Sustainable University Research Articles

Nurturing Minds and Sustainability: An Exploration of Educational Interactions and Their Impact on Student Well-Being and Assessment in a Sustainable University

To meet the growing demand for sustainable education, many universities have begun to integrate sustainability into their curricula. Additionally, universities are increasingly investing in digital technologies that enable them to deliver educational content in a more sustainable manner. The research results showed that students’ interactions with teachers in a hybrid environment, such as in a STEM university, can have a significant impact on student performance. The research results indicated a positive relationship between the educational environment and the well-being perceived by the students. The results showed that when the educational environment was improved, the students felt a greater sense of well-being. Furthermore, the results showed that students who felt a greater sense of well-being also perceived the educational environment to be more positive, and an improved educational environment can lead to an increased sense of well-being for students. This could be achieved by creating a more supportive and motivating educational environment, which could, in turn, lead to improved academic performance and mental health. The research found that there was a negative correlation between the students’ perceived assessment and evaluation related to their well-being. This suggests that students who felt that their assessment and evaluation were unfair or inappropriate were more likely to have poorer well-being than those who perceived their assessment and evaluation as fair and appropriate.

Sustainable University campuses. Qualitative and quantitative approach through the scope of an undergraduate, elective architectural technology course

Universities should promote sustainable development excellence not only through teaching and research but also via in campus operational management. This article presents the set-up, methodology and results of an undergraduate architectural technology course, which challenges the sustainable, bioclimatic and energy performance of buildings at NTUA Patission Campus. The course’s scope is to introduce different approaches so that students get acquainted with various research tools for the analysis of the sustainability indicators on campus and proposals for the sustainable design and redesign of university buildings and open spaces. The investigation and assessment of the existing condition was conducted with qualitative assessment and experimental quantitative methods for selected classrooms in different orientations at two adjacent buildings. Consequently, digital models of the classrooms under study were constructed with energy simulation software, in order to analyse the existing condition and assess the impact of simple interventions on the energy performance and bioclimatic conditions. The results involve the evaluation of the course set-up, but most importantly the structure of a methodology that could be applied not only to undergraduate student projects, but also to actual interventions to existing university buildings and campuses with similar characteristics in order to implement interdisciplinary methods that address environmental challenges.

Analyzing research trends of universities’ carbon footprint: An integrated review

An accurate assessment of carbon footprint is one of the key elements to evaluate progress towards sustainable development. Although, recent studies have extensively analyzed carbon footprint, the scientific contribution related to universities and higher education institutes requires further consideration. The current study provides a detailed integrative review of universities’ carbon footprint to provide contextual information and novel findings. Our novel review strategy allows us to report thematic analysis, co-citation analysis, research collaboration analysis, and methodological and topical contribution. As policymakers prioritize sustainable development, we allow them to understand different dynamics of academic institutions’ carbon footprint and report policy suggestions to improve it. As any change at higher research institutions has a wider impact on society in general, it is our opinion that developing sustainable university campuses also has implications for future research, management practices and compliance with sustainable development goals.

Generating students’ loyalty towards the sustainable university during the later COVID-19 pandemic

PurposeThe COVID-19 pandemic has brought tremendous changes in society. Universities were among the few organisations with some previous knowledge of online education, being able to rapidly adapt by transferring already known best practices to the new context. As teaching moved to online, students encountered less sustainable implementation by their universities. This allowed the development of previously planned sustainable strategies so that when face-to-face teaching resumed, universities could be even more sustainable. This paper aims to explore loyalty to the sustainable university during the later COVID-19 pandemic based on the university’s efforts to manage a green campus.Design/methodology/approachTo investigate loyalty towards the sustainable university during the later COVID-19 pandemic, a conceptual model is proposed. This research is grounded in an empirical investigation using a quantitative online survey implemented with online interviews, the relations between all latent constructs being analysed with SmartPLS.FindingsThe results show that university sustainability reflects student loyalty, outlining the image developed under the influence of green campus management. The results show that universities must intensify their efforts to support the sustainable agenda and create a sustainable academic brand, inducing student loyalty. The findings may attract the attention of other universities wishing to gain knowledge about the factors that students consider important in generating their loyalty.Research limitations/implicationsAs this research was carried out in the later COVID-19 pandemic context from 2021, the students already had experience of online teaching, so their assessment of the sustainability strategies implemented could be quite different from their perceptions in the first months of the pandemic. This research provides a comprehensive insight into the overall strategy that a sustainable university might apply in a crisis context.Social implicationsResearch has shown that green campus management has a positive impact on the sustainability of a university’s image, on how students perceive the university at which they study and on the university’s efforts to ensure efficient campus management. These factors contribute to the development of a strong and sustainable image of the university within the community.Originality/valueThe originality of this paper lies in the research questions designed to conceptualise and operationalise the generation of students' loyalty towards their university by encouraging and implementing sustainable strategies on campus. This paper highlights a structural model that combines strategic practices to determine students' loyalty towards a sustainable university during the COVID-19 pandemic.

