínguez Fernández (Cátedra Iberoamericana de Educación en DDHH)

On the verge of the last five years established by the United Nations to achieve the Sustainable Development Goals set out in the 2030 Agenda, it seems clear that, as none of the 17 global goals to eradicate poverty, protect the planet and ensure prosperity for all people (UN, 2015) have been fully achieved since they were first formulated in 2015, it will be difficult to respond to all of them in this last 5 years.

Undoubtedly, during this decade, the 2030 Agenda has been established as a framework of reference, understanding sustainability both as an individual and global commitment in which different dimensions converge: environmental protection, sustainable and balanced economic development which leads to achieve a social well-being, with a shared awareness and commitment, including people in the most vulnerable situations in order to achieve justice and a greater equity and quality of life for everyone. Therefore, sustainability relates to social challenges, taking into consideration that they can only be addressed through systemic changes in social regimes (Loorbach et al, 2017).

Stefania Giannini, UNESCO Assistant Director-General for Education, highlights the importance of education as a fundamental tool to promote a worldwide sustainable development. She states that Education for Sustainable Development is crucial to help people understand the interconnection between global and local challenges; and to provide the necessary skills and knowledge to face these challenges effectively at all levels of education. Finally, she calls on all stakeholders, including governments, civil society and private sector to collaborate in building a more sustainable and fair future for everyone (UNESCO, 2020).

In this context in which all institutions need to assume their responsibility for Sustainable Development, several authors highlight the importance of universities as key agents of change due to their capacity to produce and promulgate knowledge, foster innovation and development and promote social transformation through education and research (Mendoza, 2016; Alba, 2017; Bohne et al, 2019).

As centres of knowledge and training for current and future generations, universities have the responsibility to inculcate civic values and practices, expanding, renewing and adapting their work. Thus, they must not remain at the margin of their commitment to society but rather assume a key role in the whole process of sustainable development.

Therefore, there is a strategic relevance of the University as a key agent of change, as it is responsible for training leaders and educators and due to its repercussions and high impact on society (Galdós et al., 2020) as a commitment to the formation of democratic and sustainable people (Novo, 2017).

In the post-pandemic era, it has become visible the challenge that universities face in terms of equity and educational inclusion, highlighting everything that still needs to be addressed in promoting, respecting and upholding Human Rights (Pedró, 2020; Jiménez y Romero, 2022; Azorín y Martínez, 2023). The challenge, therefore, is to analyse what role universities play, or should play, as institutions of higher education that contribute to sustainability, social cohesion and a culture of peace and respect for the human rights of every individual (Leal-Filho et al., 2020).

The responsibility of universities towards social sustainability and vulnerability must go even further. It needs to focus on development that favours the environmental component, equitable in economic terms and guarantees the rights of people (Escámez y Péris, 2021). To this end, it seems essential to identify the foundations upon which social sustainability needs to be built: equal rights, social justice, social and cultural diversity and shared responsibility (Sanz et al., 2018).

In this regard, the Regional Conference on Higher Education (CRES, 2018) entrusts universities with the establishment of a series of actions within the framework of the SDGs and the 2030 Agenda, including:

  • Expanding access to higher education for historically marginalised and vulnerable groups.
  • Ensuring the quality and relevance of higher education by promoting research and social innovation.
  • Internationalising higher education by fostering cooperation between universities in the region and the world.
  • Training competent teachers and professionals committed to society and environment.
  • Promoting inclusion and equity in higher education, eliminating social, cultural and economic barriers.
  • Strengthening the autonomy and democratic governance of universities, encouraging social participation in their management.
  • Contributing actively to sustainable development and resolving the major social, economic and environmental challenges in the region.

This monograph emerges in this scenario and considering the strategic moment to carry out a process of self-criticism and define new common global challenges, as well as to respond the following questions, among others:

  • What role do universities currently play in educating, advocating and fighting for Human Rights and Socially Sustainable Development?
  • What inspiring practices are being developed in universities to respond to the SDGs and the 2030 Agenda in education, research and transfer?
  • What are the new challenges that universities must face to become more socially sustainable entities and to attend people in situations of vulnerability in the framework of Human Rights?
  • What cooperation or internationalisation policies are being developed in higher education to favour the common commitment to face global challenges?
  • Are universities prepared to respond to the arising socio-educational challenges, having Human Rights and Sustainable Development as a reference?
  • How can Comparative Education and Supranational Education be the best ally to face this common and global social challenges?

References

Alba, D. (2017). Hacia una fundamentación de la sostenibilidad en la educación superior. Revista iberoamericana de educación, 73, 15-34.

Azorín, C.; Martínez, C. (2023). Educación inclusiva en tiempos de pandemia. Revista Complutense de Educación, 34(1), 57-69.

Bohne, A.C.; Bruckmann, M.; Martínez, A. (2019). El desarrollo sustentable en las instituciones de educación superior: un verdadero desafío. Revista Digital Universitaria, 20(5), 1-10.

Conferencia Regional de Educación Superior. (2018). Declaración Final de la III Conferencia Regional de Educación Superior en América Latina y el Caribe. https://www.iesalc.unesco.org/2019/02/20/declaracion-final-de-la-iii-conferencia-regional-de-educacion-superior-en-america-latina-y-el-caribe-cres-2018/

Escámez Sanzhez, J. & Péris Cancio, J.A. (2021). La universidad del siglo XXI y la sostenibilidad social. Valencia: Tirant.

Galdós, M.A.; Ramírez, M. y Villalobos, P. (2020). El Rol de las Universidades en la Era de los Objetivos de Desarrollo Sostenible. Instituto de Innovación Basado en Ciencia: Talca-Chile, 1, 1-4.

Jiménez J. y Romero G. D. L. Á. (2022). Evaluación de Riesgos Psicosociales en docentes de Educación Básica, Media y Superior en el contexto de la Pandemia SARS-Cov-2. Multidisciplinary Health Research, 7(1).

Leal-Filho, W.; Manolas, E. & Pace, P. (2020). The role of universities in promoting sustainability and environmental education. Journal of Cleaner Production, 250, 119-125. https://doi.org/10.1038/s41598-024-65820-9

Loorbach, D., Frantzeskaki, N., & Avelino, F. (2017). Sustainability transitions research: transforming science and practice for societal change. Annual review of environment and resources, 42, 599-626.

Mendoza, Y. (2016). Sistemas de evaluación de la sustentabilidad en las Instituciones de Educación Superior. CienciaUAT, 11(1), 65-78.

Novo, M. (2017). La educación ambiental. Bases éticas, conceptuales y metodológicas. Madrid: Universitas.

ONU-Organización de Naciones Unidas. (2015). Objetivos de Desarrollo del Milenio: Informe 2015. Nueva York: ONU.

Pedró, F. (2020). COVID-19 y educación superior en América Latina y el Caribe: efectos, impactos y recomendaciones políticas. Análisis Carolina, 36(1), 1-15.

Sanz, R., Peris, J.A. y Escámez,J. (2018). The capabilities approach and values of sustainability: Towards an inclusive Pedagogy. Journal of Innovation & Knowlege, 3(2), 76-81.

UNESCO. (2020). Educación para el Desarrollo Sostenible: Hoja de ruta. París: UNESCO.

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Deadline: July 15, 2025

Publication date: January 2026