Abstract:

Higher education institutions are under increasing pressure to align their curricula with the societal need for professionals proficient in sustainability and cooperation. While these skills are recognized as critical for addressing global challenges, a significant gap remains between institutional rhetoric and actual pedagogical integration. In this context, sustainability and cooperation are understood not merely as theoretical concepts but as the practical ability of students to address environmental limits, ethical responsibilities, and collaborative problem-solving within complex professional systems.

To address the lack of integration, we conducted a robust three-tiered analysis: a bibliometric review of 205 academic publications to map research trends, a systematic review of existing pedagogical frameworks, and a qualitative analysis of 36 documented institutional cases spanning from 2011 to 2024. The results reveal a systemic disconnect: despite high-level institutional interest, cooperation and sustainability often remain peripheral, "add-on" objectives rather than core educational pillars. Our findings suggest that this gap stems from the absence of a structured, evidence-based framework to translate these broad values into institutional strategy. Consequently, we propose a new conceptual framework that redefines these competencies as essential, cross-cutting learning outcomes. By anchoring sustainability and cooperation within the institutional mission, this framework provides the theoretical and strategic foundation necessary to transition from isolated, pilot initiatives to a coherent, scalable, and measurable educational model.

Keywords:

Higher education, sustainability, cooperation, framework.