SUNFIT: A Machine Learning-Based Sustainable University Field Training Framework for Higher Education

With the rapid advances in Information Technology (IT), the focus on engaging computing students to gain practical experience in the IT industry before graduation is becoming increasingly complex without incorporating pedagogical strategies of success in curricula. The goal is to enable computing major students to gain in-depth knowledge and practical understanding of the IT working environment before graduating through essential industry-driven practical skills based on international standards and best practices. Unfortunately, tracking and analyzing students’ practical skills performance during their IT field training programs, which are conducted primarily off-campus at various public and private organizations, before, during, and after the training period, is a daunting task for both the college instructors and the industry trainers. To overcome these challenges, this paper introduces a Sustainable University Field Training (SUNFIT) framework, which is a pedagogical approach towards mining the educational data using machine learning to integrate and measure the field training programs against the internationally recognized accreditation standards such as Accreditation Board for Engineering and Technology (ABET). The study employs machine learning models aimed at continuously measuring and monitoring international ABET accreditation requirements on computing major courses’ academic data, elucidating student performance across various semesters, integrating best practices, and producing an evidence-based rationale approach for evaluating weak learning outcomes (LOs) with minimal manual intervention, as well as preventing faculty-specific portfolio errors. The proposed approach could be easily developed by academics, researchers, or even students, and for a variety of purposes, including enhancing poor student outcomes (SOs). In addition, various data mining and machine learning approaches have been investigated over field training assessment data for successful prediction in subsequent cycles. The results are promising, with Naïve Bayes obtaining the highest accuracy of 90.54% followed by J48 and PART algorithms at 87.83%.

Assessment of Walkability of Large Parking Lots on University Campuses Using Walking Infrastructure and User Behavior as an Assessment Method for Promoting Sustainability

Car-dominated university campuses allocate large areas of land for parking lots, which are major hubs for users to start and end their daily walking trips. However, studies on the walkability of large parking lots are limited, and there is a study gap in the assessment of existing constructed walking infrastructures and their usage and effectiveness in facilitating walking. In this study, a method is developed that can assess both the walking infrastructure and its usage, then applied in five large campus parking lots based on observational strategies. The results indicate that the orientation of a walking path perpendicular to a destination (which provides short-distance walks), availability of proper access to walking paths and designated crossing areas that connect between walking paths, proper implementation of effective traffic calming strategies, and presence of a single entrance and exit for vehicles all play important roles in promoting the use of existing walking infrastructure and creating pedestrian-friendly parking lots. Additionally, this study method extends the walkability assessment of built environments, particularly in large parking lots. This study promotes the creation of sustainable university campuses, thereby enhancing the quality of life of students and staff who use the facilities.

COVID-19 and Its Effects on the Management of the Basic Quality Conditions in Universities of Peru, 2022

The purpose of this study was to determine the influences of variables, crisis management, distance education, the organizational image, and student satisfaction on the basic quality conditions in Peruvian universities during the COVID-19 pandemic. A quantitative, nonexperimental explanatory approach with stratified random sampling was used. A questionnaire was applied to 513 students from public and private universities in southern Peru who received distance education during the months of September to November 2022. For the analysis of the results, a structural equation model (SEM). A hierarchical linear regression was carried out to test the hypotheses according to the dimensions studied on the student satisfaction scale. The study findings showed that distance education and student satisfaction had positive impacts on the basic quality conditions, while crisis management and the organizational image had a positive relationship but a smaller effect on the quality of the conditions. We concluded that the applied model allows the causal relationships between variables to be explored and that the results will allow university authorities to generate policies that improve their organizational image and crisis management processes and, at the same time, allow them to better plan their crisis management strategies to achieve better satisfaction within the framework of a sustainable university.

