Позитивные изменения. Том 3, № 3 (2023). Positive changes. Volume 3, Issue 3 (2023)

ACADEMIC KNOWLEDGE + PRACTICAL SKILLS = PUBLIC GOOD

Over the past two to three decades, the transition of higher education institutions into multi-dimensional entities, embracing the third mission of societal development and resolution of pertinent socio-economic challenges, has become a global norm. Within this framework, specific programs have been tailored to support the realization of this third mission, often integrated into global university rankings on an international scale.

A central challenge in engaging universities within the realm of socially innovative endeavors, encompassing their third mission, is the harmonization of core educational and research objectives with the desired outcomes of social innovation. These outcomes could span new social services or initiatives. The foundational role of universities within society remains anchored in delivering a higher standard of education to students and faculty. While the third mission, which propels the development of a social innovation ecosystem, plays a secondary role, it somewhat competes alongside the primary missions. Distinctively, this mission, as well as social innovation development by universities in general, relies on collaboration, first and foremost with non-academic entities.[54]

Pragmatic pedagogical methods, exemplified by project-based learning, have proven the most effective in educating individuals about sustainable development. Student feedback consistently emphasizes their inclination towards practical applications. Collaborative endeavors involving universities and non-profit organizations (NGOs) play a pivotal role, with students actively participating in tangible and socially significant projects that remain etched in their memory for years. Achieving this transformation necessitates changes within universities, primarily through an internal metamorphosis where the university’s ideology and culture inherently embrace external partnerships and an aspiration to drive societal change and address social challenges. This paradigm shift is particularly significant in reshaping educators’ perspectives on the learning process.