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Aurora Science and Society Team Launches Cycle of Workshops, Trainings and Open Seminars

Aurora Science and Society team launches a cycle of workshops, training events and open seminars from November 2025 to May 2026. This cycle of events are designed to foster awareness, skills, and discussion on the practical implementation of Open Science and Citizen Science across Aurora universities.

As part of Aurora 2030 Work Package 10 Impact and Dissemination, this series is organised by Task 10.2 Science and Society, and blends structured learning, hands-on training, and thematic debates. Designed for doctoral candidates, Master students, early-career researchers, and academic staff, these events run for seven months during the academic year 2025-2026. The workshops, trainings and seminars aim to empower attendees with the knowledge, competencies, and ethical awareness needed to integrate Open and Citizen Science practices in research and teaching.

Addressing Key Topics in Open Science and Citizen Science

Co-organised by Università Federico II of Naples and Université Paris-Est Créteil (UPEC), this cycle of events is composed of three types of delivery:

  • Workshop: Offers a comprehensive overview of best practices in Open and Citizen Science, highlighting exemplary projects, innovative community engagement strategies, and the interplay between Open Science, AI, and research innovation.
  • Training: Practical sessions on operational and methodological aspects of Open and Citizen Science.
  • Open seminars: Discussion-based events on broader cultural, ethical, and institutional dimensions.

The events provide attendees exposure to critical topics and skills in FAIR (Findable, Accessible, Interoperable, and Reusable) data, open-source workflows, ethical and legal aspects, open publishing and peer review, and the role of AI and innovation in Citizen Science.

Save the Dates!

Organised once a month beginning November 2025, the Aurora Science and Society team invites attendees to explore best practices, hands-on tools, and discussion with experts across the Aurora network on the following dates:

Workshop – Best Practices in Open Science and Citizen Science: From Principles to Practice
Date: 4 November 2025 at 09:00 – 11:00 CET
Mode: Hybrid

Trainings (from December 2025 to March 2026)

  • Training 1: Managing and Sharing Research Data; FAIRness; Ethics in Citizen Science.
    Date: 18 December 2025 | Mode: Online
  • Training 2: Open-source software and workflows; open licencing; tools for collaborative Citizen Science; open peer review simulation; OA platforms; integrating CS in academic publications.
    Date: January 2026 | Mode: Online
  • Training 3: Open Access publishing; Open Peer Review; Citizen Science communication and public engagement.
    Date: March 2026 | Mode: Hybrid

Open Seminars (from February to March 2026)

  • Seminar 1: Open Data and Open Access in teaching; Citizen Science in higher education.
    Date: February 2026 | Mode: Hybrid
  • Seminar 2: Legal and ethical challenges; data protection; open licensing for community-driven research.
    Date: April 2026 | Mode: Online
  • Seminar 3: The role of Open and Citizen Science in AI and innovation; practical examples of AI in CS projects.
    Date: May 2026 | Mode: In-person during the Aurora Annual Conference at the University of Duisburg-Essen.

Registration is mandatory for all sessions.

 

The Aurora Science and Society cycle of events is an initiative to build an active, interconnected community of practice within Aurora, strengthening collaboration, mutual learning, and our shared commitment to transparency, inclusiveness, and societal relevance in research.

Aurora Course Design Retreat Strengthens Collaboration and Innovation in Education

From 15 to 17 October, dozens of academics from across Europe gathered at Vrije Universiteit Amsterdam for the Aurora Course Design Retreat and Academic Matchmaking. Over three days, participants worked together to design new joint educational initiatives within the Aurora universities – from campus-based courses and micro-credentials to a Blended Intensive Programme (BIP).

Welcome by Jeroen Geurts, Rector Magnificus at Vrije Universiteit Amsterdam

The event was one of the initiatives in the broader Aurora 2030 programme, which is part of the European Universities Initiative launched by the European Commission aimed at achieving high-quality education with societal impact. It offered professors a unique opportunity to co-create, exchange ideas, and strengthen partnerships around key themes such as sustainability, digitalisation, health and well-being, culture, social entrepreneurship and innovation, and peace education.

Plenary Session: “Doing BIPs well!”

One of the highlights of the Course Design Retreat and Academic Matchmaking event was the plenary session “Doing BIPs well!”, presented by Marina Vives Cabré from Universitat Rovira i Virgili (URV). Leading the Aurora team working on Enabling Mobility and Exchange, she introduced the new Aurora BIP Handbook – a comprehensive guide for designing and implementing Blended Intensive Programmes.

