Please use this identifier to cite or link to this item: http://hdl.handle.net/1942/45989
Title: Promoting sustainable development via stakeholder engagement in higher education
Authors: Filho, Walter Leal
Sigahi, Tiago F. A. C.
Anholon, Rosley
Rebelatto, Bianca Gasparetto
Schmidt-Ross, Inga
Hensel-Boerner, Susanne
FRANCO, Dirk 
Treacy, Thomas
Brandli, Luciana Londero
Issue Date: 2025
Publisher: SPRINGER
Source: Environmental Sciences Europe, 37 (1) (Art N° 64)
Abstract: BackgroundHigher education institutions (HEI) are uniquely positioned to contribute to sustainable development through education, research, community engagement, and policy influence. In this context, stakeholder engagement is recognised as an important strategy, since involving diverse groups in decision-making processes, HEIs can harness a wealth of perspectives, expertise, and resources, fostering more inclusive, innovative, and effective approaches to sustainability. There is a perceived need for studies that explore the contribution of various stakeholders in higher education, and suggest ways to optimise their participation in processes. Against this background, this paper seeks to bridge the gap between theoretical frameworks of stakeholder engagement and practical applications within the context of sustainable development in higher education.ResultsBy examining 29 real-world case studies and best practices, this paper provides actionable insights and guidance for HEIs to enhance their sustainability efforts. Findings from the analysis of cases in Europe, Africa, Asia, and North and South America were consolidated into ten guidelines for HEIs seeking to promote sustainable development through stakeholder engagement. The analysis of trends identified three clusters: (i) HEI's role in sustainable development through stakeholder engagement and Sustainable Development Goals (SDGs); (ii) human-centred sustainability via transformative learning and community empowerment; and (iii) education and interdisciplinary approaches to sustainability.ConclusionsThe nature of the work performed, and the scope of the activities of HEIs put them in a key position to drive sustainable development by engaging diverse stakeholders across academic and societal contexts, including students, faculty, administration, industry partners, and the broader community. Inclusive participation and interdisciplinary educational programmes that integrate sustainability across curricula are key to effective stakeholder engagement. In addition, institutional commitment, including strong leadership and strategic policies, is essential for advancing sustainability initiatives, while partnerships with local communities and industries amplify the practical impact of sustainability efforts while addressing real-world challenges.
Notes: Sigahi, TFAC (corresponding author), Univ Sao Paulo, Polytech Sch, Dept Prod Engn, Ave Prof Luciano Gualberto,1380 Butanta, BR-05508010 Sao Paulo, SP, Brazil.; Sigahi, TFAC (corresponding author), Univ Fed Sao Carlos, Dept Prod Engn, Sorocaba, SP, Brazil.
walter.leal2@haw-hamburg.de; tiagosigahi@usp.br; rosley@unicamp.br;
biancagrebelatto@gmail.com; inga.schmidtross@hsba.de;
susanne.henselboerner@hsba.de; dirk.franco@pxl.be;
thomas.treacy@tudublin.ie; brandli@upf.br
Keywords: Sustainable development;Sustainable development;Stakeholder engagement;Stakeholder engagement;Stakeholder management;Stakeholder management;Higher education;Higher education;Universities;Universities
Document URI: http://hdl.handle.net/1942/45989
ISSN: 2190-4707
e-ISSN: 2190-4715
DOI: 10.1186/s12302-025-01101-0
ISI #: 001476787800002
Rights: The Author(s) 2025. Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modifed the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/.
Category: A1
Type: Journal Contribution
Appears in Collections:Research publications

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