Experts warn that excluding universities could slow global sustainability progress.

Global Higher Education Symposium urges proactive role for universities in SDG implementation.

As the global community intensifies efforts to meet the targets of the 2030 Agenda for Sustainable Development, the 2025 High-Level Political Forum (HLPF), held from 14 to 23 July under the UN’s Economic and Social Council (ECOSOC), placed science at the forefront of its agenda. Centred on “advancing sustainable, inclusive, science- and evidence-based strategies”, the forum underscored the critical role of facts, research, and innovation in delivering meaningful and inclusive progress.

In this context, leaders and experts from universities worldwide convened to reflect on the evolving role of higher education in driving sustainability both in the lead-up to 2030 and beyond. Discussions explored how academic research, interdisciplinary collaboration, and university leadership could contribute to building fairer and more resilient societies. For years, the higher education and scientific communities have sought greater representation in sustainability dialogues, arguing their unique position in educating future leaders and generating solutions. Yet, despite the forum’s focus on science, higher education was reportedly overlooked in the final ministerial segment.

Professor Charles Hopkins, UNESCO Chair at York University, remarked that while science and evidence-based solutions were acknowledged, the specific contribution of universities remained largely invisible. Dr Hilligje van ’t Land, Secretary General of the International Association of Universities (IAU), expressed optimism, noting that university-led sessions were well-attended by government officials—suggesting growing recognition. Given that much scientific research originates within universities, she argued, their inclusion in policy discussions is not only logical but necessary. Van’t Land also welcomed the diversity of voices at the forum, stressing the importance of embracing global complexity in shaping sustainable futures. Echoing this, Jayashri Wyatt, Chief of Education Outreach at the UN’s Department of Global Communications, noted that several countries, in their voluntary progress reports, had highlighted the importance of science and evidence-based solutions—points also reflected in the ministerial sessions.

The forum concluded with the adoption of a Ministerial Declaration on 23 July, reaffirming the responsible use of science, technology, and innovation as key tools for sustainable development. The declaration also committed to bridging digital and scientific divides and strengthening international collaboration. However, despite universities’ central role in capacity building and research, higher education was not explicitly mentioned. Dr Van’t Land observed that country reports consistently called for urgent action and improved public understanding of science’s relevance, while urging greater emphasis on higher education’s contributions.

The UN Secretary-General’s 2025 report presented a sobering outlook. Of the 137 SDG indicators assessed, 18% had regressed below 2015 levels, 47% showed minimal or no progress, and only 35% were moving forward adequately. Although SDG 4 (Quality Education) was not under review this year, Wyatt noted that the UN General Assembly continues to recognise Education for Sustainable Development (ESD), especially target 4.7, as a foundation for achieving other goals. Wyatt further emphasised that higher education institutions offer unique value as national assets and key providers of evidence-based research. Professor Hopkins echoed this, stressing that ESD is a vital enabler of SDG progress. He and his colleagues are collaborating with universities that are actively reorienting curricula toward sustainability. Importantly, he highlighted the disconnect between education and sustainable behaviour, citing that many world leaders are university-educated, yet unsustainable practices persist, underscoring the need to embed sustainability into higher education itself.

Education organisations participated in HLPF 2025 as part of civil society and adopted a collaborative approach to enhance visibility. By joining forces across institutions, they ensured a strong presence, especially through impactful side events. A key highlight was the inaugural Global Higher Education Symposium, which focused on shaping universities’ role in the post-2030 sustainability agenda. Katrin Kohl, co-chair with Hopkins at UNESCO, explained that the event stemmed from growing concern about the slow pace of SDG progress and called on universities to start articulating concrete proposals for the future.

The symposium, coordinated by UN Academic Impact under Wyatt’s leadership, connects 1,800 universities in 160 countries to the UN’s mission. Key partners included the Sustainable Development Solutions Network, International Science Council, UNESCO, UNITAR, HESI, and universities such as York and the German Centre for Research and Innovation in New York. The event welcomed contributions from scholars, scientists, and private sector stakeholders to explore what a post-2030 agenda might entail. Although conducted under Chatham House rules, participants described the dialogue as inclusive and transparent.

