Education is the main root that enables individuals to attain freedom, wealth, peace, and social justice, given the opportunity. Especially at the higher education level, the contribution of education to society is of utmost importance as universities are the hubs for knowledge production, research, and innovation, as well as environments for cultivating a humanitarian approach to raise democratic, creative, productive, and democratic youth that will serve society in return. Therefore, universities also aim to fulfill the role of improving public service and enabling a sustainable, democratic, and just social system.

On the one hand, for John Rawls, social justice forms the skeleton of a society and determines the fair distribution of goods and resources. This, he suggested, necessitates the smooth execution of procedures, which will allow the protection of the welfare of the most disadvantaged individuals in society through the liability of the government (Rawls, 2017). On the other hand, from the perspective of the Capabilities Approach (CA) of Amartya Sen (1999, 2003) and Martha Nussbaum (2011), when social justice is examined in the educational context, the approach focuses not only on equity but also the extent to which each student is given the same opportunities that they can choose from (Nussbaum, 2011). Although this approach has been used worldwide in different contexts ranging from economics to science, few scholars, like Wilson-Strydom (2011), have adapted it to the field of higher education. He emphasized the importance of providing equal resources and equity-based outcomes through education so that students from different socio-economic backgrounds can have the opportunity to convert the given resources into capabilities and functionings, the two main components of the CA. Given this background, the present study aims to explore the social justice perspectives of university students living in the United States of America (USA), considering the necessities of the 21st century through the lens of CA. The following research questions guided the study:

1. How do American university students perceive social justice in the 21^st century?

2. What do American university students think about social injustice issues living in society?

3. What solutions do American university students suggest for a more socially just society?

This study employed a qualitative phenomenological design to explore university students’ perspectives on social justice in the 21st century. Following qualitative research principles, participant selection was guided by data saturation, the point at which new information no longer substantially contributes to the research question or merely repeats existing data (Saunders et al., 2018; Creswell, 2013). Eight students (2 males, 6 females) from diverse academic backgrounds at non-profit private universities in the USA participated in individual in-depth interviews conducted via Zoom. Participants were recruited through snowball sampling, with the inclusion criterion that they had lived in the USA for at least one year to ensure informed reflections on social justice. The researcher developed an eight-question interview guide addressing students’ perspectives on social justice, diversity, and inclusion in the 21st century. Expert feedback from an American professor was sought to ensure cultural appropriateness for both domestic and international students. A pilot study was conducted to refine the interview questions and process before commencing the main study. Interviews were recorded with participants’ consent, and transcripts were returned to participants for review and correction to confirm accuracy. Participation was voluntary, and no identifying information was collected to maintain confidentiality. Deductive content analysis will be used to identify codes and themes from the interviews, providing meaning to students’ responses. Ethical approval was obtained from the university’s Human Subjects Committee, and participants were informed of their right to withdraw at any stage.

Preliminary analysis of interviews with eight U.S. university students revealed three main themes with 25 codes. Regarding the 17 Sustainable Development Goals (SDGs), students’ reflections focused on SDG 10 (reduced inequalities) and SDG 16 (peace, justice, and strong institutions), with additional connections to SDG 5 (gender equality) and SDG 8 (decent work and economic growth). Theme one explored students’ definitions of social justice, described as “humanizing people” and promoting equity and “free self-expression” (P3). Participants emphasized that 21st-century skills—critical thinking, collaboration, compassion, and mindfulness—are essential for personal development and fostering social justice in society. Theme two addressed experiences of injustices, including discrimination based on opinions, race, ethnicity, religion, gender, sexual orientation, socioeconomic status, and professional hierarchy. Students described these experiences as “harsh” and “offensive,” affecting their life decisions and perceptions of opportunities in higher education and work. P4 expressed fatigue navigating American society, while P3 noted perceived barriers for Hispanics in attaining higher-level positions. Theme three highlighted students’ suggestions for a more socially just society, including transparent communication, acting against injustices, equitable employment opportunities, curriculum redesign, fostering understanding of disabilities, revisiting structural and legal barriers, and mentorship support. Applying the Capabilities Approach (Sen, Nussbaum) underscores higher education’s role in enabling students to transform potential opportunities into meaningful functionings (Wilson-Strydom, 2015). The findings stress the importance of equity, critical skills, and inclusive practices, aligning with SDG 4 (quality education) and SDG 10. Universities must equip students not only with knowledge but also as informed citizens capable of advocating for social change (Franco et al., 2019; Leal Filho et al., 2019). In conclusion, students’ perspectives, the Capabilities Approach, and the SDGs together provide a framework for addressing educational disparities and fostering a socially just, inclusive higher education environment, contributing to broader societal equity in the 21st century (Guetterman, 2015).

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