Application of Delphi method to identify sustainable university assessment criteria for Vietnam

Abstract: This study was conducted to determine the criteria for evaluating sustainable universities for Vietnam. The Delphi method is used to collect opinions of experts from the field of environment and sustainable development on some proposed criteria. The results of the first round of Delphi were synthesized and analyzed according to KAMET principles. A set of proposed criteria have been identified and selected. The Kendall coefficient, calculated from the Delphi round 2 questionnaire, is 0.52, showing a strong consensus and high level of confidence of experts on the four groups of sustainable university evaluation criteria for Vietnam, including: Research training and participation in extracurricular activities; Operation; Governance and policy; Community involvement and social responsibility. The research results provide the foundation for a set of criteria to evaluate sustainable universities for Vietnam.

Preliminary Approach for the Development of Sustainable University Campuses: A Case Study Based on the Mitigation of Greenhouse Gas Emissions

University campuses consume a significant amount of energy. Given the high volume of people who commute to and from campuses, the resources consumed, such as water and energy, and the amount of waste that must be managed, they can be compared to small towns. To address this issue, university managers and decision-makers have implemented various technical measures to improve water and energy efficiency and waste management. These measures aim to increase campus sustainability and enhance the well-being of the academic community. One popular measure is the installation of autonomous energy production systems, such as photovoltaic (PV) systems, which replace external energy sources and reduce GHG emissions. For example, a PV system installed on a university campus has been found to supply 19% of the campus’s electricity needs and replace 21 tCO2·yr−1. However, adopting organizational measures to manage the use of produced energy and increasing school community’s environmental awareness about energy efficiency is crucial in order to change behavior and improve campus sustainability.

Lecturers’ Transition from Face-to-Face to online Teaching for Sustainable University Goals in the New Normal

The paper investigated lecturers’ transition from face-to-face to online teaching for sustainable university goals in the new normal. The problem of the study hinges on the fact that lecturers transition from face-to-face to online teaching will to a large extent determine the attainment of university goals the right or wrong perception of these lecturers about this change will affect the university system to a great extent. Three research questions were raised and three null hypotheses tested in the study. Design used in the study was descriptive survey. Population of the study comprised 3,806 academic staff while 350 respondents were sampled for the study using simple random sampling technique. Cochran’s sample size formula was used to determine the sample size of the study. Instrument used for data collection was a 15-items self-structured questionnaire tagged “Transition from Face-to-Face to Online Teaching Questionnaire” (TFOTQ). The instrument was face and content validated by three Measurement and Evaluation experts from the University of Port Harcourt while the average reliability of the instrument was 0.81 using Cronbach alpha statistics. Out of the 350 copies of questionnaire administered, 328 copies which was 93.7% were retrieved. Research questions raised were answered using mean and standard deviation scores while the hypotheses were tested using z-test statistics at 0.05 level of significance. Result of the study showed a difference in their perception and skills possessed for online teaching but no difference in the challenges encountered. Adequate training was recommended for lecturers’ successful transition to online teaching in the new normal.

Images of the Future in a Participatory Online Course – Empowering Student-Driven Projects for Higher Education Sustainability Transformation

To empower student-driven projects for sustainability transformation in higher education structures, the project ‘Students create sustainable universities in Northrhine-Westphalia’ by German NGO netzwerk n e. V. has developed an innovative digital program ( https://kurs.netzwerk-n.org/ ) using transdisciplinary and transformative learning elements in Education for Sustainable Development (ESD). Core objective of the 8-week massive open online course is to encourage and connect student promoters for sustainable university transformation. Its transdisciplinary learning methods encourage creation and reflexive discourse about alternative images of the future of sustainable institutions, processes and education, as well as human-nature-interaction and more-than-human futures. The integrated digital future workshop based on the participatory workshop method explores a novel approach to assess images of the future individually and collectively in digital space. This paper presents the conceptual background and methodological premises used for design and implementation of the online course as innovative method for student project development. Participants’ structured critique, utopia envisioning and specific project development provide valuable insights into the use of images of the future for higher education sustainability discourse and transformative action in student-driven sustainability projects.