Van’t Land underlined the need to better communicate the value of higher education to society and governments, pointing out that universities offer vital spaces for dialogue, learning, and leadership development. Wyatt quoted Robbert Dijkgraaf, president-elect of the International Science Council, who reaffirmed that innovation and research are deeply embedded in universities. Fanta Aw of NAFSA also stressed the importance of institutions remaining mission-driven and purpose-led. Professor Hopkins shared that universities are often excluded from national strategies and early planning stages despite their key role in science and policy support. He stressed the need to build public understanding through the social sciences, which can create the political will required for sustainable legislation. This, he said, is part of higher education’s responsibility to develop future-ready citizens.

At HLPF 2025, the IAU co-hosted a session on SDG 8 (Decent Work and Economic Growth) alongside the International Labour Organisation and universities such as Gothenburg, Dublin, Auckland, and Makerere. The session highlighted how higher education can act as a catalyst for economic transformation and urged governments to create enabling environments for universities to support decent employment through research and innovation. Gothenburg University, led by Dr Gunnar Köhlin, introduced a new open-access book on achieving SDG 8. The need for interdisciplinary approaches was also strongly emphasised.

The session called for stronger partnerships between academia and global organisations, more focus on collaboration rather than competition, and empowerment of young people to lead sustainable change. Looking ahead, universities expressed eagerness to contribute to the post-2030 agenda, though concrete priorities are still taking shape. Wyatt shared that a “zero draft” outcome document from the symposium is undergoing consultation and is expected to be published within a year, in time for intergovernmental negotiations beginning in 2026–27. The aim, she said, is to present a clear value proposition from universities, demonstrating their readiness to support policymaking with credible research and expert knowledge. The consultation will expand across partner networks to ensure global inclusivity.

Hopkins added that symposium partners plan to develop a system allowing universities to collaborate with governments at local, national, and international levels—engaging both faculty and students. According to UNESCO, there were 264 million students enrolled in higher education globally in 2023—more than double the figure in 2000. Wyatt emphasised that this cohort represents immense human potential that must be harnessed both now and in the future.

A UN Academic Impact side event showcased inspiring youth-led sustainability initiatives in fields ranging from healthcare to business. Several had already attracted funding and were being scaled. Wyatt underscored the power of youth engagement, pointing to the 264 million students as a transformative force. Hopkins concluded by stating that universities, as public institutions, must embrace their duty to serve the common good and that true quality education must include a commitment to building. If higher education steps up with clarity, collaboration, and conviction, it can help lead the world toward a more just, resilient, and sustainable future.

Editor’s Note

The 2025 High-Level Political Forum (HLPF) once again served as a timely reminder that while global conversations around sustainable development are growing more sophisticated, the role of higher education remains under-recognised in official discourse. Despite the forum’s emphasis on science-based solutions, the absence of explicit references to universities in the Ministerial Declaration is telling. It underscores a recurring disconnect between the acknowledged value of research and innovation and the institutions most responsible for producing it. Higher education is increasingly determined to play a key role in global sustainability. The first Global Higher Education Symposium was a strategic step, signalling a shift from passive contribution to active policy shaping for the post-2030 world. Universities, through partnerships and networks, offer academic insight and practical capacity to co-lead SDG solutions. Education leaders recognise the disconnect between formal education and sustainable behaviour. As the UNESCO Futures of Education report states, education alone doesn't ensure responsible global citizenship. Sustainability must be integrated into all learning levels as a core purpose. Universities need to reorient their missions to reflect intellectual leadership and public responsibility to remain relevant.

Skoobuzz believes that Policymakers must integrate higher education into global sustainability frameworks, and universities must better demonstrate their value through engagement. Sustainable development is a societal challenge, and higher education is uniquely positioned to bridge this gap.