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In this time of unprecedented challenges, universities are called upon to contribute more to society than their traditional roles of teaching and research. They are asked to serve their local communities and, in return, benefit from stronger societal connections, increased support and enhanced opportunities for collaboration.
Asian universities are actively contributing to the achievement of the Sustainable Development Goals (SDGs) through their community engagement, ranging from community outreach and service learning to providing lifelong learning opportunities to local citizens.
In recent years, universities have increasingly been required to simultaneously internationalise and ‘localise’. Universities are expected to engage with their local communities and contribute to tackling local challenges.
University-community engagement refers to the active participation of universities in the growth and development of their local communities, extending beyond their primary roles of teaching and research. It recognises that universities have social responsibilities linked to their surrounding communities and should work together with these communities to tackle social, cultural, economic and environmental issues.
Good practice
Since the turn of the century, the university’s role in addressing global challenges such as climate change, social justice, migration, ageing societies, etc, has been widely discussed by global leaders.
In 2009, the UNESCO World Conference on Higher Education promoted the leading role of universities in generating knowledge to address global challenges and defined universities as public goods that have responsibilities to all of their stakeholders.
Building on this achievement, the 2015 UN 2030 Agenda set sustainable development targets for countries and territories around the world. Since then, universities have increasingly incorporated the SDGs into their strategies to advance sustainable development and align with national policies.
Asian universities are taking an active role in promoting the SDGs, embedding sustainability into various aspects of their operations. Many institutions now have strategic plans that prioritise sustainability, ensuring it becomes a core part of their long-term vision. Universities are also transforming their practices to align with SDG goals, focusing on energy efficiency, waste reduction, water conservation and sustainable procurement.
In addition, they are integrating sustainability into their curricula and expanding student engagement programmes. Beyond campus efforts, universities are deepening their collaborations with local communities, governments and industries to drive sustainable development.
Drawing on the IAU HESD (Higher Education and Research for Sustainable Development) Cluster, a network created by the International Association of Universities (IAU), the following are examples of good practice that show how some Asian universities have begun developing a lasting impact in the region and how they are improving the well-being of the overall community.
University of Central Asia: Serving mountain communities
The University of Central Asia (UCA) in Kyrgyzstan is a unique university which brings an internationally informed education to isolated mountain communities in Central Asia. UCA has deliberately established its three campuses in three countries away from major urban centres, near mountain ranges like the Tien Shan and Pamir, to promote cultural preservation and the social and economic development of the mountain communities of Kyrgyzstan, Tajikistan and Kazakhstan.
As a ‘development university’, UCA promotes sustainable development through education with an ambitious agenda of mountain region development. Its research, educational and community engagement revolve around the unique characteristics and development of its host communities.
UCA’s educational offerings are designed to meet local needs. Some popular courses are in English skills, plumbing, brick-laying and automobile engineering with computerised systems – which is important in regions where long-haul trucks use the new routes with digital systems.
The UCA also provides high-potential government staff with training in urban resilience tailored specifically for Naryn and Khorog. Additionally, their research is closely aligned with the unique characteristics and development needs of its host communities. For example, there is a Mountain Societies Research Institute and Cultural Heritage and Humanities Unit to conduct interdisciplinary research on important topics for mountainous areas such as mountain livelihoods, heritage preservation, climate change and flood mitigation.
Assam Don Bosco University: Connecting with community needs
Assam Don Bosco University in India provides an excellent case study for how a local university can identify the needs of its community and implement targeted solutions. Defining itself as an ‘engaged university’, Assam Don Bosco launched a Centre for Development Studies and Initiatives in 2017 to coordinate all university community outreach efforts.
The centre frequently holds meetings with members of local rural communities, covering 12 villages, and plans to extend to 42 villages.
Through village consultations and socio-economic surveys, Assam Don Bosco’s students and faculty can initiate social activities that serve its surrounding communities. Moreover, the sense of serving society has been institutionalised in its curriculum via mandatory courses in service learning.
Community engagement activities have been long term and diverse. Some outstanding examples of such activities are:
• Swastyayan: a model to reduce inequality: This provides free educational support for underprivileged students including free tuition, life-skills programmes, etc. Over the years, 693 Asian Development Bank volunteers have engaged with 926 students.
• Swabalamban: Livelihood Training Programme for Youth: The programme targeted unemployed youth from surrounding communities, providing them with training in the design and production of solar-powered chargeable light-emitting diode lamps.
• Bixudha Jal Asoni: This initiative provides clean water and sanitation support to 12 villages neighbouring the university.
• VanitAgrata: A computer literacy project for women: This provides women from villages with basic computer and internet training as well as guidance on how to use mobile phones and do banking transactions.
Siam University: Community as a living lab
Siam University in Thailand has established the Living Lab for Social Development, a collaborative environment where students, staff, local communities and government bodies work together to address social challenges.
This approach blends research with practical problem-solving, creating opportunities for everyone involved to contribute to sustainable solutions. By engaging with local communities, Siam University fosters a real-world testing ground for ideas that can make a positive impact both within the university and in the surrounding areas.
The Living Lab has led to the creation of several impactful projects that have provided practical benefits to local communities. These initiatives not only address specific challenges but also give students and staff valuable hands-on experience in solving real-world problems. Here are a few examples:
• Preserving craftsmanship in the Sri Pradu community: Students and staff from the faculty of nursing worked with the Sri Pradu community to design and sell miniature clay figures. This project helped preserve the local tradition of clay crafting while boosting residents’ income.
• Empowering local business in Thawi Watthana 25 community: The faculty of engineering helped local residents brand and market pet shampoo products. By applying branding strategies and product development, this project enabled the community to promote and sell their locally made products.
These universities offer compelling examples of how universities can mobilise sustainable change in their local communities. They are all active members of the IAU and their outstanding efforts to support the SDGs are featured and shared among the university community through their engagement with the IAU Cluster Group and HESD Portal.
As part of the IAU network, these local universities have access to the work of other universities, opportunities for international collaboration and tailored resources for their activities. There are thousands of inspirational stories of how a local university can leave a lasting impact on the development of its surrounding communities. You can find more at the IAU-HESD portal.
Phuong Anh Duong is studying for a Masters in Research and Innovation in Higher Education (MARIHE) and recently completed an internship at the International Association of Universities (IAU) with a focus on higher education and research for sustainable development. Isabel Toman is the programme officer for higher education and sustainable development at the IAU. In her position, she collaborates with UNESCO and other partners and serves as the IAU Global HESD Cluster network coordinator. E-mail: i.toman@iau-aiu.net. Meg Harris is the communications and media officer at the IAU. E-mail: m.harris@iau-aiu.net.
The IAU is pleased to partner with the University World News SDGs Hub – a special section to report on higher education’s activities for the SDGs and related topics.
This article is a commentary. Commentary articles are the opinion of the author and do not necessarily reflect the views of University World News.
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