GLOBAL ACADEMIC LEADERSHIP SUMMIT, INDIA 2025: Thapar Institute, Patiala, March 2025
Session 3: Educating for a Sustainable Future: Why Sustainability Must Be a Core Pillar of Higher Education
The address by Prof. Roger West from Trinity College Dublin emphasised the critical role of social intelligence and cultural diversity in advancing sustainability. He argued that sustainability is not just about technological advancements or policy changes but also about fostering collaboration, understanding different cultural perspectives, and making informed collective decisions. As the world faces mounting environmental and social challenges, universities must integrate social intelligence, ethical leadership, and cross-cultural collaboration into sustainability education. He proposed that students engage in hands-on sustainability initiatives to gain firsthand experience in tackling real-world environmental and social issues.
One of the key points Prof. West highlighted was the importance of cultural diversity in sustainability education. Sustainability is a global issue that requires multidimensional solutions, influenced by different cultural, economic, and geographical contexts. He stressed that students must be encouraged to collaborate across cultures, learning from the environmental practices of different communities. By exposing students to diverse perspectives on resource management, waste reduction, and ecological conservation, universities can cultivate global citizens who are equipped to develop inclusive and effective sustainability strategies. Interdisciplinary research projects that bring together students and faculty from different backgrounds can help bridge cultural gaps and foster innovative solutions tailored to local and international sustainability challenges.
Another key aspect of Prof. West’s discussion was the value of hands-on sustainability initiatives in higher education. He emphasised that theoretical knowledge alone is insufficient in preparing students for real-world sustainability challenges. Universities should encourage students to participate in field-based sustainability projects, green entrepreneurship initiatives, and eco-conscious community development programs. These experiential learning opportunities help students understand the complexities of implementing sustainable solutions, develop problem-solving skills, and foster a sense of responsibility toward the environment and society. Engaging in real-world sustainability projects also strengthens students’ ability to work in interdisciplinary teams, equipping them with essential collaboration and negotiation skills that will be valuable in their professional careers.
Prof. West also discussed the bargaining power of purchase as a tool for promoting sustainability. He argued that universities, as large institutions with substantial purchasing power, can influence market practices by prioritising sustainable procurement policies. By choosing to source goods and services from environmentally responsible suppliers, universities can set an example for students and society while supporting businesses that uphold ethical labor practices and eco-friendly production methods. He suggested that students should actively participate in these procurement
decisions through student-led sustainability committees, enabling them to understand the economic and ethical implications of institutional purchasing power. By integrating sustainability into procurement strategies, universities can drive systemic change while embedding real-world sustainability education into their operational structures.
In conclusion, Prof. Roger West’s insights underscore the need for higher education institutions to prioritise social intelligence, cultural diversity, and hands-on sustainability education. By fostering cross-cultural collaboration, engaging students in real-world sustainability projects, and leveraging the bargaining power of universities for sustainable procurement, higher education institutions can play a pivotal role in shaping future leaders who are capable of making meaningful environmental and social contributions. Sustainability must be embedded not just in academic discourse but also in institutional policies and student experiences, ensuring that graduates leave with both the knowledge and the practical skills needed to create a more sustainable world.