Exploring Synergies Among European Universities, Government, Industry, and Civil Society on Promotion of Green Policies and Just Transition Facets: Empirical Evidence from Six European Countries

Abstract

This cross-country study examines how higher education institutions collaborate with government, industry, and civil society to promote the European Green Deal and Just Transition initiatives. Framed within the quadruple helix (QH) model, the research investigates emerging partnerships and the integration of green policies across six European countries: Bulgaria, Cyprus, France, Greece, Serbia, and Spain. Special emphasis is placed on the strategic role of universities in advancing the environmental, social, and economic dimensions of sustainability through their initiatives. Drawing on 30 semi-structured interviews with key stakeholders, including local public officials, academics, entrepreneurs, students, and unemployed youth, the study uncovers a growing alignment between academic initiatives and national sustainability agendas. While the extent of policy integration and collaboration varies, the findings underscore the importance of universities in shaping environmental awareness, fostering green innovation, and advancing multi-actor partnerships. The study contributes to the theoretical discourse on the QH model by applying it to the field of green transition policy and offers practical recommendations for enhancing the role of universities in sustainability-oriented governance and education.

1. Introduction

Europe, like the rest of the world, faces an enduring threat with increasingly growing negative consequences: climate change [1,2]. The production and consumption system that emerged after the Industrial Revolution was based on the arbitrary use of natural resources. Therefore, this practice that continues to this day leads to phenomena such as environmental degradation, global warming, and air pollution. For these reasons, the European Commission presented the European Green Deal, a plan to ensure the sustainability of the EU economy while providing an inclusive and just transition for all [3].

Universities have a crucial role as change agents for sustainable development and just transition [4,5,6], as, along with teaching and research, they must accomplish their “third mission”, which is the community engagement [7,8]. Universities are not only institutions that can help in the creation of an environmental culture and provide guidance for sustainability initiatives to their internal stakeholders (e.g., students and staff) but also have the responsibility to contribute to regional and national sustainability [4,9,10].

As argued by scholars, universities, in order to become critical players in regional sustainability, should establish close links of cooperation with civil society, industry, and government [11,12]. Trencher et al. [12] use the term “co-creation for sustainability” to emphasize the significant role that universities play with other parties in fostering sustainable transformation. The regional innovation literature indicates a need to adopt a quadruple helix (QH) approach to achieve sustainable innovations [13,14]. The QH model is a conceptual framework that describes the interaction between academia, industry, government, and civil society as key stakeholders collaborating in innovation and sustainable development processes [13]. Thus, the question arises to what degree universities follow a QH approach in implementing the European green policies and the just transition.

As the Green Deal is a relatively new concept, limited research has been conducted on how universities implement the latest European green policies and just transition. Moreover, most related studies either focus on a case study of a specific university (e.g., [15]) or do not consider the role of university cooperation with industry, civil society, and government in an integrated way (e.g., [16]). Moreover, most studies on the QH model mainly focus on the concept of innovation (e.g., [17]), while the exploration of green policies and the just transition is limited.

Thus, the aim of the study is to explore the synergies that European universities develop among government, industry, and civil society in order to follow green policies and the just transition. Accordingly, two central research questions guide this inquiry:

How do universities collaborate with government, industry, and civil society in promoting and implementing EU Green Deal policies and just transition initiatives in Europe? And what role do universities play in shaping environmental awareness and implementing sustainability initiatives within the quadruple helix framework?

To answer these questions, we conducted interviews with representatives of the four parties in the QH framework from six European countries: France, Spain, Greece, Cyprus, Bulgaria, and Serbia. These six countries were chosen to represent a spectrum of European green-policy and just-transition environments. France and Spain exemplify established EU-level successes in renewable energy deployment and fund-driven social policy implementation [18,19,20]. Greece, Cyprus, and Bulgaria are focal regions for the just transition mechanism, with specific studies documenting impacts on coal-sector workers and university-led retraining and green entrepreneurship initiatives [21]. Serbia, an EU Energy Community member, offers insight into the green transition beyond the EU, aligning energy policy and innovation frameworks with EU norms [22]. Collectively, this set enables a robust comparative analysis of how universities across diverse European contexts interact with government, industry, and civil society in the quadruple helix to deliver the EU Green Deal and just-transition objectives.