In her presentation, Vives highlighted how BIPs offer unique opportunities for collaboration among Aurora universities. “Blended Intensive Programmes allow us to bring together students and staff from different countries in innovative short learning formats that reflect our shared values and address global challenges,” said Vives.

The handbook provides practical guidelines, tips, and a timeline for developing BIPs, helping institutions strengthen partnerships and enrich their teaching practices.

 
Marina Vives Cabré launches the Aurora BIP Handbook, a comprehensive guide for developing and organising Blended Intensive Programmes in Aurora universities 

Design, Collaboration and Inspiration

During the Course Design Days, participants worked in thematic groups – such as Sustainability and Climate Change, Digital Society and Global Citizenship, and Peace Education – to develop potential inter- and transdisciplinary micro-credentials and joint courses.

There was also room for inspiration: workshops on teaching methods, presentations of successful Aurora course formats, and a contribution from VU Amsterdam’s own A Broader Mind Course, which exemplifies interdisciplinary learning in practice.

Building the Future of European Education Together

The event marked an important step in advancing the Aurora Educational Hubs and followed earlier gatherings in Tarragona and Paris. Participants left Amsterdam with new ideas, collaboration plans, and concrete course designs.

The Aurora Course Design Retreat and Academic Matchmaking event demonstrated how cross-border cooperation leads to innovative education – and how the Aurora community is jointly building a more connected, sustainable, and inclusive future for European higher education.

A Conversation With Larissa Jenewein and Ramon Rispoli: Continuous Learning and Internationalisation in a Changing World

Today, internationalisation in higher education extends far beyond the classical models of mobility. In this Aurora conversation, Marina Vives Cabré speaks with Larissa Jenewein and Ramon Rispoli about how blended opportunities, transdisciplinarity, and co-creation are shaping the future of continuous learning in Europe’s universities.

This discussion was led by Marina Vives Cabré, Internationalisation Projects Officer at the Universitat Rovira i Virgili and Lead for the Aurora 2030 Work Package 8 Enabling Mobility and Exchange. She interviewed Larissa Jenewein, Institutional Erasmus+ Coordinator at Universität Innsbruck, and Ramon Rispoli, Associate Professor of Design, Università Federico II of Naples.

Moving Beyond Traditional Models – Beyond the Classical Perspective

For many years, internationalisation in the European context meant long-term Erasmus exchanges, the use of English and English-language training, and physical mobility. But as Vives notes, internationalisation today must be understood as an institutional intentional and ongoing strategy, one that responds to society’s evolving challenges and students’ and professionals’ requests.

This shift is most evident in the rise of Blended Intensive Programmes (BIPs), short-term mobilities, and virtual exchanges.

Larissa: It gives us so much more space to include target groups who were excluded before in the Erasmus Programme. They were not really (represented) in their scheme, so I think that was actually the original idea of the European Commission to have some alternatives for the people who are not able to do a long-term mobility – like a typical classical semester mobility as we all know – because of so many reasons: health issues, a disability, because of caretaking duties, because they have to work. But now we are at the point where it goes even beyond addressing underrepresented target groups. Now it’s really central for the strategic perspective of institutions.

Inclusivity and Flexibility

For Rispoli, these innovations provide vital flexibility for both students and faculty members. In his own teaching, Rispoli has designed blended courses combining online theory with in-person workshops. His students—often already internationally mobile—benefit from these compact, impactful opportunities. At the same time, he and fellow academics gain the chance to collaborate across institutions without committing to months abroad.

Ramon: It’s especially good for Master students. With a short-term mobility like a Blended Intensive Programme (BIP), they avoid spending one semester out of four abroad, which would be a big deal.

Transdisciplinarity and Co-Creation

A recurring theme in the discussion is transdisciplinarity, and highlights the crucial distinction from interdisciplinarity. As Rispoli explains, BIPs open up new ways of designing courses.

Ramon: It’s almost impossible to build real transdisciplinarity within a traditional curriculum, while an intensive week of a BIP plus the online part really gives you the possibility of overcoming traditional disciplinary boundaries.

In interdisciplinarity, you put your expertise on the table. In transdisciplinarity, you build new knowledge by learning from others and questioning your own assumptions. BIPs make this possible by bringing together students from diverse fields—design, engineering, social sciences, medicine, and more.

Larissa: Co-creation enriches the experience even further. When we’re thinking about the BIPS for instance, it’s not only about the exchange of students or professors, but also about the co-creation process of the event, lecture or the seminar itself. So, you also gain intercultural skills, for example.

Transforming Institutions and Looking Ahead

Vives links this to the broader concept of comprehensive internationalisation, where governance, staff, academics, and students all play vital roles in creating more connected, flexible universities. For internationalisation to continue evolving, keywords like flexibility, boundary crossing, co-creation, and openness remain essential.

