abilities through a number of experimental approaches. Michael Goh, Professor and Endowed Campbell Leadership Chair in Education and Human Development at the University of Minnesota, noted that there are various challenges to the pur-suit of diversity, equity, and inclusion (DEI) and to global citizen-ship, particularly the politicization of this topic. He emphasized the importance of developing institutional and systemic lead-ership through a renewed focus on core values and evidence-based practices, with a particular emphasis on people-centric approaches.Rosalia Baena, Vice President for Students and International Affairs at the University of Navarra in Spain, stated that character education at the university contributes to human development required to nurture leadership and global citizenship abilities in students. She introduced the Leadership As Service Program, run by the University of Navarra’s Civic Humanism Center, and a mentoring program called Tu & Co as examples of commitment to providing students with more than professional training. Jie Chen, Director of the Office of International Affairs at Huazhong University of Science and Technology (HUST) in China, described the university’s two primary objectives in fostering global citizens: cultivating open-minded, culturally aware think-ers and empowering active, responsible contributors to soci-ety. The university is currently redesigning a global program, ex-panding exchange opportunities, and creating a global campus community. Among a number of diverse programs and oppor-tunities are the Global Competence Talents Class, an extra-cur-ricular intensive program designed to nurture leadership skills, the International Organization Internship Program, and the HUST Global Summer School. The breakout session moderated by IAU Secretary General Hilligje van’t Land focused on the topic “Universities, the UN 2030 Agenda, and Beyond.” Sophia University President-elect Miki Sugimura, professor of Department of Education and UNESCO Chairholder on Education for Human Dignity, Peace and Sustainability, observed that as the mobility of people in-creases, the world increasingly faces issues related to coexis-tence, poverty, equity and inclusion. “The higher education 12SOPHIA MAGAZINE Vol. 19sector must focus more on transnational, cross-border educa-tion and international collaboration,” she said. She outlined some of Sophia University’s initiatives, including transdisciplinary programs that emphasize fieldwork and internships, the use of COIL (Collaborative Online International Learning), participation in Jesuit Worldwide Learning (JWL)’s online courses for margin-alized or vulnerable people, and the hosting of international events on campus. Jouhaina Gherib, former president of the University of Manouba in Tunisia, also emphasized the value of transdisciplinary and multidisciplinary approaches in higher education. She shared the university’s experience of the 2011 Jasmine Revolution, a national revolution, and the reconstructing of the university with the inte-gration of multidisciplinary elements. Marta Aymerich, Director of the eHealth Center at Universitat Oberta de Catalunya (UOC) in Spain, addressed the issue of gen-der equality within the context of the UN 2030 Agenda. She out-lined how gender inequality in the health sector could impact well-being, citing instances of inadequate consideration of gen-der differences leading to diagnostic inaccuracy. She empha-sized the value of achieving gender diversity in the health sector to ensure a broader range of perspectives.Sonya Peres, Senior Project Manager leading education programs at Students Organising for Sustainability (SOS-UK), emphasized the importance of integrating sustainability and climate justice into education to achieve the Sustainable Development Goals. One of the organization’s strategies is to empower, train, and en-gage students to audit their universities and institutions through a program called Responsible Futures, developed in partnership with IAU. Universities and institutions worldwide receive recom-mendations and feedback from their students, described by Peres as “active co-creators in transforming education.” Pornchai Mongkhonvanit, President of Siam University in Thailand, stated that universities should establish a robust foun-dation to enable them to provide education that emphasizes digital literacy, communication, entrepreneurship, and sustain-ability. “At the same time, universities should focus not only on imparting knowledge, but also on enabling students to apply and implement that knowledge,” he said.From Campus
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