In the field of sustainable development, higher education institutions are playing an increasingly pivotal role. By forming strategic partnerships and fostering cross-border collaborations, universities are actively contributing to the implementation of the United Nations’ Sustainable Development Goals (SDGs). From engaging in international research projects to incorporating sustainability principles into curricula, these institutions are shaping the future of responsible consumption and biodiversity conservation.

To explore these topics, we are joined by Lecturer Angela Dichte and Lecturer Yuliia Nikitchenko,. Angela Dichte is a lecturer in Biosphere Reserves Management and Forest Ecosystem Management, as well as a leading advocate for sustainability education. She has been involved in multiple international projects that focus on SDG 12 (Responsible Consumption and Production) and SDG 15 (Life on Land). Yuliia Nikitchenko is a lecturer and the coordinator of the international project “Ukrainian-German Teaching Network for a Digital Transformation of Environmental Education (Consolidation and Expansion Phase 2024).” Y. Nikitchenko, also a digital transformation specialist, is spearheading initiatives to modernise environmental education in Ukraine through innovative digital platforms and international teaching networks.

Both Lecturer A. Dichte and Yuliia Nikitchenko are from the Eberswalde University for Sustainable Development, Germany. They were invited by the VILNIUS TECH Sustainability Hub to deliver a series of lectures – “Prevention of Environmental Pollution” and “Sustainable Environment: The Importance of Biodiversity Conservation and Ecosystem Services in Sustainable Development.”

Together, Lecturer A. Dichte and Yuliia Nikitchenko discuss the importance of international university collaborations, share insights into sustainability education, and highlight the role of digital tools in shaping future environmental leaders.
 

 

The Importance of International Collaboration in Higher Education

Let’s begin by discussing the significance of international collaboration between universities in advancing the Sustainable Development Goals. What specific contributions can universities make to SDG 12 and SDG 15?

A. Dichte: “International collaboration allows universities to broaden their perspectives and recognize the diversity of approaches to sustainability. Particularly when working with partners from the Global South and Eastern Europe, it is crucial to establish relationships based on mutual respect and learning. Too often, these collaborations can be influenced by a Western-centric perspective, which must be consciously avoided. For students, academic staff, and institutions alike, these partnerships offer opportunities for growth, reflection, and a deeper understanding of global challenges.”

Lecturer A. Dichte believes that SDGs are valuable as a framework but emphasises the need for critical engagement. “The SDGs are not perfect; they have their limitations in development and implementation. However, this imperfection offers a chance to engage students in critical reflection, enabling them to approach sustainability with a deeper understanding and an analytical mindset.”

Y. Nikitchenko: “Universities today are more than just educational institutions; they are hubs of innovation and global engagement. Collaborating with international partners enables universities to share resources, expertise, and strategies for integrating SDGs into teaching and research. This collaborative spirit not only strengthens the academic community but also empowers students and researchers to contribute actively to global solutions. Embedding the SDGs into curricula equips students to make informed, sustainable choices in their future careers, thereby fostering a generation of responsible leaders.”

 

Biosphere Reserves as Learning Sites for Sustainability

Lecturer A. Dichte, you have extensive experience working with biosphere reserves. Could you share how these initiatives contribute to hands-on learning experiences for students?

A. Dichte: “Biosphere Reserves (BRs) are unique learning sites established under UNESCO’s Man and the Biosphere programme. They serve as model regions for sustainable development and offer a holistic approach to balancing conservation with sustainable resource use and social-economic development. This makes them ideal places for students to engage in hands-on learning, test new approaches, and observe best practices in action.”

Lecturer A. Dichte highlights that students can gain valuable insights by observing how BRs collaborate with local communities, NGOs, and businesses. “It’s not about coming in with preconceived ideas. It’s about listening, co-creating solutions, and building trust with local stakeholders. This approach not only enriches student learning but also strengthens the relevance and impact of our research.”

 

Skills for Effective Leadership in Sustainability

What are the most critical skills or knowledge areas that students need to develop to become effective leaders in implementing SDG 12 and SDG 15?

Lecturer A. Dichte: “The ability to listen, to reflect critically, and to have the courage to experiment and learn from failure are essential skills for sustainability leaders. These skills are closely tied to understanding that achieving sustainability requires a collaborative, democratic approach. Even if change seems slow, imposing solutions unilaterally is not the way forward. Leadership in sustainability is about creating space for diverse voices and facilitating collective action.”

Y. Nikitchenko: “Leadership in sustainable development involves more than understanding environmental science. It requires the ability to inspire and drive transformative change across different sectors. Universities are key to shaping future leaders by providing them with the tools to critically analyse complex issues, think creatively, and collaborate effectively.”

Lecturer A. Dichte and Y. Nikitchenko agree that interdisciplinary approaches are crucial for preparing students to navigate the multifaceted landscape of sustainability, enabling them to drive progress in various sectors.

Campus-Community Partnerships for Sustainable Development

Lecturer A. Dichte, how can universities ensure that sustainability is not just a theoretical concept in curricula but also a practice within the campus and surrounding communities?

Lecturer A. Dichte: “At our university, we integrate sustainability into the curriculum right from the start. All bachelor students must take a course in sustainable development during their first semester, where they work on small projects with local actors. This early involvement gives them a chance to make a tangible difference and build connections within the community. Additionally, our university has adopted the ‘Projektwerkstätten’ approach, where students develop and implement courses themselves. This experience empowers them to become change agents and provides a model for how sustainability can be integrated into both education and real-world impact.”

Personal Motivation: Committed to Sustainability and Education

Y. Nikitchenko, your project, the “Ukrainian-German Teaching Network,” emphasises the importance of digital transformation. How do digital tools and platforms shape the future of environmental education, particularly in the context of SDG 12 and SDG 15?

Y. Nikitchenko: “The project was launched to maintain educational continuity for students in Ukraine during the war, and it has since grown to encompass a network of 13 partner universities. Digital tools are transforming environmental education by making it more accessible, interactive, and closely connected to real-world challenges. For instance, online access to GIS tools allows students to work with real-world environmental datasets during lessons, which enhances their practical skills and problem-solving capabilities.”

Y. Nikitchenko also sees digital education as a way to bridge the gap between theory and practice. “Platforms that offer virtual experiments and ecological modelling enable students to investigate complex environmental scenarios and develop the technical expertise needed for future careers. This approach not only prepares them to tackle global challenges but also equips them with the skills to implement the SDGs effectively.”

When asked about their personal motivation for focusing on sustainability and education, both Professor A. Dichte and Y. Nikitchenko reflect on the importance of nurturing the next generation of sustainability leaders.

Lecturer A. Dichte: “For me, it’s about promoting critical thinking and reflection in the leaders of tomorrow. We must prepare students to question assumptions and co-create solutions.”

Y. Nikitchenko: “It’s about empowering students and educators to keep striving for a sustainable future, even in difficult circumstances. I believe that by providing the right tools and platforms, we can inspire the next generation to drive meaningful change.”

Their shared commitment to sustainability and education serves as a powerful example of how universities can play a transformative role in shaping a more sustainable and equitable future.