 

This conversation is part of a series called “A Conversation With…” undertaken within the framework of the Aurora 2030 programme supported by the European Commission. It is an interview format that focuses on a specific topic and is meant to inspire its readers to reflect on and catalyse positive impact. The exchange is available in its original format on the Aurora YouTube channel.

Aurora Showcased at Conference on the Impact of European University Alliances in Prague

Collaboration and open exchange are central to progress in European higher education. Opportunities for alliances to share experiences, both nationally and internationally, help strengthen their collective impact. Engaging with governmental bodies together also enables more constructive and aligned dialogue about the future of education and research in Europe.

On Tuesday 7 October, Aurora presented at the Conference on the Impact of European University Alliances, organised in Prague by the Czech National Agency for International Education and Research. The event brought together speakers from several European University Alliances with members in the Czech Republic. Each speaker highlighted the unique strengths and best practices of their alliance.


Marie Jadrnickova, Aurora Research Officer from Palacký University Olomouc, presenting best practices from the Aurora Research and Innovation project. ©Photo credit: Petr Zewlakk Vrabec

Representing Aurora, Marie Jadrnickova, Aurora Research Officer from Palacký University Olomouc was asked to present the alliance’s strong commitment to supporting scientific and research collaboration. Pleased with the recognition for Aurora’s contribution to research and innovation, Marie shared, “It was a pleasure to present Aurora’s best practices and achievements in research collaboration with colleagues from across the Czech Republic and European university alliances.”

Czech governmental representatives — including the Ministry of Education and Youth and the National Accreditation Agency — emphasised the vital role of European university alliances as drivers of change. They also reaffirmed their continued support for these initiatives at both national and European levels.

During the closing panel, representatives agreed that “the European university alliances are changing the perception of international cooperation in the Czech academic sphere — thanks to alliances, for example, there is growing demand for support for joint study programmes, greater flexibility within standard study programmes, and innovative approaches to teaching.”

Events like this conference show the power of shared learning and joint engagement with policymakers. By presenting a unified voice and exchanging practical insights, alliances such as Aurora help shape a more connected, innovative, and forward-looking European higher education area.

Universität Innsbruck Awards Honorary Senatorship to Professor Dr. Jón Atli Benediktsson

On 17 October 2025, during the “Dies Academicus” celebration at Universität Innsbruck, Professor Dr. Jón Atli Benediktsson, former Rector of the University of Iceland, was awarded the title of Honorary Senator. The distinction recognises his outstanding contributions to academic cooperation and his strong commitment to Aurora. 

Beyond his remarkable academic career, Professor Benediktsson has been a leading voice in shaping the European Higher Education Area. As President of the Aurora network (2020–2024), he played a pivotal role in defining the alliance’s strategic direction. During his presidency, Universität Innsbruck joined the Aurora alliance, greatly enhancing its European and international visibility.

Born in Reykjavik in 1960, Professor Benediktsson earned his PhD in Electrical Engineering from Purdue University (USA) in 1990. He began his career at the University of Iceland in 1991 and became Full Professor in 1996. From 2009 until his appointment as Rector in 2015, he served as Pro-Rector for Science and Academic Affairs.

One of Iceland’s most productive researchers, Professor Benediktsson has published over 400 scientific papers in the fields of remote sensing, image analysis, pattern recognition, machine learning, and biomedical signal processing. He is a Fellow of the IEEE (since 2004) and SPIE (since 2013) and has received numerous awards, including the IEEE Millennium Medal and the Highest Impact Paper Award of the IEEE Geoscience and Remote Sensing Society.

Driving Force Behind Collaborative Initiatives in Aurora

Within Aurora, he has been a driving force behind the creation of joint European teaching and study programs, collaborative research initiatives, and higher education policy positions. Under his leadership, the University of Iceland took on the consortium leadership of Aurora 2030 funded by the European Commission with approximately €15 million, and led the Horizon Europe project Aurora Research & Innovation.

A memorable moment in his collaboration with Universität Innsbruck was his participation in the Aurora Spring Biannual 2022, held in Innsbruck from 10 to 12 May 2022. Together with the then Rector of Innsbruck, he opened the event that brought together over 200 participants from across Europe to shape the future of the alliance.

During his presidency, he also championed Aurora’s solidarity with Ukraine, notably with V.N. Karazin Kharkiv National University. He played a central role in a fundraising campaign that raised €51,000 to support the continuation of the university’s operations during the war and in establishing the Aurora Karazin University Peace Hub – a platform for peace education and conflict transformation.