The significance of this study lies in the fact that it analyzes primary data from six European countries using the QH approach on the topic of green European policies and just transition.

The structure of the paper is as follows. Section 2 presents the theoretical background and outlines the role and involvement of universities in the implementation of green policies and just transition for regional and national sustainability. Section 3 describes the methodological approach by outlining the interviews with representatives of the four parties in the QH framework from the six European countries. Section 4 reports the main findings, while Section 5 discusses them. Finally, Section 6 presents the concluding remarks.

2. Theoretical Background

The transition to a sustainable and low-carbon energy system is a pressing global imperative, essential for mitigating climate change, reducing greenhouse gas emissions, and ensuring a secure and resilient energy future. In this context, universities and research institutions emerge as pivotal actors, actively contributing to and driving this monumental energy transition, aiming to mitigate climate change and ensure a secure energy future. Universities and research institutions play a critical role in facilitating this transition through research, innovation, education, and policy engagement [23,24].

The imperative role of universities regarding sustainability and community engagement can be shown through the Copernicus Charta, signed in 1993 by over 300 European universities to address sustainability issues of Agenda 21 [25]. Moreover, attention to the significance of education in sustainability has been gained from the United Nations Educational, Scientific, and Cultural Organization (UNESCO), which is directing a crucial component of the 2030 Agenda, the Education for Sustainable Development (ESD) [26]. ESD is a key element in meeting the Sustainable Development Goals (SDGs) and, particularly, the SDG4 regarding quality education.

Universities and research institutions serve as crucibles of innovation within the energy sector. Their role in pioneering cutting-edge research cannot be overstated. This research, spanning fields such as materials science, engineering, and energy policy, consistently propels the development of renewable energy technologies, energy efficiency solutions, and sustainable energy systems.

Jacobsson and Bergek [27] accentuate the indispensable role of academic research in shaping the evolution and deployment of wind and solar energy technologies. These technologies, key components of a sustainable energy future, owe much of their progress to the innovative research conducted in academic settings, emphasizing the role of academic institutions in shaping the development and deployment of wind and solar energy technologies.

Universities are not only research hubs but also crucial educational institutions. They play a pivotal role in equipping the future workforce with the knowledge and skills needed to tackle the intricate challenges of the energy transition. Through academic programs and training initiatives, universities foster a cadre of professionals prepared to address the complexities of the evolving energy landscape. To this end, Foxon et al. [28] delve into the transformative influence of research on energy transition policies. They advocate for stronger linkages between the research community and policymakers, emphasizing the symbiotic relationship between informed research insights and effective policy formulation.

Collaboration between research institutions and industry is paramount for translating academic research into tangible applications and commercial products. These partnerships facilitate the rapid deployment and scaling of renewable energy technologies, hastening the transition to a cleaner energy system. Within this context, Rantala [29] provides a comprehensive exploration of university-industry collaborations in the renewable energy sector. Such alliances are critical drivers of technology transfer and innovation, fostering the development and dissemination of groundbreaking energy solutions.

On the other hand, universities and research institutions are not confined to ivory towers; they actively engage with the broader public to raise awareness about the imperative of the energy transition. Through outreach activities, public lectures, and workshops, they empower society to be active participants in the transition. Yalcin [30] underscores the transformative role of universities as agents of change in promoting sustainable energy behaviors, not only among students but also within the wider community. Their outreach efforts serve as catalysts for public engagement and consciousness regarding sustainable energy choices.

Given the multifaceted nature of the energy transition, interdisciplinary research efforts are indispensable. Universities and research institutions serve as hubs where experts from diverse fields converge to develop holistic solutions to the intricate challenges posed by the transition. Hoffmann et al. [31] highlight the intrinsic value of interdisciplinary collaboration in addressing the multifarious challenges of the energy transition. These institutions are positioned as facilitators of such collaboration, fostering synergistic interactions among experts from various domains.

