Integracja zrównoważonego rozwoju w szkolnictwie wyższym: krytyczny przegląd literatury
DOI:
https://doi.org/10.56652/ejmss2025.1-2.3Słowa kluczowe:
instytucje szkolnictwa wyższego (HEIs), zrównoważony rozwój, dobrostan człowieka, integracja zrównoważonego rozwoju, Cele Zrównoważonego RozwojuAbstrakt
Instytucje szkolnictwa wyższego (HEIs) są coraz częściej zobowiązywane do realizacji Celów Zrównoważonego Rozwoju (Sustainable Development Goals, SDGs) poprzez działalność dydaktyczną, badawczą, zarządzanie kampusem oraz zaangażowanie społeczne, przy jednoczesnym wykazywaniu mierzalnych efektów tych działań. Niniejszy artykuł przedstawia systematyczny, krytyczny przegląd 109 recenzowanych publikacji naukowych z lat 2020–2025, zidentyfikowanych w bazach Scopus, Web of Science oraz Google Scholar, z wykorzystaniem procedury selekcji zgodnej z wytycznymi PRISMA.
Literatura została zsyntetyzowana w sześciu głównych nurtach badawczych: integracja treści programowych, badania naukowe ukierunkowane na SDGs i trzecia misja uczelni, operacjonalizacja zrównoważonego rozwoju w zarządzaniu uczelniami, ewaluacja i monitoring, rola interesariuszy oraz ład organizacyjny i przywództwo. Pomimo dynamicznego rozwoju badań, obszar ten pozostaje wysoce rozproszony pod względem koncepcyjnym, metodologicznym i geograficznym, charakteryzując się heterogenicznością wskaźników oraz ograniczoną zdolnością do kumulatywnego wyjaśniania mechanizmów stabilizacji integracji zrównoważonego rozwoju w różnych funkcjach uczelni.
Większość analiz koncentruje się na opisie inicjatyw, czynników sprzyjających i barier, rzadko jednak identyfikując mechanizmy koordynujące poszczególne obszary działalności, łączące strategię z praktyką oraz umożliwiające trwałość zmian w czasie. Ponadto, choć dobrostan człowieka stanowi centralny element SDGs, jest on rzadko ujmowany jako explicite definiowany rezultat; wpływ na studentów, pracowników i społeczności lokalne jest najczęściej wnioskowany pośrednio, poprzez takie wskaźniki jak kompetencje, reputacja instytucji czy efekty środowiskowe.
W odpowiedzi na te luki artykuł proponuje koncepcyjny model oparty na teorii systemów, ustrukturyzowany zgodnie z logiką CIPO (kontekst/nakłady – proces/operacje – rezultaty). Model ten ujmuje uczelnie jako złożone systemy adaptacyjne funkcjonujące w uwarunkowaniach ekonomicznych, społecznych i środowiskowych; traktuje integrację SDGs jako mechanizm koordynacyjny, a nie zbiór odizolowanych działań; oraz lokuje ewaluację i monitoring w obrębie procesu jako ciągłą funkcję sprzężenia zwrotnego wspierającą uczenie się organizacyjne. Dobrostan człowieka zostaje zdefiniowany jako kluczowy rezultat integracji SDGs, co stwarza podstawę do dalszej weryfikacji empirycznej oraz badań porównawczych między krajami.
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