This collaboration culminated in the Aurora International Peace Conference, hosted by Universität Innsbruck in February 2025. The high-level event gathered international experts from academia, politics, and civil society to advance dialogue on peacebuilding and further strengthened Innsbruck’s international profile.

Nine Innovative Projects Selected After Second Aurora Call for Incentive and Collaborative Research Projects

Launched in December 2024, Aurora’s second Call for Incentive and Collaborative Research Projects received 29 high-quality applications from Aurora universities , gathering the expertise of at least 129 researchers from diverse disciplines. Nine projects were selected to receive funding over the next two years.

The 2025 Call for Incentive and Collaborative Research Projects was undertaken within the framework of  Aurora 2030 Task 5.2 on Academic Collaboration and Community Building.  The objective of this annual call is to further grow research cooperation within Aurora universities, for both young and established academics.

Research proposals were evaluated  based on a challenging list of criteria, which includes  scientific quality, originality and feasibility. In addition, projects must reflect  their added value in their potential to build  scientific communities, and, if relevant for their topic, to contribute to the Aurora Research-driven Educational Hubs.

Innovative Projects Take Center Stage

Following a thorough evaluation process, the Aurora Research Council (ARC) selected nine innovative research projects for a total available funding of €125,000, counting an average of €14,000 per project. Results of the ARC’s evaluation were then confirmed by the Vice-rectors for Research from Aurora universities.

Funded projects will begin in autumn 2025 and run for the next two years. Below is the list of successful projects. Detailed information for each project will be made available soon on this page.

Reinforcing Future Collaboration in Research and Innovation

The results for the Call for Incentive and Collaborative Research Projects 2025 demonstrate the continuous effort to foster tangible, robust and durable scientific and academic collaboration in Aurora universities. Success of these projects and the value of researchers’ scientific work, will enrich the Aurora community, contribute to progress within the Aurora hubs, while also sparking positive impact in response to societal challenges.

Following the success of the two calls, Aurora hopes to secure more funding for this action in the future. The Board of Rectors, with strategic input from the Vice-Rectors for Research and the Vice-Rectors for Education, is actively exploring options for continued institutional support, including the potential allocation of university resources to finance future calls.

Furthermore, strengthening the integration of research and education has been identified as a priority in line with Aurora’s mission. To this end, the next call, planned for 2026, will be more closely aligned with the Aurora Research-Driven Educational Hubs, reinforcing Aurora’s commitment to research-informed teaching and sustainable institutional transformation.

Contact the office of the Aurora Research Council 

Aurora PhD Training Programme Strengthens Research and Communication Skills Across Europe

A new joint PhD training programme developed by Vrije Universiteit Amsterdam and Palacký University Olomouc, as part of the Aurora 2030 Capacity Development Support Programme, is equipping researchers at Aurora associate partner universities in Central and Eastern Europe with advanced skills in research and science communication. 

Hands-on Learning Across the Research Spectrum 

Over several intensive sessions, participants engaged in a dynamic mix of hands-on workshops, expert-led seminars, and collaborative exercises. The training covered the full spectrum of research dissemination: from navigating academic publishing to communicating findings beyond university walls. 

It made me aware that science is not only about producing knowledge, but also about sharing it with people. The combination of learning by doing and networking made this workshop so impactful and helpful for my future career development,” said Mladen Micevski, PhD candidate at South-West University Neofit Rilski (Bulgaria).

A Comprehensive Curriculum 

The programme addressed key areas of modern research practice: 

  • Open Science & AI in Research – Implementing open science practices and exploring the ethical use of AI.
  • Mastering the Literature – Practical strategies for reviewing and synthesizing academic sources.
  • From Paper to Publication – Crafting strong manuscript introductions and understanding editorial expectations.
  • FAIR Data & Software – Applying FAIR principles, archiving data and code, and documenting research effectively.
  • Science Communication & Visibility – Translating complex research for non-academic audiences, writing engaging blog posts, and interacting with media.

Building Connections and Peer Learning 

Beyond skill development, the programme fostered a supportive peer-learning environment, connecting researchers across disciplines and institutions. Participants engaged with global experts, gaining insights into ethical publishing, open-access strategies, and storytelling in science.

“The workshop was an intensive and very engaging experience. The sessions combined theory with practical and hands-on insights on academic writing, open science, and science communication. What I appreciated most was that the workshop offered many useful hints on using digital tools for research and publication, which can be applied immediately in everyday academic work,” said Oleksandr Kryvtsov, PhD candidate at V.N. Karazin Kharkiv National University (Ukraine).