In sum, the literature unambiguously establishes universities and research institutions as indispensable engines driving the energy transition. Their contributions span the spectrum of research and innovation, education, policy development, industry collaboration, public engagement, and interdisciplinary efforts. As the global community grapples with the imperative of sustainable energy, the role of these institutions is poised to expand, casting a more profound and enduring influence on shaping a sustainable and clean energy future. However, continued research is imperative to delve deeper into the evolving roles and impacts of universities and research institutions within the dynamic and ever-changing energy transition landscape.

3. Methodology

Empirically, a qualitative field study approach was applied since qualitative research is considered effective in tracing human experiences, views, perceptions, and expectations [32,33,34]. It is widely used to understand the behaviors that are shaped by the interaction of individuals [35]. In this regard, we have utilized semi-structured in-depth interviews aligned with the literature, suggesting that they appear to be valid and useful for capturing survey participants’ perspectives, opinions, and emotions on various issues [36,37]. Given the exploratory aim and qualitative design of the present study, the research team adopted convenience sampling [38,39] in order to recruit various local stakeholders related to the intersection of the just transition and the EU Green Deal. Notably, semi-structured interviews are superbly suited for collecting information [40,41] and have the potential to shed light on aspects with objectivity and reliability [42,43,44]. For the formulation and phrasing of our questions, we followed the design suggested by Mason [45] and Robson [46]. Our questions focused on the themes of the subject of research. They did not directly or indirectly guide the participant to reply in a particular way. We emphasized the degree to which existing or ongoing relationships among actors, entities, and other stakeholders may influence the progress of green transition, as these parties lie at the heart of the particular transformative deployment and current EU sustainability policies. The sample did not consist only of different people in the strict sense of the term but also of active entrepreneurs, certified managing executives, graduates, young unemployed, local authority representatives/specialists and educators identifying specific target groups (via in-depth interviews) relevant to the examined issue of green policies within just transition and EU and in relation to the notion of QH model.

Employing a convenience sampling strategy facilitated the exploration of selected cases due to ease of access and an initial level of willingness to participate in interviews [47], while qualitative methods are appropriate for recruiting participants who are available and close to a location. Moreover, convenience sampling was applied to recruit individuals such as entrepreneurs and academics, while purposive sampling was used to identify various local stakeholders related to the intersection of the just transition and the EU Green Deal. Recruited individuals were informed about the scope of the research and asked to fill out a written consent form. Additionally, anonymity was ensured by the research team, which formally provided guarantees.

The structure of the sample is presented in

Table 1. Description of the study sample.

Participating Countries	Sample Size	Status/Interview Allocation
Bulgaria Cyprus France Greece Serbia Spain	30 semi-structured interviews/personal (5 per country)	Local public officials/6 Academics/6 Entrepreneurs/6 University Students/6 Graduates and young unemployed/6

.

The sample consisted of representatives of various entities across the targeted countries. Specifically, educators and students/graduates were drawn from Neapolis University Pafos (Cyprus), University of the Peloponnese (Greece), University of Western Macedonia (Greece), University of National and World Economy (Bulgaria), University of Burgos (Spain), Côte d’Azur University (France), and University of Niš (Serbia). As for all participating entrepreneurs, they own small businesses, while some of these entities are family enterprises. The civil servant interviewees were people who serve as mid- and high-ranking officials in their organizations (the latter refers to policymakers/regional governors), a fact that significantly contributes to the significance of the data received from this category of position holders in other cross-country or case studies [48,49].

Sampling was based on the principles of appropriateness and adequacy, and efforts were made to ensure that the sample size did not distort individual characteristics [50]. Additionally, all interviews were conducted in the native language of the survey participants in order to facilitate the extraction of answers and to allow respondents to express themselves unhindered in the language they speak on a daily basis [51]. Furthermore, it is worth noting that the content analysis was also carried out in the language of the participants to avoid ambiguities and misinterpretations [51,52]. Every interview lasted approximately one hour. Data collection was conducted between January and February 2024. Upon being initially informed about the purpose of this study and the intention to secure the anonymity of participants, interviewees provided their consent to take part in part in the study. Moreover, the interviews were conducted in person, via virtual meetings, and by phone calls. As in qualitative research, the latter is commonly used, and according to the literature, the results are as reliable as traditional on-site interviews [53,54,55].

