Abstract

PurposeThis paper deals with the experiences of three European universities that have implemented transition initiatives, using the Transition Network’s methodology to promote their sustainability plans. The Transition Communities’ model for change is presented from a socio-educational perspective as an effective methodology for encouraging university environmental sustainability processes. In this context, the purpose of this paper was to analyze Transition Communities at universities using an environmental–educational approach in three different scenarios: the Universidade de Santiago de Compostela (USC), the University of Edinburgh (UEd) and the Universidade do Minho (UMinho).Design/methodology/approachThe authors engaged in a comparative analysis of multiple case studies in the Transition “phenomenon”, looking for convergences and divergences among them.FindingsThe comparative analysis revealed three very different scenarios, which ironically shared an absence of explicit theoretical–methodological references in the design, execution and evaluation of the educational actions that were implemented. Examination of the impact and continuity of these initiatives uncovered the existence of a “glass ceiling” in university environmental sustainability strategies. Even the innovative Transition methodology was unable to subvert the established academic, corporate, organizational and cultural structures and dynamics that perpetuate unsustainability.Originality/valueThis study was carried out from an innovative perspective with few precedents in the Transition context. The authors’ educational–environmental approach provides insight for articulating educational strategies for environmental sustainability at universities and for constructing a Transition model for education.