Comparison of Higher Education in Pakistan and China: A Sustainable Development in Student’s Perspective

Education has played a central role and has had cross-cutting impact on all aspects of human life. China–Pakistan friendly relations have a long history. They cooperate in many parts of life, especially education, i.e., beneficial for better future education exchanges between countries. This study was conducted on the education systems of China and Pakistan to understand the higher education system through a student questionnaire. This research work aimed to investigate the perceptions of Pakistani and Chinese university students on sustainable development in higher education institutes (HEIs). HEIs and universities perform a unique and vital role in society by acting as intellectuals, entrepreneurs, and problem solvers. This section presents state of the art in sustainable development, the role of sustainable development in higher education, and the students’ perspectives. There were 327 questionnaires out of 400, with 27 incomplete replies being discarded, leaving us with 300 complete surveys. The literature and research theme were used to construct the hypotheses of this study. PLS-SEM, a statistical approach that utilized the partial least squares to model structural equations, was used to evaluate the hypotheses. The analysis must take into consideration all parameters. Smart PLS 3.3.9 was used for PLS-SEM analysis in this study. The results showed that quality assurance and students’ satisfaction were significant factors related to sustainable university development programs. Moreover, there was a good correlation between technological improvements in education institutes, teachers’ capacity-building programs, and student–teacher (learning–teaching) relationships. Pakistani institutions comprised 50% of the study’s participants, while students from Chinese universities comprised the remaining 50%. Among all participants, 9.66 percent of respondents were enrolled in Ph.D. programs, 37.67 percent were enrolled in an MS/M.Phil. programs, and 52.67 percent were undergraduate students. Moreover, this study also indicated that technical improvements and advancements positively correlated with sustainable development programs for Pakistani students.

The Philosophy of Communitarianism in the Mission of a Sustainable University

Introduction. Modernity is characterized by the framework of the “neoliberal doctrine of world development”, and it defines the main vectors of the development of higher education. The “extinction” of the humanistic meaning of education, the understanding of the mission of the university solely as a contribution to public well-being through technological breakthroughs and business – all this forces us to return to the understanding of the mission of the university. The new study of the university's mission is determined by the influence of the philosophy of communitarianism on the university's activities on the track of sustainable development.Methodology and sources. The study of the problems with which the higher education system is faced, the study of the university's mission in the context of sustainable development of society and the influence of the philosophy of communitarianism and the “capability approach” are based on a systematic approach that allows us to consider the university as an integral, institutionally organized subsystem of society. The sociocultural approach allows us to consider the university corporation as a collective subject of educational, scientific and other activities focused on the values of public and personal welfare.Results and discussion. The concepts of communitarianism try to resist the dominance of neoliberalism. The main idea of these concepts is the moral improvement of society through the revival of traditional values and the education of the individual (A. McIntyre). The philosophy of “capability approach” (A. Sen, M. Nassbaum) has similar ideas on the development of moral qualities of the individual, the denial of the “egocentric essence of person”, the assertion of the priority of the general over the particular. Full-fledged human functioning depends on a set of abilities and opportunities, for example, the ability to get an education, the opportunity to participate in public and political life, to realize their own development trajectory, etc. The greater the set of these opportunities in each person's life, the higher its quality is evaluated. The philosophy of “opportunities” and the philosophy of communitarianism are interfaced with the concept of sustainable development of society. Models of “sustainable universities” that implement practices of interaction with society try to put into practice communitarian ideas, creating a balance of interests of the individual and society, public good and personal freedom.Conclusion. Combining the ideas of communitarianism with the idea of sustainable development could give a new impetus to the development of the university and change the content of its mission, and strengthen its humanitarian orientation.

Internet of Things and Big Data for a Sustainable Smart University

This study aims to analyze existing research regarding sustainable smart universities via internet of things and big data. Document analysis was conducted using 1,737 research documents relevant to the domain of smart university, smart campus, sustainable university, internet of things, and big data from international databases including Scopus, IEEE, Web of Science and ERIC. The matrix analysis method was used to identify the relevant publications produced 158 items and six cluster themes and proposed conceptual frameworks illustrating elements necessary for a sustainable smart university via internet of things and big data. The illustrated networks demonstrated that a smart campus involves a technology of internet of things and big data. The targets for a smart campus/smart university includes resource management, security management and the provision of a digital service to students and staff. By linking a smart campus with sustainability, the network models show that some research focus on applying smart technologies to improve the sustainability of a campus by concentrating on natural resource management and environmental care.