Subsequently, a mixed inductive/deductive approach was employed for data coding [32,56] whereby the content of the interviews was classified into five major themes reflecting well-documented codes [57]. More specifically, the first theme concerns the European green policies. The second theme deals with just transition in relation to sustainable development. The third theme encompasses the relationship between government and universities within the EU green policies. The fourth theme covers the relationship between civil society and universities regarding the EU green policies. The last theme concerns the relationship between industry and universities in the same context. The predefined codes within deductive reasoning are included in the aforementioned set. Additionally, through the narratives of the respondents, certain sub-codes were identified in each primary theme inductively.

Table 2. Content Analysis.

Theme	Sub-Theme
European Green Policies	Integration of policies into national action plans Diffusion of green policies to local communities Shaping and enhancing environmental culture
Just Transition—Sustainable Development	Raising awareness among citizens and businesses Involvement of universities and institutions in the design and implementation of transition plans Degree of execution for fairness in the planning process
Relationship between the government and universities towards EU green policies	Development of Extroverted green actions Establishment of green initiatives Contribution to environmental culture shaping Financial instruments
Relationship between civil society and universities towards EU green policies	Cooperation with local social actors Strengthening environmental consciousness Partnership ties
Relationship between industry and universities towards EU green policies	Link to industrial production Fostering the circular economy Supporting digital transformation Development of postgraduate education programs

captures the overall coding for the collected data.

The data analysis process was multi-staged. In the first round, both content and thematic analyses were applied to the data from each interview. Individual interview results were examined separately and inductively before being compared with each other [58,59]. In the second round of analysis, codes were examined across interviews within individual countries per participant status. In the final round of data analysis, codes were compared across countries per participant status, respectively.

4. Findings

In the findings section, five original themes identified in the content analysis (Table 2) are presented below. The following information presented in this section is based on insights derived from the interviews, with some indicative quotes included to illustrate key points.

4.1. European Green Policies

4.1.1. Integration of Policies into National Action Plans

Some countries have made considerable progress, while others need to make further efforts to fully integrate and implement the European green policies into their national action plans. Among the six participating countries, Spain and France have been the most advanced in terms of alignment with European green policies. Spain has made progress in renewable energy, emissions reduction, and sustainable agriculture, but more effort and investment is needed in areas such as waste management, circular economy initiatives, and biodiversity protection. France has strong policy integration, driven by the EU legislative framework. In contrast, the remaining countries are slow and often ineffective in integrating green policies at the local level.

A Greek local public official states:

“They have not been fully integrated in the national action plan and by extension in our own region, the Peloponnese region, where the pace at which green policies are integrated into local data is slow and often not fully effective”.

4.1.2. Diffusion of Green Policies to Local Communities

Serbia stands out as the most advanced country, while Greece and Bulgaria are in need of more targeted efforts for the dissemination of green policies to local communities. France and Cyprus show gradual progress, with active participation in greening initiatives such as recycling.

A Serbian local public official states:

“The first association is the country that has advanced the most is Slovenia. Implementing the green agenda in every aspect, through transport, trade, education, and quality of life. A few years ago, Slovenia was declared the cleanest country in the world, and we should emulate them in every aspect of life”.

A Cypriot academic states:

“I think people are aware of it. They are aware of it because most of the things are related to lifestyle with climate change and all these things, so now these things are getting into everybody’s daily life and the concerns. Year after year more and more people are participating in the recycling programs and it shows in the results. So it is a matter of time”.