Tools to Enhance Research Impact 

By the end of the programme, participants had a tailor-made toolkit to strengthen both the quality and reach of their research. The initiative not only enhanced publishing and communication skills but also advanced Aurora’s broader mission: promoting knowledge sharing, encouraging interdisciplinary collaboration, and bridging the gap between science and society. 

For more details, the full programme can be found here. 

DUAL Conference 2025: Dichotomies in Urban Agendas and Logics

On 29 and 30 September 2025, the Università Federico II of Naples (UNINA) hosted the Aurora Academic Conference DUAL: Dichotomies in Urban Agendas and Logics, bringing together distinguished scholars, researchers and practitioners. Jointly organised by the University of Duisburg-Essen (UDE) and UNINA, the conference reflected Aurora network’s commitment to collaborative research and dialogue across European institutions.

Held at the Department of Humanities, the two-day event explored the complexities of urban design, cultural identities, and social well-being. It provided a unique forum for dialogue on how cities embody and negotiate contrasting dynamics between branding and dissent, identity and transformation, and aesthetics and functionality.

The opening session was introduced by Alessandro Arienzo, Aurora Institutional Coordinator and UNINA. His introduction was followed by Francesca Scamardella, Coordinator for Aurora 2030 task team on the Aurora hub for Cultures: Identities and Diversities. For the purpose of the conference, Scamardella framed the upcoming discussions within the broader context of establishing this Aurora hub.

Rich Transversal and Transdisciplinary Sessions

Over the two days, the conference covered four major sessions, and included a keynote lecture that set the tone on the multiple dichotomies existing in cities and urban spaces, that cut across its material, social, political and symbolic dimensions:

Urban Design and Dichotomies

Chaired by Ramon Rispoli, Associate Professor of Design at the Department of Architecture, and Benedetta Toledo, doctoral candidate from UNINA, Session 1 examined “Urban Design and the City’s Dichotomies”. The session opened with a reflection on the “Napoli experience. Between city branding and aesthetics of dissent” (Rispoli and Toledo). The conversation highlighted Naples as a living laboratory where urban narratives are continuously redefined by its cultural and social tensions.

Humanities Perspectives in Dialogue

Session 2 was chaired by Zohra Hassan-Pieper, Aurora 2030 Work Package 2 Project Manager from UDE. It explored “Humanities Perspectives on Urban Dichotomies”, beginning with the thought-provoking introduction “Urban Dichotomies in the Arts”. Their interdisciplinary approach emphasised the centrality of culture and artistic expression in shaping collective urban imaginaries.

Holism, Wellbeing, and Case Studies

The second day opened with a keynote lecture by Bertram Niessen, President and Scientific Director of cheFare. Entitled “Heaven, Hell and the Microcosms. Dualism and holism in metaphors and imaginaries of the City”, Niessen’s contribution invited participants to reconsider the metaphoric and symbolic dimensions of urban life.

Session 3 further deepened the discussion with an introduction by Martina Bosone and Francesca Nocca, both from the Department of Architecture at UNINA. They presented “Wellbeing and not-wellbeing in Naples: the community’s perspective. Development of a collaborative map”. Giovan Giuseppe Monti from UNINA followed with a historical perspective through “The Republic of Venice in the 17th century as a case study”.

In the final session, all themes from the first three sessions and the keynote lecture converged to bring “Grounded Dichotomies: Case Studies”. Chaired by Martina Bosone and Giovan Giuseppe Monti, the session underscored the importance of case-driven research for understanding how dichotomies manifest in specific urban contexts and how they can inform policy, planning, and community engagement.

Closing Reflections

The conference concluded with final remarks by Francesco Casalbordinio and Maria Fierro of UNINA, who emphasised the collaborative spirit of Aurora in fostering interdisciplinary and transnational dialogue.

Numerous abstracts from researchers and student presentations enriched the conference, spanning diverse themes and institutional affiliations, and exploring the many fascinating dichotomies of urban life. All contributions—both abstracts and full papers—will be collected and published in the conference proceedings, ensuring that the insights generated during DUAL remain accessible to the broader academic community.

The DUAL conference reaffirmed Aurora’s mission to integrate diverse perspectives and methodologies, advancing research and education that respond to the challenges of contemporary urban life. Through the contributions of chairs and speakers, the event highlighted the power of academic cooperation in addressing the complexities of our cities, making visible the tensions and opportunities that shape the future of urban societies.

Aurora Student Council President Simona Gibalová Represents Aurora at EUSAF 2025 Meeting

From 4 to 6 September, Aurora Student Council President Simona Gibalová from Pavol Jozef Šafárik University in Košice, represented Aurora during the EUSAF 2025 meeting at Warsaw SGH School of Economics.


