Sustainability moves to the centre of quality assurance in higher education

The Quality Assurance and Learning for Sustainability webinar, organized by ENQA in cooperation with UNECE, addressed how sustainability can become more meaningful in higher education through quality assurance. According to the findings of a recent survey conducted with quality assurance agencies, the lack of shared definitions, the need for guidance and capacity building stand out as key priorities in this field.

The event also presented a study on how quality assurance agencies approach sustainability. Launched in November 2025, the study received responses from 29 quality assurance agencies. It was reported that 27 of these agencies operate within national or system level frameworks, while 12 also work at international level.

SUSTAINABILITY SHOULD NOT REMAIN ONLY IN REPORTS

The presentation underlined that sustainability in higher education should not remain limited to strategic plans, reports or visibility activities.

Speakers noted that sustainability needs to be more strongly connected with quality assurance. In this context, it was stated that it is not enough for universities to refer only to sustainability goals. How these goals are reflected in study programmes, learning outcomes, governance processes, stakeholder engagement and continuous improvement mechanisms should also be evaluated.

The session also highlighted that the Sustainable Development Goals and the Learning for Sustainability approach can sometimes be addressed superficially in higher education. It was stated that sustainability will not create real transformation if it remains only as a phrase added to course content, a heading used in reports or a tool for institutional promotion.

LACK OF SHARED DEFINITIONS DREW ATTENTION

According to the survey findings, a shared conceptual foundation on sustainability and Learning for Sustainability has not yet been fully established among quality assurance agencies.

The presentation noted that some agencies see sustainability as outside their mandate. In some practices, sustainability is still interpreted only through environmental management or campus activities.

Learning for Sustainability was described as an even more limited area. It was stated that many quality assurance agencies have not yet systematically considered this topic within programme evaluation, learning outcomes or quality assurance activities.

For this reason, the development of shared definitions, guidance and evaluation approaches was emphasised.

QUALITY AGENCIES ARE NOT ONLY REGULATORS

The event underlined that quality assurance agencies should not be seen only as bodies that conduct reviews. Agencies were also described as actors that shape quality culture, set agendas and guide institutions in higher education.

It was stressed that this process should move forward through a gradual and supportive approach rather than through strict and compulsory regulations.

Quality agencies with an explicit mandate can include sustainability in institutional reviews and programme accreditation processes. Agencies without a clear legal mandate can also contribute to the sector through training, guidance, good practice examples, thematic analyses and policy notes.

PRACTICES ARE STILL FRAGMENTED

The presentation stated that there are examples of sustainability being included in quality assurance, but most of these examples are project based, voluntary or specific to individual countries.

It was reported that Sweden carried out a national quality evaluation on sustainable development. Spain and Andorra developed indicators to embed the Sustainable Development Goals into institutional quality assessment.

The Anti Greenwash Education Kit, supported by QAA in the United Kingdom, was also highlighted as one of the examples discussed during the event. In this initiative, students were included in the process, with 132 students evaluating 87 courses across 9 universities. The tool was presented as a way to understand how deeply sustainability is embedded in courses.

The examples of Romania and Cape Verde also showed that sustainability topics are beginning to find more space in programme evaluations and institutional quality discussions.

FIVE MAIN BARRIERS WERE IDENTIFIED

The session identified five main barriers to the stronger integration of sustainability into quality assurance. These were listed as the lack of shared definitions, regulatory and mandate related issues, limited expertise and capacity, systemic challenges, and the need for resources and funding.

It was stated that quality assurance systems are already intensive, and that adding sustainability to these systems requires new methods, new sources of evidence and further training.

For this reason, the solution cannot be limited to writing new criteria. Policy level alignment, shared concepts and long term competence development are also needed.

TRAINING QUALITY PROFESSIONALS IS IMPORTANT

The presentation stated that quality professionals who evaluate sustainability need to be well prepared in this area.

Systems thinking, future oriented perspectives, knowledge of sustainable development, critical literacy and the ability to manage stakeholder engagement were identified as important skills for quality experts and reviewers.

Speakers also noted that quality professionals should not only check documents. They should be able to distinguish whether the evidence presented by institutions reflects real transformation or only a superficial claim of compliance.

ESG REVISION IS SEEN AS CRITICAL

The event noted that a more explicit place for sustainability in future ESG standards could become an important turning point.

Such a development could help quality assurance agencies in the European Higher Education Area address sustainability more systematically.

However, it was also strongly emphasised that sustainability should not become a new bureaucratic burden or a tick box compliance exercise when included in quality assurance.

REAL PROGRESS AND SYMBOLIC COMPLIANCE SHOULD BE DISTINGUISHED

One of the key messages of the event was that sustainability should not be questioned only in terms of whether it exists or not within quality processes.

Speakers stated that evaluation processes should encourage universities to engage in genuine self evaluation. It was noted that it is not enough for sustainability to appear only in reports, strategic plans or course titles. It should also be seen in how an institution approaches education, research, governance, societal contribution and stakeholder relations.

The presentation emphasised that quality assurance can be an important tool for making sustainability more meaningful in higher education. For this to happen, a shared language, clear guidance, strong cooperation, institutional support and the development of quality professionals' competences are needed.