Higher education institutions (HEIs) have traditionally been positioned as key drivers of Education for Sustainable Development (ESD), with universities seen as sites for innovation, policy influence, and curriculum development that align with global sustainability goals (Kopnina & Meijers, 2014). However, recent research suggests that sustainability education is not solely dependent on HEIs but is instead shaped by a complex ecosystem of stakeholders, including local governments, non-governmental organizations (NGOs), and grassroots community initiatives (see for example Block & Paredis, 2016; Holfelder, 2019). These local actors often play a more direct role in implementing sustainability practices that influence both formal education and the broader societal adoption of sustainable behaviors.

This panel discussion seeks to examine the diverse approaches to ESD in four European countries – Italy, Poland, Portugal, and Sweden – and explore how local actors engage with HEIs in shaping sustainability education. Through a comparative, cross-national analysis, the research challenges the assumption of university leadership in ESD, highlighting instead the importance of multi-actor collaboration in developing sustainability education that is both locally relevant and globally aligned.

The research is part of the ESDEUS project, an Erasmus+ Strategic Partnership initiative that brings together academic institutions and external stakeholders to develop a transnational perspective on sustainability education. As part of this initiative, four universities work collaboratively to explore how HEIs can enhance their engagement with local communities and non-academic actors in promoting ESD. The project aims to bridge the gap between formal education policies and grassroots sustainability efforts, ensuring that sustainability education is not only theoretically sound but also practically impactful.

This panel discussion is based on research conducted at four universities participating in ESDEUS:

• Italy: University of Milano-Bicocca
• Poland: DSW University of Lower Silesia
• Portugal: University of Algarve
• Sweden: University of Gothenburg

These institutions, while engaged in sustainability education at various levels, do not act in isolation. Instead, they function within complex networks of local actors, who contribute knowledge, resources, and alternative pedagogies that often challenge traditional university-led approaches to sustainability education. By examining how HEIs interact with local communities, this research uncovers new models of sustainability education that emphasize co-creation, participatory governance, and interdisciplinary collaboration.

The panel discussion aims to address the following research questions:

1. How do local stakeholders shape the implementation of ESD within and beyond their settings?
2. What are the key forms of collaboration between HEIs and non-academic actors in advancing ESD?
3. What challenges arise in aligning institutional sustainability policies with grassroots sustainability practices?

By exploring these dimensions across four national contexts, this panel discussion contributes to the growing debate on the role of HEIs in sustainability transitions, questioning whether universities should continue to be seen as primary agents of change or rather as facilitators within larger networks of sustainability actors. While the Sustainable Development Goals (SDGs) provide a global framework for sustainability, their implementation depends on contextual adaptation, shaped by national policies, economic conditions, and cultural dynamics. The ESDEUS project investigates how localization of sustainability education occurs in different national and institutional settings, revealing that universities are just one part of a broader sustainability ecosystem. In Poland and Portugal, for example, local NGOs and municipal institutions frequently take the lead in sustainability initiatives, while in Sweden and Italy, HEIs play a more structured role, often integrated into policy-driven frameworks. The results of the ESDEUS project will provide policy recommendations for HEIs, identifying strategies for strengthening partnerships with local stakeholders and developing sustainability education models that are more adaptive, inclusive, and action oriented.

Block, T., & Paredis, E. (2016). Four misunderstandings about sustainability and transitions. In: K. Van Poeck, L. Östman, & J. Öhman (Eds.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 15–27). Routledge. Holfelder, A.-K. (2019). Towards a sustainable future with education? Sustainability Science, 14 (4), 943–952. https://doi.org/10.1007/s11625-019-00682-z Kopnina, H., & Meijers, F. (2014). Education for sustainable development (ESD): Exploring theoretical and practical challenges. International Journal of Sustainability in Higher Education, 15(2), 188-207. https://doi.org/10.1108/IJSHE-07-2012-0059