The book "e;Sustainability Transition and Global Citizenship in the Digital Era: Innovations in Universities"e; offers a timely and nuanced exploration of the critical role of higher education. The book is based on a background of climate emergencies, a deepening of social inequalities, and a digital revolution that simultaneously connects and divides. This suggests that as crucibles of knowledge and innovation, universities must fundamentally transform to prepare future generations with the competencies for a just and sustainable future. The main contribution of this book lies in its practicality on innovations. Stepping from mere philosophical criticism, it examines cutting-edge curricular changes, digital pedagogies, community-driven learning, and institutional policies that promote global citizenship. It considers how we can embrace digital tools not for passive consumption, but for collective problem solving across borders, and enable students to stand out as active global agents. This book provides a dual contribution to the literature. Firstly, it integrates the relatively fragmented discourses of Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) under the context of digital transformation. Second, the volume offers a wealth of case studies and frameworks that educators, administrators, and policymakers alike can turn to as they redefine the university's social contract in the twenty-first century.

The book "e;Sustainability Transition and Global Citizenship in the Digital Era: Innovations in Universities"e; offers a timely and nuanced exploration of the critical role of higher education. The book is based on a background of climate emergencies, a deepening of social inequalities, and a digital revolution that simultaneously connects and divides. This suggests that as crucibles of knowledge and innovation, universities must fundamentally transform to prepare future generations with the competencies for a just and sustainable future. The main contribution of this book lies in its practicality on innovations. Stepping from mere philosophical criticism, it examines cutting-edge curricular changes, digital pedagogies, community-driven learning, and institutional policies that promote global citizenship. It considers how we can embrace digital tools not for passive consumption, but for collective problem solving across borders, and enable students to stand out as active global agents. This book provides a dual contribution to the literature. Firstly, it integrates the relatively fragmented discourses of Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) under the context of digital transformation. Second, the volume offers a wealth of case studies and frameworks that educators, administrators, and policymakers alike can turn to as they redefine the university's social contract in the twenty-first century.