SUSTAINABLE DEVELOPMENT IN HIGHER EDUCATION CURRICULA: A LATVIAN CASE STUDY

Abstract

Integrating sustainable development and circular economy principles into higher education curricula is critical for preparing future professionals to address complex global challenges. This study examines both the theoretical underpinnings and empirical evidence supporting the inclusion of these themes in academic programs in Latvia, emphasizing their role in fostering the competencies required for sustainable transformation. Using a mixed-methods approach, the research combines qualitative content analysis of curricula from five Latvian universities with a quantitative survey of students at the bachelor's, master's, and doctoral levels. The findings reveal that while sustainability is present in course content, key areas such as green public procurement remain significantly underrepresented. Drawing on comparative insights from other European countries, the study identifies emerging trends in entrepreneurship education, particularly those aligned with circular economy principles. Despite the strategic importance of universities in advancing the European Green Deal, many institutions face persistent barriers, including limited resources, insufficient policy support, and weak knowledge transfer to the business sector. The study underscores the need for a more structured and strategic approach to embedding sustainability in higher education - one that is supported by institutional commitment, faculty development, and coherent policy frameworks. These insights contribute to the broader European discourse on the transformative role of universities in achieving the objectives of the European Green Deal and the UN 2030 Agenda for Sustainable Development.