Editorial: Purpose-Driven Learning in Universities and Its Role for Societal Impact
Lok Boon Thian et al.
What the paper says
Universities are increasingly challenged to respond to global sustainability crises, shifting workforce demands, and the expectations of Generation Z learners who seek meaningful, socially conscious education. This editorial positions purpose-driven learning as a transformative approach for higher education—one that aligns institutional missions, curricula, research, and partnerships with societal needs. Drawing on the diverse contributions within this Special Issue, we identify three global patterns shaping the future of purpose-driven universities: the integration of purpose and societal impact into strategic and curricular structures; the rising demand from students for learning that aligns with their values and contributes to real-world change; and the growing emphasis on research systems and institutional capacities, particularly in the majority world, that enable universities to advance the Sustainable Development Goals (SDGs). Purpose-driven learning has been shown to nurture intrinsically motivated, resilient, and impact-oriented learners while encouraging universities to re-examine their identity and contribution to society. We argue that the next phase of development requires longitudinal evidence, cross-disciplinary expansion, and institutional ecosystems that support authenticity, agency, and real-world relevance in learning. This editorial calls for deeper scholarship and sustained commitment to purpose-driven education as a pathway for universities to drive social and environmental progress.
Evidence weight
Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40
| F · citation impact | 0.50 × 0.4 = 0.20 |
| M · momentum | 0.50 × 0.15 = 0.07 |
| V · venue signal | 0.50 × 0.05 = 0.03 |
| R · text relevance † | 0.50 × 0.4 = 0.20 |
† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.