University is considered as a social institution, highlighting its role in promoting sustainable development, improving quality of life, and advancing human rights while reducing inequality. The full engagement of students, faculty, staff, local communities, and external partners is necessary to meet the expectations associated with university social responsibility (Vasilescua et al., 2010). Through collective efforts, universities can contribute effectively to building a sustainable future and ensuring the well-being and dignity of individuals. The concept of social responsibility has gained increasing significance globally, including within the United Nations, as it relates to discussions on competitiveness, sustainability, and the impact of globalisation.

In 2015, the United Nations Member States adopted the 2030 Agenda for Sustainable Development, which includes 17 Sustainable Development Goals (SDGs), divided into three categories: social, environmental and economic sustainability. These goals encompass various aspects of sustainability, focusing on people well-being quality education, gender equality, work and economic growth, ecosystems, healthcare and others. This categorisation helps to address a wide range of challenges and promotes a holistic approach to sustainable development (Suryanto et al., 2021). Achieving the SDGs requires collaboration among governments, civil society, businesses, and academia to bring about meaningful and long-lasting change (Filho, 2023).

In achieving the SDGs, universities, being a part of the education sector, plays a crucial role. They partake in advancing the United Nations’ Sustainable Development Goals (SDGs) by serving as hubs for knowledge creation, innovation, and critical thinking. Through integrating the SDGs into their teaching, research, and campus operations, universities inspire and equip students to be agents of change. They also contribute through partnerships and engagement with local communities and industries to drive sustainable development practices. Universities equip the next generation with skills and knowledge to address sustainability challenges and lead by example. Some researchers stick to the fact that, for effective contribution, universities should fully commit to the 2030 Agenda for Sustainable Development (Junior et al., 2019) to maximize their impact on the SDGs. This means integrating the SDGs into their curriculum and research, as well as aligning their campus operations and policies with sustainable practices.

University’s charters of social responsibility are essential guidelines that shape the conduct and activities of educational institutions. These charters serve as a compass, directing universities to manage their operations sensitively and responsibly while considering the impact on the environment and society. They aim to strike a balance between growth and sustainability, ensuring that universities contribute positively to their communities and the broader world.

This study focuses on the significance of university charters of social responsibility and their implementation. By examining it, the research aims to understand how universities integrate and uphold the principles to promote ethical behaviour, support students and employees, engage with the community, protect the environment, and prioritise health and safety.

City universities emphasize social responsibility to a greater extent and implement the third mission through the interaction with local communities that is aimed at improving all spheres of life, solving current local and global challenges, and increasing the well-being of the region (Milyaeva et al., 2023).

The research sample comprised 20 city universities from most regions of the globe, including Europe, North and South America, South-East Asia, and Africa. The study’s hypothesis suggests that city universities serve as institutions dedicated to social responsibility, actively contributing to the enhancement of the well-being of communities, solving current challenges, and promoting regional prosperity. Various research methods were employed to collect relevant information and insights regarding the city universities’ charters of social responsibility. The first method was content analysis of media resources, such as news articles, reports, and publications. This analysis provided valuable information on how the charter was implemented and its impact on city universities’ initiatives and efforts toward sustainable development. By reviewing media coverage related to the charter, researchers of this study were able to identify key trends, challenges, and success stories in implementing its principles. Additionally, this analysis shed light on public perception, stakeholder engagement, and policy implications associated with the charter. The second stage of the research focused on studying universities’ strategies by examining their policies, guidelines, and frameworks. This involved a comprehensive review of strategic plans, sustainability reports, and other relevant documents to understand the specific actions and targets set by universities in alignment with their charters. Through this analysis, researchers gained insights into the approaches taken by city universities to integrate the goals of sustainable development into their teaching, research, and operations. Furthermore, case studies were conducted to identify best practices of how city universities have implemented the charter and contributed to a sustainable future. Specific universities that had demonstrated notable progress in fulfilling their social responsibility towards sustainability were selected for these case studies. By examining the strategies, initiatives, and outcomes of these universities in integrating the SDGs into their core activities, valuable insights were gained. The case studies allowed for a thorough analysis of the universities’ experiences, including curriculum changes, research projects, community partnerships, and sustainability practices. This approach provided rich data, enabling the identification of best practices, challenges faced, and lessons learned from the implementation of the charter.

The results of the study have enabled us to confirm the hypothesis that city universities serve as social responsibility institutions aimed at improving various aspects of the local community’s well-being, addressing present-day local and global challenges, and fostering regional prosperity. For instance, Birmingham City University in the United Kingdom has identified social responsibility as its commitment realized through transforming students’ lives and enhancing opportunity through education and advancement and supporting the economy and public sector of the city. It implemets a big amount of projects, e.g. Improving public health with till receipt research, Training Rwanda’s next generation of researchers, Developing best practice around anti-bullying and etc. Furthermore, city universities are committed to providing social services for the community. For example, Moscow City University (MCU) implements a project aimed at achieving the goals of the metropolis sustainable development within the Institute of Natural Sciences and Sports Technologies. In turn, London Metropolitan University holding several prestigious awards for corporate social responsibility (CSR) and environmental sustainability fulfils a Master Program “Corporate Social Responsibility and Sustainability” aimed to train sustainability managers of the future with a focus on employee engagement, environmental law, supply chain and environmental economics. Further analysis involves expanding the research sample and including other types of universities, updating the understanding of the university’s social mission, and collecting a database of the best practices of sustainable development implementation. The results of this study can be used by education policy-makers to develop social responsibility policies in higher education in different countries to build a sustainable future for all.

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