EUSAF 2025 gathering of student representatives from European Universities Alliances across Europe

EUSAF (European Universities Student Ambassador Forum) meetings are all about connection and collaboration. They bring together students, alumni, and young professionals from across Europe to swap ideas, share experiences, and spark new projects. More than just formal sessions, these gatherings create a lively space for networking, learning, and building friendships that last well beyond the event.

Each European Universities alliance sends one representative to share good practices with students who may experience the same issues and create solutions to the problems that alliances may face together. By enabling students to create a unique space to exchange different perspectives, these in-person meetings are vital moments in ensuring a better collaboration on a European level.

Setting the Stage on International Student Engagement

EUSAF sessions were opened by the following engaging keynote speakers:

  • Constance Chevalier-Govers, Erasmus Project Coordinator from EUC Voices
  • Katarzyna Aleksy, Director of Higher Education Programmes Department from National Agency for the Erasmus+ and ESC Programmes
  • Malgorzara Chromy, Director of SGH International Centre.

They brought the students a professional perspective on international student engagement and how these roles function from the perspective of national agencies.

EUSAF 2025 poster pitch session and presentation

During the workshop, the first session focused on students’ journey from election to action and about what it means for student council members to represent their peers. The workshop zoomed in on the organisation of activities on a local level, and how to make such opportunities attractive for a large pool of students. They also discussed collaboration with stakeholders and how student representation can lead to meaningful partnerships.

Overall, these few days sparked many new ideas, which will continue to fruition during this year’s follow-up EUSAF meetings. Furthermore, these ideas will be brought to life through the Aurora Student Council Board.

A Conversation with Zuzana Hunkova & Lolita Rubens: Future of Sustainability & Social Responsibility

Sustainability and social responsibility are essential priorities for higher education institutions. In this insightful conversation, Lorenzo Rieg, Zuzana Hunkova and Lolita Rubens shared their perspectives on what sustainable and socially responsible campuses look like today, the challenges that must be addressed, and their expectations for the future.

This discussion was led by Lorenzo Rieg, Sustainability Coordinator at Universität Innsbruck and Lead for Aurora 2030 Task 6.2 Aurora Sustainable Campus. He interviewed Zuzana Hunkova, Coordinator for Sustainable Development at Palacký University Olomouc, and Lolita Rubens, Vice-president for Social Responsibility at Université Paris-Est Créteil (UPEC).

From Strategy to Impact: Institutional Approaches to Sustainability in Aurora

Lorenzo: Zuzana, maybe you can start by telling us a bit about yourself, how you ended up in your current role in sustainability development at your university, and also what you are doing within Aurora.

Zuzana: At the Palacký University Olomouc, I’ve been doing coordination for sustainable development for four years. I oversee the sustainable development strategy of the university, and ensure that I undertake all the actions connected with this. We have a team of four people working part-time on sustainability. Our strategy has 15 goals; we work on the basis of a two-year action plan that we follow very closely, and we change our goals every two years.

Lorenzo: Lolita, you’re Vice-president for Social Responsibility. I think it’s unusual to have this role at the Vice-president level of the university. Tell us a bit about what you do at UPEC, and also within Aurora.

Lolita: In France, we have a certification label for higher education institutions, called “Sustainability and Social Responsibility”. In UPEC especially, we have this project or objective to be a committed university, a civic university with social and societal impact. So, it was important for the President of UPEC to show that social responsibility is also central to our mandate. We also have a Sustainability and Social Responsibility team working here in UPEC, which I’m part of. Through our work in UPEC and in Aurora, we try to be inspired by all the measures taken to reduce carbon footprint, and attempt to include those elements in the plan that we voted for last year.

Social responsibility is about the impact that we can have on the regional territories, students and society. For instance, we work on equal opportunities where every student should have the same chances to succeed. Students that we have may face challenges, like they may work while studying, so they might not have as much time as other students to study properly. In this case, solutions could be some financial aid, or additional classes to help them succeed.

It’s also about the impact that we can have on employees and their well-being. Within research, this could be the social impact of research. UPEC being Lead in the Aurora 2030 Work Package on social impact of research, we’re working on another way of measuring the social impact that research can have. This is the same for teaching as well; trying to teach our students to become unique citizens and yet be part of the world, and society.

