Education for sustainable transformation: a multi-actor perspective on higher education institutions’ contribution to agrifood systems

Purpose This paper provides an understanding of the emergent needs for favouring transformation of agrifood systems through university-community-based sustainability education (SE). It identifies recommendations for universities to respond to local community needs, in developing sustainability competencies from a collaborative and action-oriented perspective. Design/methodology/approach A multi-case study methodology was applied to learner, educator and stakeholder participants in five European universities with food-related degrees of different specialisations. Focus groups and in-depth interviews are used to gather qualitative data, based on a common protocol guiding a series of open-ended questions. The data is coded deductively. Findings Participants indicated that agrifood system transformation through SE curricula requires a holistic and lifelong approach, supported by long-term university-community collaboration. Reported enabling conditions for SE integration include openness to alternative economic models, commitment to social sustainability, fostering sustainability values, willingness to collaborate and focus on real-world problems. A blend of agrifood-specific and transversal skills formed the basis of identified competencies for development, through action-oriented pedagogies, such as service learning. There was a strong consensus on the need for effective monitoring of progress through transparent reporting and disclosure. Originality/value Although limited to five universities offering food-related degrees, this research provides empirical validation and contextual reinforcement of a conceptual framework for sustainability transformation through university-community collaboration. It identifies key success factors from educational, social and economic perspectives, offering actionable insights for the cocreation of sustainable agrifood curricula. By emphasising action-oriented pedagogies, this study demonstrates the intrinsic link between learning and transformation, contributing to both theoretical exploration and actionable strategies.