Higher education institutions are increasingly expected to drive progress toward the United Nations’ 2030 Sustainable Development Goals. A consensus statement titled “Building Sustainable Futures” was approved by some 65 participants at the Global Higher Education Symposium 2026, held on the sidelines of the High-Level Political Forum in 2026. The document asserts that universities must be at the center of efforts to meet these goals and the successors that will follow them.
The statement identifies universities as the “key enabler of all SDGs,” a view shared by Charles Hopkins, the UNESCO chair in reorienting education towards sustainability. York University in Toronto, which hosts the UN Academic Impact Hub Chair for SDG 10: Reduced Inequalities, was noted as an influential figure in this discussion. Aleksandra Saša Gorišek, head of the Civil Society and Academic Impact Section in the UN’s Department of Global Communications, noted that while agencies engage with universities in specific cases, a systematic approach is lacking.
Unlike many other sectors, higher education maintains high levels of public trust. Gorišek pointed to the Edelman Trust Barometer, which shows education at 73% globally, with scientists leading at 76%. Former ambassador David Donoghue, who helped finalize the 2030 agenda, argued that universities are better equipped than most to inspire trust, serving as repositories of reliable data.
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Rethinking knowledge and inclusion
A significant portion of the statement focuses on democratic values and the need for inclusive education. Hilligje van’t Land, secretary-general of the International Association of Universities, argued that the current model of a single “world vision” is insufficient. She called for a fundamental rethinking of epistemology to incorporate pluralism, referencing the need to value knowledge from all five continents and diverse social groups. Van’t Land described the process as difficult and painful, requiring institutions to question their own world views.
This shift often involves “decolonisation,” a term she used to describe the practice of problematizing issues like water usage using Indigenous knowledge systems. The International Association of Universities requires that projects document applicable practices from around the world, including community visions, to ensure diverse voices are heard. Yash Tadimalla, a representative of the UN Major Group for Children and Youth, suggested that integrating these goals into curricula should be done through case studies in a transdisciplinary way, rather than as a standalone subject.
Universities are also urged to function as “living labs,” testing solutions on their own campuses. Charles Hopkins noted that institutions like York operate like small cities, with data on water and energy usage that can be used for research. An example from De Montfort University in Leicester involved fashion students working in Tanzania to teach local women how to make shoes and develop business plans, establishing a community-run micro-business.
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Systemic challenges and funding
The consensus statement calls for universities to advocate for funding models that prioritize transdisciplinary collaboration over competitive fragmentation. Hilligje van’t Land questioned why this approach is often missing, noting that funding structures typically have numerous decision points that block integration. She warned that when governments allow increased privatization of higher education, they lose the capacity to build better societies.
Concerns were also raised about the “commodification of higher education.” Yash Tadimalla noted a tension between value-based education and the pressure to engage with immediate political trends or employment trends. Hilligje van’t Land criticized the “McDonald’s approach” to education—cherry-picking micro-credentials for quick employment—which she argued leaves students without a role in society. Charles Hopkins added that relying on the “employability” mandate can strip universities of their broader social responsibility.