4.1.3. Shaping and Enhancing Environmental Culture

A multifaceted strategy that incorporates elements of education, public engagement, and investment in sustainable practices is a crucial step toward enhancing an environmental culture across Europe. There is a general consensus that educational institutions must reinforce their commitment to environmental stewardship and assume a pivotal role in equipping the younger generation with the knowledge and skills necessary to address sustainability challenges.

Nevertheless, while education is a key focus, there is also an acknowledgement of the necessity for sustained engagement with local communities and citizens through initiatives such as environmental awareness campaigns, dissemination of information, and public action. Furthermore, investment in renewable energy, eco-friendly industries, and research collaborations is essential to facilitate the development and adoption of green policies.

A French academic states:

“To strengthen the environmental culture in Europe and disseminate green policies, fostering education and awareness is crucial. Implement comprehensive environmental education programs in schools and communities, promote sustainable practices through public campaigns, invest in renewable energy sources, and incentivize eco-friendly industries. Additionally, supporting research, international collaborations, and policy enforcement can enhance green policies’ effectiveness and encourage widespread adoption”.

4.2. Just Transition—Sustainable Development

4.2.1. Raising Awareness Among Citizens and Businesses

Spain appears to be at a more advanced stage of policy development and promotion of business awareness of sustainability. Conversely, while in Serbia, there is a growing awareness of the issue, the implementation of relevant legislation is inconsistent, and penalties are insufficient, resulting in slow progress despite the formal existence of regulations. The research indicates that citizens in several countries have demonstrated a high level of sensitivity to the importance of sustainability, as demonstrated by the case of Bulgaria.

However, in Greece and Cyprus, citizens recognize the necessity for change but encounter difficulties in engaging actively, frequently due to the presence of institutional or governmental barriers. The findings suggest that government action, consistent policy implementation, and the fostering of active citizen and business engagement are crucial for meaningful progress in the green transition.

A Spanish entrepreneur states:

“These initiatives have been well developed in Spain, with policies aimed at creating a more sustainable and equitable economy. However, there are opportunities for improvement to improve social equity and inclusion within green policies. The success of the transition depends on addressing regional disparities”.

4.2.2. Involvement of Universities and Institutions in the Design and Implementation of Transition Plans

France has made significant progress in integrating academic and institutional inputs, although further efforts are required to achieve complete integration. In contrast, other countries, such as Cyprus and Greece, require more structured initiatives to enhance university and institutional engagement in both consultation and implementation processes.

A Greek local public official states:

“The government got this process started, mainly for the regions of Peloponnese, Western Macedonia, and the islands. However, the Ministry, in charge of managing the transition fairly, held consultations with the relevant region and the universities, which had the chance to share their views. Now, we’re waiting for the results of this process, which is to say, we’re waiting for the plan to be put into action”.

4.2.3. Degree of Execution for Fairness in the Planning Process

France has made notable progress in formulating and implementing transition plans that address economic, social, and environmental objectives. Nevertheless, sustained endeavors are imperative to guarantee that these transitions remain equitable and inclusive, thereby indicating that although progress has been achieved, there is nevertheless a necessity for continuous refinement.

Conversely, some countries, such as Cyprus, encounter difficulties in the practical implementation of such plans. The respondent company, despite its affiliation with waste management systems like Green Dot, has demonstrated shortcomings in its execution due to a lack of communication and coordination, reflecting significant deficiencies in action and fairness. Once more, Greece is experiencing incomplete implementation, with concerns pertaining to land use and the prioritization of industrial interests over local agricultural and economic needs. This exemplifies the failure to equitably integrate the community into the transition process.

A Serbian local public official states:

“All companies, not individual ones, must change their consciousness. In practice, some companies are aware of ecological development, but if we wish to transition from a linear to a circular economy, it is imperative that all stakeholders are aware of this. The City of Niš recently collaborated with the university on the city’s energy transition plan, specifically engaging with select faculties and professors”.

