UNIVERSITY AS AN EDUCATION ECOSYSTEM FOR SUSTAINABLE DEVELOPMENT: A STRUCTURAL-FUNCTIONAL APPROACH
DOI:
https://doi.org/10.35433/pedagogy.3(122).2025.2Keywords:
university, ecosystem of education for sustainable development, sustainable development, educational activity, scientific activity, social partnership, international cooperation, university governanceAbstract
Despite numerous studies in the field of education for sustainable development, the mechanisms of university functioning as an integrated ecosystem of education for sustainable development (EESD), as well as the interconnections between its levels and areas of activity, remain insufficiently explored. These mechanisms are crucial for effectively integrating educational, scientific, and social activities and for preparing professionals capable of responsible and creative action.
The aim of the article is to investigate the specific features of university functioning as an EESD, to identify its structural-functional levels (micro-, meso-, and macro- levels) and the key activity areas that contribute to sustainable societal development. The study employs systemic, comparative, and analytical methods, along with a review of scientific literature, university practices, and international sustainability rankings.
The research demonstrates that a university as an EESD operates across three levels: the micro level fosters the development of students’ competencies and value orientations, critical thinking, and practical engagement in scientific, innovative, and community initiatives; the meso level integrates the university into the regional educational and innovation ecosystem through collaboration with local communities, businesses, and authorities; the macro level promotes global integration through international networks, academic mobility, and the implementation of the UN Sustainable Development Goals. The main areas of university activity (educational, scientific, value-oriented, community and partnership, international, managerial, and digital) complement each other, forming a holistic model of an innovative and socially responsible institution.
It is concluded that the comprehensive implementation of EESD functions ensures the preparation of a new generation of professionals capable of systems thinking, responsible decision-making, and active participation in societal transformation. Further research prospects include the development of practical models for integrating the UN Sustainable Development Goals into university activities and an examination of the personal dimension of EESD in shaping students’ sustainable development competencies.
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