In an era where sustainability has become more than just a buzzword, the concept of a “sustainable campus” has emerged as a focal point for universities striving to integrate environmental stewardship into their guiding principles. Findings from innovative research conducted by Kızıloğlu and Cici Karaboğa shed light on the invaluable insights that can be garnered from student-generated metaphors to better understand the facets of sustainability on campus. This exploration underscores the inherent potential of engaging students as active participants in sustainability discourse, each echoing their unique perspectives and suggestions through creative metaphors.
Metaphors are not merely literary devices; they serve as pathways to understanding complex concepts, thereby making them particularly useful in the intricate milieu of sustainability. By examining how students envision their campuses, researchers can better grasp the barriers, aspirations, and practical actions that shape their sustainability journeys. Through a thoughtful collection of metaphoric expressions from students, the study illustrates the importance of language in framing sustainable practices, revealing the deeper emotional ties and aspirations that are often overlooked in traditional sustainability discussions.
The methodology employed in this study involved gathering a rich array of metaphors from students across various disciplines. This qualitative data collection process opened up new avenues for engagement, allowing students to express their realities without the constraints typically imposed by academic rhetoric. The resulting metaphors, derived from personal experience, reflect the plethora of meanings surrounding the term “sustainable campus,” thereby enriching the dialogue about sustainability in higher education.
One of the profound insights from this investigation is that students often depicted their campuses as ‘ecosystems’—complex, interdependent networks of relationships among various elements. This perspective highlights how campuses function as microcosms of larger ecological systems and presents an opportunity for universities to foster collaboration between different departments and initiatives. By embracing this metaphor, universities can break down silos and facilitate interdisciplinary approaches to sustainability that resonate with students’ lived experiences.
In addition, some students articulated their campuses as ‘gardens,’ symbolizing growth, nurturing, and potential. This metaphor draws attention to the idea of cultivation, where sustainable practices are not just implemented but fostered and encouraged over time. This perspective serves to remind university administrators and planners that sustainability is not simply a checklist of initiatives but a dynamic, evolving practice requiring solicitation of input, feedback, and ongoing engagement from the student body.
Through further analysis, the study identified trends in students’ metaphoric language that aligned with broader sustainability frameworks. For example, metaphors capturing themes of ‘connection’ and ‘harmony’ emerged, reflecting a desire for campuses to be spaces where diverse communities can thrive together. This sense of interconnectedness resonates deeply with concepts embedded in ecological systems, suggesting that sustainability cannot be achieved in isolation but requires unified action among all campus stakeholders.
Moreover, the research illuminated how metaphors related to ‘adventure’ and ‘journey’ were prevalent, indicating that students perceive sustainability as an ongoing exploration rather than a static destination. This notion is vital for shaping educational programs; it underscores the need for curricula to instill a sense of curiosity and critical thinking about sustainability challenges. By framing sustainability as a collective adventure, universities can inspire students to become change agents, motivated to navigate complexities and forge innovative paths toward sustainability.
In crafting action plans grounded in these insights, administrators should recognize the value of metaphors as tools for communication. The language of sustainability has historically been laden with jargon, often alienating students who are eager to contribute but may not feel equipped to engage with technical specifications. By incorporating student-generated metaphors into outreach and educational materials, campuses can foster inclusivity and engagement, urging all students to envision themselves as integral players in the sustainability narrative.
This study also raises questions about the role of metaphor in broader sustainability campaigns at institutions of higher education. How can universities effectively harness the collective imagination of their student bodies to create impactful campaigns? Over the years, numerous initiatives have sought to engage students in sustainability, yet the findings from this research indicate that tapping into their creativity could yield more meaningful connections and drive further participation.
The juxtaposition of students’ metaphors against institutional rhetoric unveils opportunities for enhancing sustainability communications. For instance, when students visualize their campuses as ‘rivers’ flowing toward a collective goal, universities can adopt this imagery to create narratives that emphasize continuity and progression in sustainability efforts. In doing so, they acknowledge and validate student contributions, transforming the discourse from one of imposition to one of collaboration.
Critically, the implications of this research extend beyond mere metaphors; they speak to the essence of fostering a culture of sustainability within higher education. Engaging students’ voices in shaping policies and practices can cultivate a sense of belonging and responsibility. A vibrant campus ecosystem thrives when students feel empowered to share their visions of sustainability and actively participate in the decision-making processes that affect their lives.
As universities continue to face environmental challenges, the call for dynamic engagement through student-generated metaphors grows louder. This research serves as a clarion call for administrators to rethink their approach to sustainability, moving from top-down directives to embracing a shared responsibility framework rooted in creative input from their student populations. It is through this symbiotic relationship that universities can inspire real, impactful change for a more sustainable future.
In conclusion, the findings from Kızıloğlu and Cici Karaboğa’s research present an evocative narrative on the significance of harnessing student perspectives in the sustainability dialogue. Rather than diminish the role of traditional sustainability measures, the creative metaphors shared by students enrich and challenge the conversation, fostering a comprehensive understanding that navigates beyond superficial approaches. As we stride into an uncertain environmental future, engaging the next generation through their voices and visions promises not only to enhance sustainability on campuses—it may ultimately illuminate the paths we will all undertake in the quest for a more sustainable world.
Subject of Research: Student-generated metaphors regarding sustainable campus concepts
Article Title: Making sense of the sustainable campus through student-generated metaphors
Article References:
Kızıloğlu, E., Cici Karaboğa, E.N. Making sense of the sustainable campus through student generated metaphors.
Discov Sustain 6, 1033 (2025). https://doi.org/10.1007/s43621-025-01594-y
Image Credits: AI Generated
DOI: 10.1007/s43621-025-01594-y
Keywords: Sustainability, Metaphors, Student Engagement, Higher Education, Campus Ecosystem