4.3. Relationship Between Government and Universities Towards EU Green Policies

4.3.1. Development of Extroverted Green Actions

The countries of Cyprus, Spain, and Bulgaria are demonstrating the most significant progress. To exemplify, in Cyprus, universities engage in active collaboration with the government on green initiatives, such as waste management and climate neutrality projects. This demonstrates a notable degree of extroverted action, supported by clear governmental endorsement. Additionally, Spain reports active involvement of universities in research, innovation, and the implementation of green policies. Additionally, Bulgaria demonstrates advancement, with universities implementing extensive projects that align with green policy objectives, indicating a proactive role in environmental efforts.

Conversely, Serbia requires the most effort to foster a stronger relationship between universities and the government for effective green policy development. France and Greece demonstrate moderate efforts, but could benefit from further strengthening these partnerships. In France, while there is collaboration, the actions are seen as needing to be more proactive. Similarly, in Greece, universities are building links with the government and local bodies, but the progress appears more incremental.

A Bulgarian academic states:

“I can certainly give a positive answer for our university (UNWE), which in recent years has implemented large-scale projects on its territory, implementing in practice the goals of green policies for high environmental standards.”

A Serbian entrepreneur states:

“The (Serbian) state consults experts very little or never at all. Usually, it is “colored” by politics, that is, unfortunately, unprofessional people create and pass legal acts according to the needs of certain structures”.

4.3.2. Establishment of Green Initiatives

In evaluating the relationship between governments and universities in the implementation of green initiatives, Greece and France exhibit notable advancement. Greece has established a funded regional program with a focus on entrepreneurship and sustainability, while France has initiated awareness campaigns and participates in EU projects. Conversely, Serbia encounters challenges due to regular governmental transitions that disrupt the consistency of green policy adoption. Additionally, Cyprus faces difficulties in communicating and raising awareness about existing frameworks, indicating a pressing need for improvement in both countries.

A French academic states:

“Yes, for sure. As regards our University in France, we are implementing internally many awareness-raising and educational campaigns regarding green policies but also participate in external opportunities such as EU projects and international projects along with international organizations”.

A Serbian entrepreneur states:

“Due to frequent changes, key points in the adoption of green policy, we do not have visible results. In the ministries, we have frequent changes of secretaries, supervisory bodies that deal with this problem, “walking” of certain competences through the ministries. The impression is that no one wants to grab a hot potato; experience from business is that it seems that people are uncomfortable to start solving these problems”.

4.3.3. Contribution to Environmental Culture Shaping

The responses indicate a range of advancement levels among countries in the fostering of an environmental culture through the collaboration of universities and government entities. Effective partnerships are contingent upon governmental support that enhances educational initiatives and raises awareness among students, as demonstrated by Greece and France. Cyprus, Serbia, and Bulgaria have identified areas for improvement, including the necessity for more profound engagement in early education and the provision of more bespoke courses on sustainability. In general, countries must undergo further development to effectively shape an educated and environmentally conscious society.

A Greek academic states:

“When universities have the government’s support, they are more able to develop curricula and research projects that will contribute to the creation of an environmental culture. Raising the awareness of the student population on environmental issues and acquiring scientific knowledge in this field could change the current dead-end model of production and consumption”.

A Bulgarian academic states:

“I am convinced that all actions on the topic of the green transition are connected and contribute to the happening of this transformation in society. As a sustainability educator, I strongly support the study of these issues in courses tailored to the needs of each major.”

4.3.4. Financial Instruments

It seems that Greece and Bulgaria are utilizing financial instruments to provide diverse opportunities for universities to participate in the development of specific project proposals regarding green policies. Spain, on the other hand, has identified the need for increased collaboration through the allocation of greater funding, the alignment of research with policy needs, and the strengthening of connections between academia and government. In contrast, Cyprus and Serbia exhibit considerable deficiencies in collaboration and financial assistance, indicating areas that necessitate further attention. France’s involvement in research initiatives such as CNRS and Marie Curie exemplifies a proactive approach. This comparative analysis illuminates the diverse levels of advancement among the countries and underscores the necessity for enhanced collaboration to achieve EU green policy objectives.

A Spanish academic states:

“Collaboration can be further enhanced through increased funding, aligning research with policy needs, and strengthening connections between academia and government for effective policy implementation”.