From left to right: Lorenzo Rieg, Lolita Rubens and Zuzanna Hunkova speaking at the Aurora Sustainability Summit 2025

Sustainability Challenges: From Awareness to Action

Lorenzo: Sustainability is now, I would say, very well established. A lot has been going on in the last ten years or even a bit more with individuals, but especially companies, also public institutions being very aware and paying much more attention to being more sustainable. We talk a lot about sustainability, but we still see that many things are not happening. What do you think are the reasons for that?

Zuzana: Sustainability has become such an important topic, and I think that’s the first thing that had to happen. We talked about it a lot, but it also very often just stops there. We talk about it, we prepare plans, strategies and goals. But what I very often see, especially in the Czech Republic, is that we’re missing the concrete actions to reach those goals. We have strategies for everything, but maybe we are now postponing to achieve them. That’s the core problem that we should press on further. Because we’re really losing time by just talking in the Czech Republic. We’re still sometimes coming back to the question if sustainability is important! I see this as a waste of time. We could already focus on what can we do without. So I would suggest maybe to take more actions, and less on preparing strategies and goals.

Lorenzo: It’s the case that people have a very good idea of what would be needed, but then for some reason it doesn’t happen. So do you think that’s because people are afraid of changes or because that it’s actually about money?

Zuzanna: I think that people in general are lazy, but in a good sense. First of all, it’s hard for us to change, and we don’t want to change so much because we are comfortable with our lives right now. In Europe especially, we have everything: we can go to the shops and buy anything we want, we can order whatever we want online, and we can have everything at home in 30 minutes. But we don’t realise the consequences of all this comfort: how much it costs not only in terms of money, but also in terms of the harmful emissions that we produce.

We need to change people’s behaviour, and that’s really hard to do. This is the hard goal. Changing behaviour doesn’t take one year; it takes decades, maybe even 100 years. Now, we’re already starting to realise. A basic example in the Czech Republic, where we’re really good in sorting waste, but it took us 20 years to get there. We needed time to realise that we shouldn’t waste water. I think we’re doing good, but I’m just afraid we’re not as fast as we should be right now.

Lorenzo: Lolita, your work with communities is a nice way to bring action to maybe not the whole world, but to your area, to your group of people, which you might be able to influence. Can you comment on this?

Lolita: I agree that it’s difficult to change for individuals, but I think one of the obstacles that we have is that the issues are so complex that it’s not only one element that we have to change. We have to consider this question about partnerships and other actors. Many things don’t depend only on the university. We have to speak with communities, cities and partners outside of the university. Of course, working all together could be difficult and could take a long time, especially in big public institutions, where we can have difficulty to go forward quickly.

For example, we have a project to encourage people to take public transportation, or use their bicycles. We can help them by ensuring that their bicycles are safely parked in the university. But the problem is that, this project will not work if they’re not allowed to ride their bicycles around the university. So, for this to work, we’ll have to speak with the cities, especially Creteil or the surrounding cities to make sure that these cities allow bicycles to circulate safely. We must ensure that it’s not only what we do in the university, but also outside, like we can be in touch with associations that help repair bicycles, for instance. But we have to think about all the actions, and speak with many people, to try to coordinate ourselves. This is where the difficulty lies sometimes.

Educating for a Sustainable Future: The Role of Universities

Lorenzo: That’s a nice way of leading to my next question about what universities should do, or focus on, not just as individual universities, but in the Aurora network as well. As you said, we cannot influence everything. I think universities also educate students, and do research. There’s a lot we can contribute to the discussion, in actually setting certain goals, and pursuing certain actions. What do you think about what universities should do to be more sustainable, and bring that into the communities and into the world, so to say?

Zuzanna: Universities, first of all, should focus on what their core is, which is educating right. I think education and sustainability are really the basic foundations. I’ve been working in this topic for five years, and the most important thing I see is, when we have young people educated and we try to involve them in all subjects because, often it happens to me that when I talk with people in the faculty of medicine, they tell me “Sustainability is not our topic”. I respond with: “That’s not true. Sustainability is everywhere”. We should also try to involve sustainability topics in teaching, in every subject we have. For example, I  think it would be great if we could have a base education in sustainability for all faculties, for all university students, such as a core course over a semester.

Secondly, I believe that universities in general work as a good example for a society. So we should be leading in the sustainability topic, to show companies, political parties, and organisations how we should approach sustainability goals.

Lorenzo: Lolita, would you like to add your perspective?

Lolita: Teaching is important. In France, starting next year, every student in their first year will have a mandatory module on those topics. This is the idea of trying to teach everyone and not only those with a specialty in sustainability. It’s really important because many careers will appear in the next year, so we’re educating, teaching people who will have a professional life where they will have to maybe change their career, and adapt their jobs to the situation. They have to be aware of these topics. I think we should also be able to show the research and knowledge that we have in the university, to disseminate and speak about these topics.

