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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.
Keywords: Sustainable development, circular economy, green public procurement, higher education, sustainability education
INTRODUCTION
Education for Sustainable Development (ESD) has recently been increasingly emphasized as one of the most crucial components for the development of a sustainable society. ESD is a key element of the United Nations 2030 Agenda for Sustainable Development, with Goal 4.7 calling on countries to "ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable lifestyles, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture's contribution to sustainable development" by 2030 [1]. The UN Agenda 2030 serves as the foundation for international policy documents, such as the European Commission's strategies, including the European Competence Framework "GreenComp" [2], the European Green Deal, and the Digital Education Action Plan 2021-2027 [3]. Within the European Higher Education Area (EHEA), transformative...