Accessibility Tools
Universities have a unique capacity and responsibility to lead on sustainability by empowering students, fostering interdisciplinary collaboration and strengthening links between science and policy, writes Stella Tsani.
In discussions about sustainability in higher education, the focus often falls on technological innovation, green campuses and research breakthroughs. These are essential elements of the transition to a sustainable future. But sustainability is not only a technological challenge; it is fundamentally a social transformation.
The transition toward climate neutrality, resilient economies and sustainable resource management increasingly reshapes labour markets, governance systems and social expectations. Therefore, sustainability is both a scientific challenge and a redraft of the social contract.
For universities, sustainability goes beyond any specialised policy or field of technology. It is a broader institutional responsibility that connects education, research and public engagement. This perspective has led to initiatives that place the social dimension of sustainability at the centre of the mission of the National and Kapodistrian University of Athens (NKUA).
One of the most overlooked aspects of sustainability transitions is generational inclusion. The policies and investments shaping today’s energy systems will affect the opportunities and livelihoods of multiple generations, from those currently entering the labour market to those who will inherit the consequences of climate decisions made today. Yet young people often remain underrepresented in policy discussions about energy, climate and natural resources. To address this gap, the Department of Economics at NKUA has launched the Generation Youth Energy (GY-Energy), a collaborative network designed to connect students with the evolving landscape of energy and sustainability policy.
Originally developed within an undergraduate course on Energy and Resource Economics, GY-Energy has grown into a platform that brings together students, academics, policy makers, business leaders and civil society actors. Its core message is simple but critical: the energy transition cannot succeed without youth engagement, relevant education and meaningful professional opportunities. As such, the network promotes fact-based learning and encourages students to engage directly with debates on climate action, energy security and resource governance. Through workshops, collaborative projects and discussions with stakeholders, students gain insight into real-world policy challenges and the complexity of sustainability transitions.
Equally important, GY-Energy helps students understand the labour market implications of the energy transition. Many sectors, from construction and infrastructure to maintenance services, logistics and resource extraction, are undergoing rapid transformation. Preparing students to navigate these changes requires universities to connect education with emerging economic realities. By encouraging interdisciplinary dialogue and student-led science communication, the network aims to foster a generation of professionals who not only understand sustainability but can actively contribute to shaping it.
The sustainability transition is unfolding in a world increasingly characterised by systemic shocks. Climate change intensifies natural hazards; global crises disrupt economic systems and environmental pressures interact with social vulnerabilities. These interconnected risks highlight the need for new forms of interdisciplinary research and policy thinking.
Recognising this challenge, NKUA has established the Resilience Economics and Sustainable Transitions Centre, which has been designated an International Centre of Excellence within the global Integrated Research on Disaster Risk Programme network. The programme is co-sponsored by the International Science Council and the United Nations Office for Disaster Risk Reduction and connects leading research institutions worldwide working on disaster risk and resilience.
The centre focuses on the economic and governance dimensions of disaster risk reduction and sustainability transitions, an area that remains underexplored in global research and policy discussions. Its mission is to advance research on how economic systems respond to disasters and systemic shocks, while also exploring how policy frameworks can support resilient recovery and long-term sustainability.
By bringing together economists, environmental scientists, engineers and policy experts, the centre aims to create a platform for integrated research and science-policy engagement. It also positions NKUA as a regional hub for risk-informed economic analysis in the Mediterranean, a region particularly exposed to climate-related risks. Through collaborations with international organisations, academic institutions and policy actors, the centre contributes to global efforts to link disaster risk reduction with sustainable development and climate policy.
Universities occupy a unique position in sustainability transitions. They are spaces where knowledge is produced, but also where different parts of society can meet.
This convening role is increasingly important. Sustainability challenges do not fit neatly within disciplinary boundaries or institutional silos. They require dialogue across sectors, from governments and businesses to civil society and younger generations. Initiatives such as the GY-Energy Network and the Resilience Economics and Sustainable Transitions Centre at NKUA illustrate how universities can act as connectors between knowledge and action and as platforms of well-informed multi-party dialogue. They create opportunities for students to interact with policy makers, for researchers to contribute to real-world decision-making, and for stakeholders to engage with scientific expertise. Such platforms help transform universities from passive knowledge providers into active participants in societal change.
Technological innovation will undoubtedly remain central to sustainability efforts. But focusing solely on technology risks overlooking the deeper transformations required in governance, economic systems and social participation. Universities must therefore expand their understanding of sustainability leadership.
The challenge is not only to produce new technologies, but also to cultivate the social capacities that enable societies to adopt them responsibly and equitably. Education plays a critical role in this process: preparing future professionals for sustainability transitions means equipping them with interdisciplinary perspectives, policy literacy and the ability to navigate uncertainty.
The social dimension of sustainability ultimately depends on collaboration. No single discipline, institution or sector can address the complexity of sustainability transitions alone. Universities have a responsibility, and an opportunity, to lead this transformation. By empowering students, fostering interdisciplinary collaboration and strengthening links between science and policy, higher education institutions can ensure that sustainability transitions are not only technologically feasible but also socially inclusive. In this sense, the role of universities goes far beyond innovation. It is about preparing societies to navigate complex change and ensuring that the next generations have both the voice and the tools to shape the future.
Note: This article is based on Stella Tsani’s contribution an EUA webinar on ‘Technological innovation – Universities’ role and dilemmas in sustainability’, as part of the Association’s ‘Spotlight on Sustainability’ campaign.