Finally, in France especially, we have to spend public money well. We try to be an example as a university and to think about every aspect of our spending. To have an impact, we have to choose the people we work with, and choose who we give our money to. So, this has to be reflected upon as well and really thought about.

Lorenzo: Teaching or reaching students and keeping students with the skills relevant for the future, relevant for sustainability, and making it more accessible or bringing more into society are really important, not only to inform people, but maybe also to help companies and other institutions. Where we spend money or how we run operations is something universities actually often struggle with. It’s partly because of monetary or other constraints. It can be that we can change things and it doesn’t cost us much, but it can also be very expensive.

In my view, sustainability is now well-known. We already talked about that, but it’s not so strongly embedded in our daily life or also in the structures of public institutions like universities, where we will go in the years ahead. What do you think will happen in the future with sustainability at universities?

Lolita: It could be difficult to know what will happen because we know some other aspects, and especially political aspects, or aspects outside of the university, may have an impact. Either the situation is worse and maybe people will have to consider those elements more clearly because we will see the consequences more and more. So we have to change, but maybe not in the right way: it will be something that we’re not committed to, but that we will have to do. It’s not good when we have to change when it’s something that is mandatory.

Or we could be optimistic as well. I think that the students that we have are quite committed to the situation. In France especially, they speak about sustainability from primary school. So it has been a long time, and they can be quite bored with the subject or find that it’s not something joyful. We have to help them see something joyful, and maybe change the stories we tell, the things that we present, and the way we present them. With this module that I spoke about earlier, we try to make students act by trying to do things on their campuses, trying to make them change things, and see the results and consequences of what they are doing. This is something that we need to continue and involve everyone in these changes, and not limit it only to the people deciding for universities. With the deliberative assemblies that we have in UPEC and in Aurora, I see more people involved and more people working for the communities, for the society and for the universities.

Lorenzo: Zuzanna, how do you see sustainability developing?

 Zuzana: I agree with Lolita that there are always two scenarios. In the years I’ve been in sustainability, I’m starting to worry because, with the latest changes in the European Union and among world leaders, we see that sustainability has become very important, and yet, I’m afraid it’s falling behind a little bit. Being a life optimist, I still believe we will take the the right path.

Research says that students are the next generation. The current students or even younger kids are very into sustainability. For them, it’s natural. They have been educated about this since elementary school, and they don’t consider it as something new. They consider it ingrained into themselves. For them it’s a core part of their values. They no longer choose their university according to the best rankings, but also how sustainable the university is.


Aurora universities come together during the Aurora Annual Conference and Sustainability Summit.
From left to right: Ramon Rispoli and Benedetta Toledo from Università Federico II of Naples, Zuzanna Hunkova from Palacky University Olomouc, Marjolein Zweekhorst from Vrije Universiteit Amsterdam, and Lorenzo Rieg from Universität Innsbruck.

Aurora as an Enabler of Sustainable Partnerships and Community Networks

Lorenzo: It’s also my experience that students are actually so much further in how they see sustainability, how they also act more than most older people. Before we wrap up this conversation, I would like to give you the opportunity to say something which I didn’t ask or which you want to bring in as your final statement.

Lolita: To go back to Aurora, I think that what is very good is to be able to speak with other universities and feel reassured that we have the same challenges. We find support, and also exchange best practises to be inspired with and by other universities. We also have more strength together to implement things that we don’t yet have, but know how it was implemented in other universities. So it is very good to see other universities with the same values that are really connected to those of sustainability, equality or fight against inequality.

Zuzana: I would say that it was really important for engaging the sustainability topic in my university. Partnerships are good examples, as we learn a lot from our partner universities. It also gives us the strength when we argue for sustainability at the university and we can show best practices from, say, UPEC, on the actions already taken and the way they have managed it. This helps me in my job.

We also have a partnership through the Czech universities. Four years ago when I started, we were maybe two or three universities out of 26 that were doing something for sustainability. But now, we have managed to bring together all 26 universities to work on a sustainability strategy. So you can see how partnerships and the community of the universities can really help push the topic forward.

Lorenzo: I can only agree that this exchange is quite important. It’s essential to highlight successes, and through best practises, underline good examples for other universities within the Aurora network and beyond.

 

This conversation is part of a series called “A Conversation With…” undertaken within the framework of the Aurora 2030 programme supported by the European Commission. It is an interview format that focuses on a specific topic and is meant to inspire its readers to reflect on and catalyse positive impact. The exchange is available in its original format on the Aurora YouTube channel.