Itsaso Fernandez de la Cuadra-Liesa

Higher education plays a crucial role in equipping citizens to tackle contemporary socio-ecological challenges. However, little research has examined how different generations of university students understand socioecological transitions, or the implications of these differences for sustainability education. This study compares the perceptions of older learners (aged 55–70) enrolled in the ‘Classrooms of Experience’ programme with those of undergraduate students (aged 18–28) from the Faculty of Economics and Business at the University of the Basque Country (UPV/EHU). Qualitative data were collected from approximately 250 participants during the 2023/24 and 2024/25 academic years. The data were analysed using the Grid Elaboration Method and the IRaMuTeQ (Version 0.8 Alpha 7) text analysis tool to identify semantic structures, symbolic associations and patterns of meaning across the two age groups. The findings reveal significant generational differences in understanding socioecological transitions. Older learners tend to frame transitions as regulated processes linked to institutional action, public policy, welfare, and quality of life. In contrast, younger students interpret socioecological transitions as responses to interconnected ecological and social crises, emphasising socioecological justice, responsibility, sustainability, and technological innovation as key drivers of transformation. These results suggest the coexistence of complementary yet distinct socioecological imaginaries within the university context. The study highlights the pedagogical value of intergenerational dialogue and learning in higher education. By bringing together diverse perspectives on sustainability, universities can promote more critical, reflective, and transformative educational processes that are capable of addressing the complex challenges of contemporary socioecological transitions.

This study analyzes the use of classroom debate as a teaching methodology in the course Economic Structure at the University of the Basque Country / Euskal Herriko Unibertsitatea (EHU), within the i³ educational model. The main objective is to assess its potential for developing transversal ethical competences and its coherence with the values of the Social and Solidarity Economy (SSE) and ecosocial transitions. A dual analysis of semi-structured questionnaires applied before and after the experience, together with written productions processed using Iramuteq software, yielded the following results: (1) an improved student perception of their own learning; (2) significant improvements in written expression, information search and autonomous work; (3) greater student motivation, activation and self-confidence; and (4) the perception that classroom debate offers a dialogical, cooperative and ethical space that fosters critical thinking and collective deliberation. The study concludes that classroom debate constitutes a transformative micro-practice that can strengthen the link between academic knowledge, sustainability of life, professional ethics and social commitment, contributing to a transformative higher education oriented towards sustaining life.

This article analyses the role of the Spanish university system in promoting fair Trade (FT) and the sustainable development goals (SDGs), with a particular focus on the Universities for Fair Trade (UxFT) programme. A mixed methodology combining qualitative and quantitative approaches was used to review and analyse the websites of 90 Spanish universities (both public and private) to assess their commitment to FT and the SDGs. This was based on four variables: (1) reference to the SDGs; (2) a structured programme to promote the SDGs; (3) specific actions to promote or raise awareness of the SDGs; and (4) working on FT. The results show that, while most universities include the SDGs in their institutional strategies, only some have structured programmes. Regarding FT, several universities carry out activities linked to this movement, with some actively participating in the UxFT. Public universities demonstrate greater commitment. The SDGs that are most frequently addressed are 12 (Responsible consumption and production), 4 (Quality education) and 13 (Climate action), highlighting the close relationship between FT and sustainability. The study reveals a gap between discursive commitments to sustainability and the actual implementation of FT practices, suggesting that the integration of FT is not automatic even when SDG strategies are present. This has important implications: promoting FT within universities requires not only structured SDG strategies, but also explicit institutional policies, dedicated resources, and greater awareness of FT transformative potential. The findings underscore the need for stronger institutional commitment to move beyond isolated actions and toward a university model grounded in social justice and sustainability. Integrating the UxFT programme more broadly could help foster critical thinking, participatory governance, and more coherent practices aligned with the 2030 Agenda.

This article emphasises the critical role higher education institutions (HEIs) play in fostering critical knowledge and social cohesion by exploring students’ perceptions of the social and solidarity economy (SSE). It addresses the need for a more diverse curricular approach within HEIs, particularly in economics and business education, to challenge the dominance of the neoclassical model. This study, conducted at the Faculty of Economics and Business (FEB) of the University of the Basque Country, investigates whether students perceive the SSE as a viable alternative to the current economic paradigm and its necessity and innovation in higher education. Utilizing a free-association questionnaire and Iramuteq software analysis, the findings reveal a strong demand for a more inclusive educational framework that incorporates heterodox economic theories, especially the SSE. This research contributes to the discourse on integrating SSE into economics and business courses as part of university social responsibility (USR), highlighting its unique social values.

La digitalización de la sociedad en los últimos años ha hecho de las redes sociales una herramienta de comunicación de primer nivel, desbancando a medios analógicos como la televisión, la radio o incluso el papel. Esto supone un reajuste en la forma de trabajar para proporcionar información que, a priori, servirá para configurar el imaginario colectivo. Sin embargo, algo que no ha cambiado con el paso de los años es el medio de comunicación que utilizan los flujos migratorios internacionales para nutrirse de información con la que decidir su estrategia migratoria y destino. El estudio de caso de la Comunidad Autónoma de Euskadi CAE, basado en el análisis de la Encuesta de Población Inmigrante Extranjera (EPIE) concluyó que, para el caso concreto de la CAE, será el mecanismo boca-oreja el que siga prevaleciendo sobre los demás, ayudando a perfilar la migración que se asienta en el territorio: mujer de habla castellana que atiende al trabajo de los cuidados.