An empirical study of the integration of ESG principles and global competencies into the educational process of universities

the article examines the integration of ESG principles (Environmental, Social, Governance) and global competencies into the educational process of universities as a response to the challenges of the modern economy, climate change, social inequality and digital transformation. The conducted empirical studies lead to the conclusion that today there is an increasing demand for specialists who are able to analyze global problems, work in a multicultural environment and implement sustainable solutions. An analysis of scientific literature and a review of international practices made it possible to identify a correlation between the level of development of global competencies in students and their readiness to implement ESG strategies in their professional activities. Particular attention is paid to the need to develop meta-subject skills, including critical thinking, intercultural communication and emotional intelligence, as key factors in the success of sustainable development. Based on the results, recommendations are proposed for universities and the corporate sector, including the introduction of interdisciplinary courses, project-based learning and global competencies development programs. In conclusion, the importance of systemic interaction between universities, employers and other stakeholders is emphasized for the formation of a unified educational ecosystem aimed at training a new generation of specialists capable of solving complex socio-economic problems.

global competencies, ESG principles, sustainable development, higher education, graduate employment