Speaker
Description
The transition toward sustainable and digitally enhanced higher education ecosystems has become a critical priority in the context of global environmental and technological challenges. The GREENVERSITY project addresses this need by promoting the development of green competencies and digital laboratories as innovative infrastructures that foster both sustainability and entrepreneurial thinking within universities. At its core, the project emphasizes the concept of “human infrastructure” as a driver of innovation, highlighting the role of competencies, and organizational culture in enabling green transitions. By integrating digital technologies with sustainability principles, GREENVERSITY supports the creation of laboratories that are not only environmentally responsible, but also resilient and adaptive to complex global systems. A key aspect of this approach is the shift from linear problem-solving to systemic thinking, particularly in digital laboratory environments where automated processes interact dynamically within broader networks .
From an entrepreneurship and innovation perspective, the project encourages the development of new business models and educational practices that align with green economy objectives. It promotes collaboration between academia, industry, and policymakers, facilitating knowledge transfer and the co-creation of innovative solutions. Furthermore, GREENVERSITY contributes to the development of entrepreneurial competencies among students and researchers, equipping them to address sustainability challenges through innovative ventures and research initiatives.
The findings presented in this paper demonstrate that the integration of green and digital strategies in higher education can generate significant value, both in terms of environmental impact and innovation capacity. By positioning universities as key actors in the transition toward sustainable economies, the GREENVERSITY project exemplifies how entrepreneurship and innovation can drive systemic change. The paper concludes by outlining the implications for policy and practice, emphasizing the need for scalable models that can be replicated across diverse educational contexts.
