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This article examines the role of institutions—particularly universities—in the recent refugee crisis. It contributes to the debate on the integration of refugees through the higher education system in Spain. Based on semi-structured interviews with refugees and experts in the institutions linked to the reception and integration of refugees, the paper presents evidence—albeit within an under-developed field of analysis—which has strong practical and sustainable policy implications. I argue that expanding access to university, by recognizing refugees’ qualifications and their overcoming of language barriers, increases the potential of refugees to contribute to the socio-economic progress of the receiving country and thus avoid marginalization. The evidence-based analysis of the effectiveness of the existing initiatives and programs for the integration of student refugees identifies challenges that still need to be addressed. The conclusions highlight the role of universities as sustainable actors in the integration of refugees, which through their programs make the reality of refugees more visible to other actors throughout Europe in the hope of encouraging institutions and other organizations to follow their lead in effective and sustainable initiatives.

Higher education institutions play an important role in the transition processes to sustainable development through developing critical thinking (CT) in their students. The case of the Research Methodology course of the International Cooperation Master’s degree at the Universitat Politècnica de València is a paradigmatic case of experiential learning, where students face their own realities related to sustainable topics through an action research project with the Agroecological Market (AM). The learning methodology is project-based learning and helps the participants to deeply analyze problems related to the transition of socio-technical systems, such as sustainable food. The objective of this research was to analyze the contribution of project-based learning to students’ critical thinking through a qualitative analysis of the pedagogical outputs obtained during the course. The analysis and results are structured in three dimensions of critical thinking: (i) students’ critical attitude towards reality; (ii) students’ ability to reason and analyze in order to form their own rigorous judgments; and (iii) students’ capacity to construct and deconstruct their own experiences and meanings. The results show that project-based learning using a real-life scenario helped students reflect on their critical thinking and the challenges that our societies face for a transition to sustainability.

For its scope and the breadth of its available resources, the university system is one of the keys to implementing and propagating policies, with sustainability policies being among them. Building on sustainability performance in universities, this study aimed to: Identify the procedures deployed by universities to measure sustainability; detect the strengths and weaknesses of the Spanish university system (SUS) sustainability practice; analyse the SUS contributions to sustainability-related Research, Development and Innovation (R&D+I); and assess the efficacy of such practices and procedures as reported in the literature. The indicators of scientific activity were defined by applying scientometric techniques to analyse the journal (Web of Science) and European project (CORDIS) databases, along with reports issued by national institutions. The findings showed that measuring sustainability in the SUS is a very recent endeavour and that one of the strengths is the university community’s engagement with the ideal. Nonetheless, high performance is still elusive in most of the items analysed. Whereas universities account for nearly 90 % of the Spanish papers published in the WoS subject category, Green and Sustainable Science and Technology, their contribution to research projects is meagre. A divide still exists in the SUS between policies and results, although the gap has been narrowing in recent years.

The interactions between the higher education sector and society and industry have been attracting increased attention in terms of ways to develop social innovation solutions to societal problems. Despite calls from politicians and the existence of some guidelines, we know little about how higher education could incorporate social innovation activities into its structure and missions. This study examines some practice experiences in two southern European public universities in Portugal and Spain. We show that the third mission of universities, which includes social innovation, is both linked to the first two missions of teaching and research, depending on the university’s historical and social context. The high dependence of higher education institutions on economic returns increases the importance of political action to drive the development of social innovation activities. This conditioning factor seems to be intrinsic to some of the barriers that have been identified, such as lack of legitimization and recognition of social innovation practices at the formal governmental level.

The implementation of Agenda 2030 and the Sustainable Development Goals (SDGs) by the United Nations in 2015 focuses on making a more sustainable world in all countries and for all stakeholders. Higher education institutions (HEI) play a key role in increasing students’ sustainability knowledge, transforming their attitudes and motivating them to promote or engage in sustainability behaviors. HEI can take several measures to fulfill these objectives, but it is important to develop efficient tools to assess the starting point at which university students are at. In this study, a survey was conducted that addressed students from different Universitat Politècnica de València (UPV) degrees to investigate their knowledge and awareness of sustainability and SDGs. This survey (n = 321) showed students’ levels of knowledge and initial awareness. Many UPV students state that they are aware of the SDGs, but most do not fully understand these 17 goals and their current implementation but think that the SDGs are important for their daily lives. Therefore, finding links between the SDGs and daily interests is necessary to advance toward further implementation to allow us to fulfill all SDGs. These results offer a good starting point for evaluating future training and awareness actions to improve sustainability-related educational strategies.

Transversal competences such as sustainability or critical thinking have become more important in the last decades in University teaching. The objective of this article is to assess the effectiveness of debate as a teaching method capable of fostering such competences in engineering students. To do this, a debate activity has been held facing two reasonable positions: Sustainable Development versus Degrowth. The research methodology consisted of performing this activity in the classroom (with 13 students in this particular case study), and conducting some tests before and after the debate that served as feedback to assess the effectiveness of the debate on the learning process. This feedback is composed of different documents, including a pre-post test, a specific survey about the debate, a pre-post knowledge survey and the Student Evaluation of Educational Quality (SEEQ) survey. A methodology for the organization of the debate is proposed and the answers of the students to these feedback documents are analyzed. As it can be inferred from the different surveys, the debate has been an efficient learning tool to acquire knowledge and to develop sustainability and critical thinking competences.