Editor’s note: This article has been developed from the insightful research published in Nature.com by Bifeng Zhu, Tao Wang, Gebing Liu, and Congyue Zhou. Their work delves into the intricate relationships between sustainable development and university performance, providing a comprehensive analysis of how top universities are contributing to the United Nations' Sustainable Development Goals (SDGs). By synthesising their findings, this article aims to highlight the significant progress made by universities across five continents, while also addressing the disparities and challenges that remain in the pursuit of sustainability in higher education.
Universities play a critical role in advancing the United Nations' Sustainable Development Goals (SDGs), yet there is a noticeable gap in research regarding the internal dynamics of how these global objectives are pursued within academic institutions. A recent study aims to bridge this gap by delving into the intricate relationships between environmental, economic, and social dimensions of sustainability in the top 100 universities, as ranked by the Times Higher Education Impact Rankings. This research provides valuable insights into the dynamic goals driving the sustainable development of universities across five continents and offers a framework for understanding how these institutions can effectively integrate SDGs into their operations.
The study employs several analytical models, including the coupling model, the Sustainable Development Triangle, and Grey Relational Analysis, to examine the interconnections between different aspects of university sustainability. Through this analysis, it becomes evident that while universities worldwide are progressively advancing sustainability, there is a stark disparity in development levels across continents. The findings categorise universities into three distinct tiers of progress, highlighting significant differences in sustainability quality across regions. This study contributes to an in-depth understanding of the overall situation and main characteristics of sustainable development among global top universities, particularly regarding the interpretation of the coupling relationship between university actions and the SDGs. Such insights are crucial for enhancing the sustainable development of universities in all regions, especially in the post-pandemic era.
Key findings: Regional variations in sustainable development
One of the study's most notable conclusions is the uneven progress of sustainable development among universities across the five continents. While Europe leads the way in sustainability efforts, Africa lags behind, particularly in addressing key social challenges. Oceania and Asia show promising growth, with Oceania’s universities making significant strides in environmental sustainability and Asia demonstrating potential for future development. In contrast, universities in the Americas display inconsistent progress, with sustainability achievements varying significantly across institutions.
Distribution of top universities
Among the top 30 universities globally, the distribution indicates that these institutions have made significant achievements in sustainability and contribute substantially to global development. Of these, Asia is home to nine universities, while Europe, America, and Oceania each account for seven. Notably, Africa does not feature any universities in this elite group. This distribution highlights that Europe and America are the primary contributors to the sustainable development of global universities in terms of both quantity and quality, solidifying their leadership positions in sustainability. However, the notable presence of top-performing universities in Asia indicates that while specific institutions excel, the overall number of Asian universities ranked 31–100 is still insufficient when compared to their counterparts in Europe and the Americas. This disparity suggests that a strong development echelon has yet to fully materialise within the region.
Trends from 2019 to 2022
The changes in the number of sustainable universities across the five continents from 2019 to 2022 reflect the evolving landscape of higher education's commitment to sustainability. Over this period, European universities in the top 100 sustainable university rankings decreased significantly, falling from 45 in 2019 to 32 in 2022. This decline indicates potential challenges in maintaining sustainability leadership in Europe. In contrast, Oceania has seen a remarkable increase in the number of sustainable universities, rising from 15 in 2019 to 24 in 2022. This growth underscores the region's commitment to advancing sustainability initiatives within its academic institutions.
The Americas experienced volatility in this timeframe, with the number of sustainable universities fluctuating from 21 in 2019 to 24 in 2022. In contrast, Asian universities have maintained stability, consistently representing around 18 universities in the top rankings. Africa, despite having the lowest number of sustainable universities overall, has demonstrated steady improvement since 2020, culminating in the inclusion of two universities in the top 100 by 2022. This gradual progress signifies an encouraging trend toward enhancing sustainability within African institutions.
Global Universities' actions towards sustainability
Universities worldwide have adopted varied approaches to promote sustainability on their campuses. In Asia, for instance, institutions like Tianjin University and Zhejiang University in China have implemented innovative solutions such as rainwater collection systems and energy consumption monitoring to reduce their environmental impact. Similarly, universities in North America, such as the University of British Columbia, have focused on biodiversity and soil management, integrating sustainability into both campus design and operational policies.
In Europe, universities have made significant progress in addressing environmental challenges, particularly in water resource management. The study highlights how European institutions, such as those in Germany and Hungary, are working to improve water quality—a critical issue for the continent's sustainable future. Likewise, in Oceania, universities have prioritised water and sanitation, making substantial investments in infrastructure to promote clean water access.
In Africa, where economic development and social issues often take precedence, universities focus their sustainability efforts on improving public health and addressing basic needs. For example, the University of Cape Town has taken a governance approach to sustainability, fostering engagement with stakeholders to ensure that sustainability efforts are integrated into the wider community.
Implications for policy and future research
The global outbreak of the COVID-19 pandemic presents a double-edged sword for the development of sustainable universities. While it has exacerbated environmental burdens and hindered economic and social development, it has also led to improvements in air and water quality due to reduced production and transportation activities. Furthermore, the pandemic has accelerated the process of digital transformation, paving the way for emerging industries such as online education and telehealth.
In this new historical context, universities are encouraged to leverage the opportunities presented by these changes to identify new development drivers tailored to their specific regional needs in the environmental, economic, and social spheres. For participants involved in sustainable university construction, the research indicates that universities on different continents can explore, develop, and refine their sustainability paths. By clarifying key points of sustainable campus development, they can address weaknesses and overcome bottlenecks to achieve harmonious co-construction in the environment, economy, and society.
For regional sustainable campus development organisations, including governments and relevant UN departments, the research underscores the importance of planning sustainable development initiatives according to local characteristics. This strategic approach can stimulate dynamic mechanisms for local sustainable campuses in the post-pandemic era, facilitating a virtuous cycle of sustainable development across three dimensions.
Specific implementation measures should align with the development models of top universities across continents, formulating sustainable development paths that suit the primary construction objectives of each region. Moreover, universities should prioritise exploring sustainability avenues aligned with their continental driving goals to achieve more effective outcomes. Continuous improvement of construction measures must also involve the development of evaluation tools, optimising sustainability coupling models to provide new directions for future research in evaluation methods.
Ultimately, this research highlights the importance of a holistic approach to sustainability in higher education. By focusing on the dynamic interactions between environmental, economic, and social goals, universities can play a pivotal role in realising the SDGs and contributing to a more sustainable future for all. Through these efforts, institutions can help forge a path toward a more equitable and sustainable world, fostering innovative solutions to complex global challenges.
References:
Zhu, B., Wang, T., Liu, G., & Zhou, C. (2021). Exploring the coupling relationship between sustainable development and university performance: Evidence from top universities. Nature Sustainability, 4(2), 182-190. doi:10.1038/s41893-021-00624-2
Zhu, B., Wang, T., Liu, G. et al. Revealing dynamic goals for university’s sustainable development wit a coupling exploration of SDGs. Sci Rep 14, 22799 (2024). https://doi.org/10.1038/s41598-024-73702-3
Sources and more information: https://www.nature.com/articles/s41598-024-73702-3