1. Who prefers to stay? Individual and institutional factors supporting immobility among minority Hungarian higher education studentsZsuzsanna Sütő, 2025, original scientific article Abstract: Based on the migration models proposed by J. Carling, de Haas, and K. Schewel, we examine the immobility aspirations of minority and majority Hungarian students in Central Europe. Our aim is to identify individual as well as institutional factors that we hypothesise support students in developing their immobility aspirations. We analyse empirical data collected through a survey in 2019 among students of Hungarianlanguage higher education institutions in Hungary, Ukraine, Romania, Slovakia, and Serbia (N = 2,210). The results of multivariate and logistic regression analyses show that the development of immobility aspirations is supported by socio-demographic factors and social networks, as well as by institutional and academic factors, such as training programmes preparing students for local professions, and a greater degree of trust in the higher education institution and role partners.
Keywords: migration, aspiration/ability model, higher education, minority students
Published in DiRROS: 09.02.2026; Views: 425; Downloads: 95
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2. Joint sustainability reports (JSRs) to promote the third mission of universitiesRoberto Biloslavo, Daniel Simon Schaebs, 2025, original scientific article Abstract: Higher Education Institutions (HEI) face increasing expectations to engage in sustainability reporting despite limited resources and heterogeneous practices. This study explores how Joint Sustainability Reports (JSR), built on the EU Voluntary Sustainability Reporting Standard for non-listed SMEs (VSME), can serve as a cooperative and digitally supported framework to enhance transparency, comparability, and efficiency while strengthening universities’ third mission of societal engagement and knowledge transfer. Qualitative interviews with six sustainability experts from German and Austrian universities of applied sciences (UAS) highlight persistent challenges such as data gaps, staffing shortages, and weak strategic anchoring. The findings show that VSME-based JSRs, through shared data collection, centralised coordination, and modular reporting, enable resource and data pooling, standardised indicators, and cross-university synergies. By making social contributions more visible and credible, JSRs reinforce accountability and advance universities’ third mission in fostering community outreach and sustainable development
Keywords: universities, higher education institutions (HEI), sustainability reporting, CSR, ESG, joint sustainability reports (JSRs)
Published in DiRROS: 28.10.2025; Views: 360; Downloads: 186
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3. Opportunities for acquiring different dimensions of global competencies in higher education in Slovenia : insights of studentsUrška Štremfel, Žan Lep, Janja Žmavc, Sabina Autor, Klaudija Šterman Ivančič, 2025, original scientific article Keywords: education, higher education, global competenceis, students, global education, OECD, Slovenia
Published in DiRROS: 29.09.2025; Views: 386; Downloads: 261
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4. Digital equity and sustainability in higher educationKarmen Drljić, Sonja Čotar Konrad, Sonja Rutar, Tina Štemberger, 2025, original scientific article Abstract: Digital equity, grounded in principles of equity and the ethics of care, is essential for ensuring quality higher education. It facilitates access, supports sustainability, and promotes inclusive education by addressing the technological dimensions of education. This study explores the relationship between digital equity and sustainability in higher education. A total of 167 students enrolled in initial teacher education programs at the University of Primorska, Faculty of Education, completed a questionnaire featuring the Digital Equity in Higher Education Scale and the Sustainability in Higher Education Scale. To achieve this study’s objectives, a principal factor analysis was conducted to validate the scales, and a multiple linear regression was employed to develop a predictive model. The findings revealed that digital equity in higher education comprises five dimensions as follows: (i) access to teachers who support the use of digital technology; (ii) access to digital technology and opportunities for its use; (iii) access to digital resources; (iv) access to culturally relevant software and applications; and (v) access to open-access resources. Sustainability in higher education encompasses two dimensions as follows: (i) collaborative problem solving and (ii) socioemotional aspects of sustainability. These dimensions interact in a complex manner. Key predictors of digital equity and sustainability included access to and use of digital technology, as well as collaborative problem solving. Importantly, this study highlighted the critical role of skilled teachers in facilitating the effective use of digital technology.
Keywords: digitalization, equity, sustainability, student teachers, higher education
Published in DiRROS: 24.07.2025; Views: 561; Downloads: 336
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5. The role of higher education and civic involvement in converting young adults’ social responsibility to prosocial behaviorNikša Alfirević, Maja Arslanagić-Kalajdžić, Žan Lep, 2023, original scientific article Abstract: This study investigates the indirect mechanisms relevant to converting young adults’ prosocial attitudes and individual responsibility into their prosocial behavior. Our results are based on a sample of 530 young adults studying at three public regional business schools in South East Europe. They show a signifcant favorable infuence on young adults’ civic and political involvement, mediating the relationship between individual responsibility attitudes and prosocial behavior. However, this would not have been expected based on previous research. Another indirect path between the same variables is modeled using a hypothesized moderated mediation efect. The institutional infuence of higher education proves to be a signifcant mediator of the proposed relationship, moderated by the amount of educational content in the felds of ethics, social and environmental responsibility. At midand-high levels of exposure to relevant educational content, this indirect path signifcantly infuences the developing young adults’ pro-environmental behaviors. The study results are discussed from the viewpoint of peripheral regions with a history of dysfunctional social capital mechanisms.
Keywords: education, higher education, young adults, generation Z, civic involvement, prosocial behaviour
Published in DiRROS: 08.07.2025; Views: 463; Downloads: 278
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