The role of teachers in a sustainable university: from digital competencies to postdigital capabilities

An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly accelerated the infiltration of digital media into mainstream university teaching. Global challenges, such as ecological crises, call for further radical changes in university teaching, requiring an even richer convergence of ‘natural,’ ‘human’ and ‘digital’. In this paper, we argue that this convergence demands us to go beyond ‘the great online transition’ and reframe how we think about university, teachers’ roles and their competencies to use digital technologies. We focus on what it takes to be a teacher in a sustainable university and consider emerging trends at three levels of the educational ecosystem—global developments (macro), teachers’ local practices (meso), and daily activities (micro). Through discussion of examples of ecopedagogies and pedagogies of care and self-care, we argue that teaching requires a fluency to embrace different ways of knowing and collective awareness of how the digital is entwined with human practices within and across different levels of the educational ecosystem. For this, there is a need to move beyond person-centric theorisations of teacher digital competencies towards more holistic, ecological conceptualisations. It also requires going beyond functionalist views of teachers’ roles towards enabling their agentive engagement with a future-oriented, sustainable university mission.

Which “sustainable university” are we actually talking about? A topic modelling-assisted discourse analysis of academic literature

The remarkably growing body of academic literature on the university in relation to sustainability pivots around the idea that the university has an important role to play regarding this issue. However, which role this precisely is and what type of university this requires is often left implicit. This article presents an empirical analysis of how the idea of the “sustainable university” – understood as any notions of an existing or desirable future university that engages with sustainability – is discursively constructed in 4584 scientific publications on the topic. Through a combination of a discourse analysis with the content analysis tool topic modelling, three discourses on the sustainable university are discerned: the sustainable higher education institution, the engaged community, and the green-tech campus, providing the groundwork for further research and debate on what the sustainable university could be and should be.

Sustainable education and youth confidence as pillars of future civil society

While sustainability is at the centre of many government agendas, there is a great risk of entrusting strategic decisions to those lacking in sustainability expertise. It is therefore necessary to ensure that universities are the green engines of sustainable communities. The present study administered a questionnaire to students enrolled in a Management Engineering programme at an Italian university, to collect their perceptions of and opinions on sustainability and energy issues. Students completed the questionnaire twice: once prior to beginning and once at the end of term. The results showed that students held more sustainable attitudes at the end of term, and perceived sustainable education and youth confidence as the building blocks of future society. They also observed that decarbonisation of the Italian energy system and national energy independence would require the significant development of renewable systems and interventions to promote energy efficiency. In addition, they recognised subsidies for green production, energy communities, differentiated waste collection and professional skills training as crucial. The sustainable university should support younger generations by encouraging student engagement in real-world projects and the development of long-term, structured teacher–student relationships.

Explaining the Sustainability of Universities through the Contribution of Students’ Pro-Environmental Behavior and the Management System

As the sustainable university makes sustainability a central priority in its teaching and research, it is important to understand how universities are transitioning towards sustainability. Their pioneering of new practices, and their education of future generations, are giving sustainable universities a special ability to create and influence change. However, the effective implementation of sustainability policies in universities is highly dependent on the willingness and commitment of the management and students to engage in sustainable activities, and there is a lack of systematic effort in how best to map this interaction. To address this gap, this study mainly aimed to explain the sustainability process of universities by emphasizing the roles of students and the management system. A mixed method approach was used to achieve the goal. First, a qualitative content analysis of related research papers was performed through the PRISMA method to figure out the most important factors affecting the integration of sustainability into the university structure. The results of this section showed that six factors contribute to the effective implementation of sustainability in universities, which are: university culture, university leadership, sustainability education, sustainability knowledge, attitudes towards sustainability and commitment to sustainability. Then, structural equation modeling was used to ensure the validity of the model obtained from the qualitative section. The results indicated that both university leadership and culture positively influence the implementation of sustainability education in universities, which in turn has a positive effect on students’ knowledge and attitudes towards sustainability. The students’ sustainability knowledge and attitudes along with university leadership and culture showed a positive effect on their commitment to sustainability. Also, the students’ commitment to sustainability issues had the most direct effect on their participation in sustainability-oriented activities, and then their sustainability attitude and knowledge, respectively. Finally, sustainability knowledge, attitude and participation in sustainability-oriented activities were significantly related to the integration of sustainability into the university structure. Transitioning to sustainable universities will make society greener and healthier, setting an example for other organizations and the results of this study will help policy makers, managers and students to understand how to contribute to this transition.

