New call for papers for the next issue of ESS Journal (Vol. 38, No. 1). January-June 2026 period.

2025-11-12

New call for proposals for the thematic dossier of volume 38, number 1 (2026) of the ESS journal

The Educación Superior y Sociedad (ESS) journal of the UNESCO International Institute for Higher Education in Latin America and the Caribbean (UNESCO IESALC) invites submissions for its thematic dossier:

“Eco-intelligent campuses and sustainable governance: Higher education facing climate and technological challenges”. Higher education today faces a double challenge: responding effectively to the climate crisis while adapting to the technological transformations that are redefining the way we learn, research, and manage our institutions, harnessing their full potential.

This dossier seeks to bring together research and experiences that demonstrate how universities are integrating sustainability into their governance structures, institutional policies, pedagogical models, and innovation strategies, contributing to a just and resilient transition. Contributions that promote a systemic vision of sustainability, capable of articulating climate action with technological transformation, are welcome. The dossier invites exploration of the role of the university as a living ecosystem that connects knowledge, technology, and social commitment, contributing to the construction of more equitable and sustainable societies within the framework of the 2030 Agenda, especially in the context of universities in Latin America and the Caribbean.

Thematic lines

  1. Governance, leadership, and sustainable policies in higher education

This theme seeks to analyze institutional frameworks, strategic plans, educational innovation practices, research, and management that align universities with sustainability in general and climate action in particular. We invite you to submit research and success stories on sustainable university governance, rectorial strategies, accountability mechanisms, and policies that strengthen the transition toward institutions aligned with the Sustainable Development Goals (SDGs) of the 2030 Agenda.

“University governance must be at the heart of change, where decisions reflect an ethical commitment to the planet and to future generations”. (UNESCO, Reimagining our futures together, 2021).

  1. Green and resilient campuses facing the challenge of climate change

This thematic line calls for research and case studies on sustainable experiences, innovations, and infrastructure that promote environmentally responsible and resilient management of university campuses. Proposals addressing carbon footprint reduction, energy efficiency, sustainable mobility, waste management, green architectural design, and nature-based solutions, among others, will be valued.

“University campuses are living laboratories where sustainability is experienced, measured, and learned” (OECD, Higher Education for Sustainable Development, 2025).

  1. Technological and climate solutions adapted to local contexts

We invite submissions of research and experiences that show how universities develop and implement solutions based on science, technology, and innovation to respond to the environmental and social challenges of their territories. Priority will be given to contributions that integrate digital transformation with sustainability, including clean technologies, responsible artificial intelligence, and contextualized climate variable monitoring systems.

  1. Educational models and curricula for sustainability: transformative pedagogies for climate action

This theme focuses on adapting the educational and curricular model of higher education towards transformative pedagogical approaches. Research is encouraged on green curricula, the development of green skills, experiential learning, and training for global citizenship and climate action.

“Universities must become spaces where students not only understand climate change, but learn to transform it through collective action and social innovation” (UNESCO, Education for Sustainable Development Roadmap, 2022).

  1. Engagement and outreach for sustainability: partnerships with communities and social actors

This line invites submissions of experiences of territorial engagement and university outreach that strengthen the social role of universities in responding to the climate crisis. Proposals on inter-institutional alliances, service-learning programs, social innovation projects, and cooperation with local governments, the private sector, and communities will be valued.

“No institution can act alone in the face of climate change: we need partnerships that combine knowledge with action” (António Guterres, UN, 2023)

We welcome evidence-based systematizations of experiences and widely documented overviews of the topic of the dossier, as well as empirical studies (research articles) and theoretical essays (in-depth).

The dossier will be organized by María Alejandra Reich (University of Buenos Aires, Argentina), Rosamaría Moura Leite (Federal University of Mato Grosso do Sul, Brazil), Ángela María Plata (Sergio Arboleda University, Colombia), Francisco Urquiza (University of Chile, Chile), Estíbaliz Sáez de Cámara (University of the Basque Country/Euskal Herriko Unibertsitatea, Spain), Francisco Javier Benayas (Autonomous University of Madrid, Spain), Óscar Mercado, and Yuma Inzolia (both from UNESCO IESALC).

In keeping with previous issues, the journal keeps its general section open to receive articles presenting studies and research on higher education in the region and its university institutions.

The deadline for submitting articles for the thematic dossier of this new issue of ESS is February 15, 2026.

All articles will be received through the platform of the Educación Superior y Sociedad journal (ESS) https://ess.iesalc.unesco.org/index.php/ess3/about/submissions, where the submission guidelines and formats are available. Each article will also be subject to external peer review under a double-blind review process.

