By Inga Žalėnienė, Rector, Mykolas Romeris University, Lithuania
Since ancient times, humanity's brightest minds have strived to advance society through scientific knowledge, critical analysis, and the free flow of ideas. During the Enlightenment (17th-18th century), intellectuals driving the European cultural movement believed that the power of the human mind and knowledge-based cognition could lead to continuous technological progress, material prosperity, the introduction of new moral values, and ultimately, a better world. Universities have been the epicenters of this free thought, breaking with outdated dogmas, defying social hierarchies, and transcending national borders. Professors and students often serve as catalysts of social change.
The knowledge accumulated and created in universities belongs not to a privileged few, but to all of humanity. As universities become more accessible to broader society, they not only reinforce their commitment to academic freedom and integrity but also hasten the emergence of a knowledge-based society capable of addressing challenges and uncovering new opportunities for progress.
It is very important to accept that universities have a critical role to play in the implementation of the SDGs. Higher education institutions have a shared responsibility to make societies more sustainable by generating knowledge, creating current and future leaders, demonstrating impact and promoting cross-sectoral leadership.
It is essential to create more academic platforms and forums on academic values for knowledge exchange, discourse and critical insights to help develop solutions to existing or emerging challenges in different countries. The International Association of Universities (IAU), a UNESCO partner, serves as a case in point for doing so at the global level.
The unification of the academic community was driven by the geopolitical changes following the fall of the Berlin Wall, the liberation of Eastern and Central Europe from the Soviet empire, and the democratization process. During this challenging period of transition, the Magna Charta provided essential guidelines that the academic communities of both "old" and "young" Europe could agree upon in a reunifying continent.
Today, we believe it is crucial to establish new guidelines for defending academic freedom and common values, which are under attack from authoritarian regimes. These regimes not only suppress free thought within their own countries but also seek to impose their terms on the free world. The suspension of 17 Russian universities from the Magna Charta academic community, following Russia's war against the sovereign UN Member State of Ukraine, underscores the significant changes in our world. It is equally concerning that academic communities in an increasing number of countries face pressure from their authorities, and that anti-democratic trends are emerging even in some parts of Western civilization.
Institutional autonomy is narrowing year by year as governments seek to take control of more and more aspects of higher education institutions. It is essential to ensure autonomy in the creation of educational and research content, free and independent cooperation with local, regional and global partners, international networks and forums.
The millennials, the first generation to grow up in post-independence Lithuania, have witnessed major geopolitical changes, including Lithuania's accession to NATO and the European Union, along with the challenges of migration and globalization. This generation has successfully embraced the benefits of freedom, pursued quality education at both national and foreign universities, and adeptly adapted to the rapid development of the internet, mobile phones, and social networks, which have profoundly transformed their lives.
As representatives of Lithuania's youngest state university, we can confidently assert that the free exchange of scientific ideas, student and academic exchanges, and research have been and continue to be vital for the rapid advancement of science and technology, economic growth, and social stability.
International cooperation between academic institutions, based on shared values of freedom, democracy, solidarity, and justice, has been one of the most significant developments for universities at the turn of the 20th and 21st centuries. This collaborative environment has not only facilitated the transfer of knowledge, but also fostered creative thinking and the development of responsible individuals unafraid of challenges and equipped with a strong moral compass.
Numerous sociological studies indicate that the younger generation seeks purpose in both, their personal and professional life. This holds true for Generation Z, who will drive economic, social, and political change in the coming decades. Social analysts broadly agree that young people are more willing to start their own businesses than previous generations. They are more confident, seek comfort, and aim to contribute to sustainable consumption, climate change mitigation, and solving ecological problems. Young people increasingly value and create socially responsible companies with high ethical standards, strive for a balance between work and leisure, and desire recognition for their efforts.
Values shape people's goals and behavior, so educational institutions need to evolve according to the expectations of the younger generation rather than the ambitions of those in power. The younger generation – digitally adept – is already utilizing AI in support of their ambitions and eager to innovate, but it often overlooks threats until they face them directly. Studies have shown a strong correlation between heavy social media use and higher levels of depression, anxiety, loneliness, and feelings of inferiority. These vulnerabilities can be exploited by social engineering manipulators.
In this new reality, more universities are recognizing the importance of social and emotional learning (SEL). Programs are being developed to enhance self-awareness and empathy, helping students cope with new challenges, providing psychological support and stress management training, and strengthening computer support services. Universities are also expanding opportunities for students to develop their talents in the arts and sports, engage in volunteering activities that benefit society, and collaborate with the local community and social partners. At MRU, we encourage these initiatives because we view personal development as an integral part of our mission.
We believe the strategic direction for university development should increase academia's value-based impact on people and society, beyond just labor market-oriented studies and research. This requires integrating new technologies into the social sciences, conducting deeper research into societal development using the latest methods and technologies, and incorporating the social sciences and humanities into all areas of university studies. We must provide our students not only with knowledge and skills, but also with human values essential for the sustainable development of the world.
Universities can and must influence the development of modern society, not only by producing experts in various disciplines but also by helping to solve problems relevant to individuals, local communities, and the wider society.
The article was published in the IAU Horizons magazine (November 2024, vol. 29 N2).