Associations Between Procrastination and Subsequent Health Outcomes Among University Students in Sweden

Procrastination is prevalent among university students and is hypothesized to lead to adverse health outcomes. Previous cross-sectional research suggests that procrastination is associated with mental and physical health outcomes, but longitudinal evidence is currently scarce. To evaluate the association between procrastination and subsequent health outcomes among university students in Sweden. This cohort study was based on the Sustainable University Life study, conducted between August 19, 2019, and December 15, 2021, in which university students recruited from 8 universities in the greater Stockholm area and Örebro were followed up at 5 time points over 1 year. The present study used data on 3525 students from 3 time points to assess whether procrastination was associated with worse health outcomes 9 months later. Self-reported procrastination, measured using 5 items from the Swedish version of the Pure Procrastination Scale rated on a Likert scale from 1 ("very rarely or does not represent me") to 5 ("very often or always represents me") and summed to give a total procrastination score ranging from 5 to 25. Sixteen self-reported health outcomes were assessed at the 9-month follow-up. These included mental health problems (symptoms of depression, anxiety, and stress), disabling pain (neck and/or upper back, lower back, upper extremities, and lower extremities), unhealthy lifestyle behaviors (poor sleep quality, physical inactivity, tobacco use, cannabis use, alcohol use, and breakfast skipping), psychosocial health factors (loneliness and economic difficulties), and general health. The study included 3525 participants (2229 women [63%]; mean [SD] age, 24.8 [6.2] years), with a follow-up rate of 73% (n = 2587) 9 months later. The mean (SD) procrastination score at baseline was 12.9 (5.4). An increase of 1 SD in procrastination was associated with higher mean symptom levels of depression (β, 0.13; 95% CI, 0.09-0.17), anxiety (β, 0.08; 95% CI, 0.04-0.12), and stress (β, 0.11; 95% CI, 0.08-0.15), and having disabling pain in the upper extremities (risk ratio [RR], 1.27; 95% CI, 1.14-1.42), poor sleep quality (RR, 1.09, 95% CI, 1.05-1.14), physical inactivity (RR, 1.07; 95% CI, 1.04-1.11), loneliness (RR, 1.07; 95% CI, 1.02-1.12), and economic difficulties (RR, 1.15, 95% CI, 1.02-1.30) at the 9-month follow-up, after controlling for a large set of potential confounders. This cohort study of Swedish university students suggests that procrastination is associated with subsequent mental health problems, disabling pain, unhealthy lifestyle behaviors, and worse psychosocial health factors. Considering that procrastination is prevalent among university students, these findings may be of importance to enhance the understanding of students' health.

Світовий досвід стимулювання закладів вищої освіти до розвитку на основі принципів сталості

The article examines the foreign experience of development of higher education institutions according to the principles of sustainability. The main principles of stimulation of higher education institutions for development according to the concept of sustainable development are analyzed. The major barriers, trends and ways of further development of foreign universities in the implementation of the principles of sustainable development are allocated. The article proposes an organizational mechanism for stimulating the development of higher education institutions on the principles of sustainability with an outline of the principles that underlie their sustainable development; motivating factors; constraints; issues addressed by sustainable universities and measures to encourage universities to develop according to the principles of sustainability. The prospects and advantages of the development of higher education institutions according to the principles of sustainable development are outlined: the introduction of the principles of sustainable development in the educational process; development of a comprehensive sustainable development plan, which clearly states the goals and objectives of the university for sustainable development; promoting the use of renewable energy sources; concentration on various aspects of recycling that help reduce waste generation and save resources; introduction of green construction standards based on the principles of energy efficiency and sustainability, as well as the implementation of water conservation measures through the use of the best international experience. Among the main trends in the development of foreign higher education institutions according to the principles of sustainability are: integration of the conception of sustainability into the educational process of higher education institutions; leadership development; creation of sustainable development centers; the propagation of sustainable universities; intensification of cooperation between educational institutions. Attention is focused on that that foreign universities actively involve all participants in the educational process and other stakeholders in promoting the implementation of the principles of sustainability, thereby ensuring the continuity of sustainable development of the country and its regions