Sustainability in Higher Education in the Face of Climate Change: The Case of Leuphana University and Possible Dialogues with Brazilian Reality

The climate crisis demands transformative action by universities worldwide in favour of planetary sustainability. In light of these considerations, the present case study of the Higher Education for Sustainable Development programme at Leuphana University in Lüneburg, Germany, is presented. The objective of this study is twofold: firstly, to present a selection of the university’s noteworthy initiatives and obstacles encountered in the implementation of sustainability policies; and secondly, discuss about sustainability challenges and actions of this university that inspire other universities in the world to face their own problems in different socioeconomic and cultural contexts, in improving sustainability in the higher education institution (HEI). The methodology is qualitative in nature, with data collected through documentary research, semi-structured interviews and participant observation. Thematic analysis was then employed to analyse the data using the frameworks of Critical Environmental Education. The findings demonstrate that the campus environmental management spaces, including native vegetation trails, sustainable buildings, incentives for sustainable mobility, and other aesthetic elements, serve as tangible resources and educational platforms for engaging individuals in the socio-environmental proposal. The existence of nearly 100 student initiatives is indicative of the high level of participation and creativity that characterises the process. The discipline of sustainability, a common feature of all undergraduate programmes, with its focus on fundamentals and practices, provides a basis for tangible experiences of scientific collaboration with local communities. However, the inherent contradictions of these processes within the institution must be acknowledged and addressed in the various decision-making bodies and collectives. The integration of sustainable spaces, environmental management systems, and social and cultural aspects within a transdisciplinary approach to teaching, research, and extension processes appears to be a fundamental principle if the institution is to fulfil its potential.