For more information, please write to ess-iesalc@unesco.org

References

António Guterres, Secretary-General United Nations. (24 September 2024). Secretary-General's remarks at the Sustainable Development Goals (SDGs) Moment Event. ONU. https://www.un.org/sg/en/content/sg/statement/2024-09-24/secretary-generals-remarks-the-sustainable-development-goals-%28sdgs%29-moment-event-bilingual-delivered-scroll-down-for-all-english-and-all-french

Organisation for Economic Co-operation and Development. (2025). How the green transition reshapes vocational education and training: Understanding the impact. OECD Policy Briefs, No.33, OECD Publishing. https://doi.org/10.1787/4819bf34-en

United Nations Educational, Scientific and Cultural Organization. (2021a). Reimagining our futures together: a new social contract for education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000379707

United Nations Educational, Scientific and Cultural Organization. (2022). Education for Sustainable Development: A Roadmap. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000374802

Other documents and basic references:

Benayas, J. (2014). Universidad y sostenibilidad. Reflexiones para un debate. ¿La universidad está liderando los cambios necesarios para que la sociedad se comprometa con un futuro más sostenible? Carpeta Informativa del Centro Nacional de Educación Ambiental. Ministerio de Transición Ecológica de España. https://www.miteco.gob.es/content/dam/miteco/es/ceneam/articulos-de-opinion/2014-05-Benayas_tcm30-163643.pdf

Benayas, J., & Marcén, C. (Eds.). (2019). Hacia una educación para la sostenibilidad. 20 años después del Libro Blanco de la Educación Ambiental en España. Centro Nacional de Educación Ambiental (CENEAM), Ministerio para la Transición Ecológica & Red Española de Desarrollo Sostenible. https://www.miteco.gob.es/es/ceneam/recursos/materiales/hacia-educacion-sostenibilidad.html

European University Association. (2023). Pathways towards sustainability: Universities as agents of change. EUA.

Jiménez, A., Vilela, M., & Delgado, M. (2022). Educación para el desarrollo sostenible: aspectos teóricos y experiencias en América Central. Carta de la Tierra. Oficina Multipaís de la UNESCO en San José (Costa Rica, El Salvador, Honduras, Nicaragua y Panamá). https://earthcharter.org/library/educacion-para-el-desarrollo-sostenible-aspectos-teoricos-y-experiencias-en-america-central/

Miñano, R., & García Haro, M. (Eds.). (2020). Implementando la Agenda 2030 en la universidad: Casos inspiradores de educación para los ODS en las universidades españolas. Red Española para el Desarrollo Sostenible (REDS). https://reds-sdsn.es/casos-practicos-de-educacion-en-desarrollo-sostenible/

Naciones Unidas. (2015). Transformar nuestro mundo: la Agenda 2030 para el Desarrollo Sostenible. ONU. (A/RES/70/1). https://unctad.org/system/files/official-document/ares70d1_es.pdf 

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2018a). Avances de la educación para el desarrollo sostenible y la educación para la ciudadanía mundial. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000266176_spa

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2018b). Guía abreviada de indicadores de educación para el ODS 4. UNESCO. http://uis.unesco.org/sites/default/files/documents/quick-guide-education-indicators-sdg4-2018-sp.pdf

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2020). Educación para el desarrollo sostenible: Hoja de ruta – Educación 2030. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000374896

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2021b). Declaración de Berlín sobre la Educación para el Desarrollo Sostenible. UNESCO. https://en.unesco.org/sites/default/files/esdfor2030-berlin-declaration-es.pdf

Red Española para el Desarrollo Sostenible. (2022). Campus neutro en carbono: Guía para universidades para acelerar la acción por el clima. REDS SDSN Spain. https://reds-sdsn.es/wp/wp-content/uploads/2023/05/Net-zero-uni-guide_FINAL_ES_02.pdf

Sáez de Cámara, E.; Fernández, I.; Castillo-Eguskitza, N. (2021). A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country. Sustainability, 13, 392. https://doi.org/10.3390/su13010392      

Sustainable Development Solutions Network – Australia/Pacific. (2017). Getting started with the SDGs in universities: A guide for universities, higher education institutions, and the academic sector. SDSN Australia/Pacific. https://reds-sdsn.es/wp/wp-content/uploads/2017/02/Guia-ODS-Universidades-1800301-WEB.pdf

Sustainable Development Solutions Network – Australia/Pacific & Red Española para el Desarrollo Sostenible. (2018). Cómo empezar con los ODS en las universidades: Guía para las universidades, los centros de educación superior y el sector académico. SDSN Australia/Pacific & REDS España. https://reds-sdsn.es/wp-content/uploads/2017/02/Guia-ODS-Universidades-1800301-WEB.pdf

Sustainable Development Solutions Network – Australia/Pacific & Red Española para el Desarrollo Sostenible. (2020). Acelerando la educación para los ODS en las universidades. SDSN Australia/Pacific & REDS. https://reds-sdsn.es/accelerating-sdg-education/

Stott, L., & Scoppetta, A. (2020). Partnerships for the goals: Beyond SDG17. Revista Diecisiete: Investigación interdisciplinar para los Objetivos de Desarrollo Sostenible, 2, 29–38. https://doi.org/10.36852/2695-4427_2020_02.02

UNESCO International Institute for Higher Education in Latin America and the Caribbean. (2023). Greening higher education: Framework and guidelines for institutions. UNESCO IESALC. https://www.iesalc.unesco.org/en/articles/introduction-greening-higher-education-open-educational-resource-sustainable-future

United Nations Environment Programme. (2022). The role of higher education in advancing climate action and sustainability. UNEP.

United Nations University. (2023). Regional centres of expertise on education for sustainable development: Transforming learning for sustainability. UNU Institute for the Advanced Study of Sustainability.

World Economic Forum. (2023). Future of skills: Education and the green transition. WEF.