A Bulgarian local public official states:

“The current strategic framework (2021–2027) and its funding as a whole provide diverse opportunities for the academy to participate in the development of specific project proposals, for example, the creation of concepts for integrated territorial investments under the Regional Development Program”.

4.4. Relationship Between Civil Society and Universities Towards EU Green Policies

4.4.1. Cooperation with Local Social Actors

Among the six countries, Cyprus is distinguished by its robust collaboration between universities and local social actors, which has made a significant contribution to environmental policies and initiatives. One illustrative example is the active participation of universities in the initiative of the City of Limassol to become an environmentally neutral city by 2030. Additionally, Greece exhibits a promising collaboration between universities and local social organizations. One noteworthy initiative, as identified by respondents, is the preservation of local biodiversity through partnerships with businesses engaged in the cultivation of herbs. However, it is evident that broader engagement could be beneficial. Conversely, Serbia lags significantly, as universities currently lack influence in civil society. Bulgaria and France demonstrate potential, yet require more concrete efforts to strengthen their partnerships. Finally, Spain highlights the necessity for enhanced public engagement to optimize the impact of existing collaborations.

A French academic states:

“French universities often collaborate with local social actors on environmental actions, but there is scope for deeper and more extensive engagement. Strengthening these partnerships can result in more impactful initiatives”.

4.4.2. Strengthening Environmental Consciousness

The universities of Greece and Cyprus are to be commended for their active contributions to environmental awareness, which have been demonstrated through a variety of outreach initiatives. Conversely, the universities of Bulgaria and Serbia have yet to fully embrace this commitment, with Bulgaria requiring more proactive efforts and support for initiatives, and Serbia lacking public engagement from academic experts. Also, France has the potential for improvement, as its universities are highly regarded, but could become more active in disseminating green policies to strengthen their influence on society.

A Cypriot academic states:

“Help is given to the local community with so many good practices implemented by the university, e.g., the involvement in net-zero cities in the municipality of Limassol. Something smaller is our own recycling points that we offer to society. Also, all our laboratory waste from our daily activities is collected and managed accordingly. The university respects its environment”.

4.4.3. Partnership Ties

First and foremost, Bulgaria has made noteworthy advances in high-value research projects that have a positive impact on various economic sectors. While Serbia has taken the initiative to form a council with the aim of improving cooperation, it is evident that further effort is required to establish a dedicated green policy network. Cyprus has demonstrated an understanding of the potential benefits of forming partnerships and utilizing funding to support meaningful collaboration. France and Greece have emphasized the necessity for enhanced public engagement and two-way collaboration, with Greece facing particular challenges in this regard, as the initiative is largely driven by universities alone.

A Bulgarian academic states:

“In our university, a significant part of the research projects is of high added value for various sectors of the economy such as industry, transport, logistics, etc.”

A Serbian local public official states:

“Recently, a Council for cooperation with the civil sector was formed in Nis, the aim of which is to strengthen this cooperation. A network dealing with green policies should be created and strengthened.”

4.5. Relationship Between Industry and Universities Towards EU Green Policies

4.5.1. Link to Industrial Production

It is imperative that Greece, Cyprus, and particularly Serbia implement more robust strategies to establish meaningful collaborative partnerships that facilitate sustainable industrial development in alignment with the EU’s green policy objectives. There is a dearth of collaboration between universities and industries in Serbia regarding green policies. The impact of the university on industrial sustainability is negligible, occurring primarily on an individual level. This reflects a broader issue of weak institutional collaboration. By contrast, France has made the most progress, with well-established partnerships between universities, industrial stakeholders, and research centers, reflecting strong collaboration on green policies and sustainability initiatives. Spain has also made some progress, with success in specific sectors where universities and industry work together on research, innovation, and technology transfer. However, further efforts are required to align university research with industry needs in order to accelerate green policies across the board.

A Spanish entrepreneur states:

“This point varies across sectors in Spain. In some areas, industry and academia collaborate effectively on research, innovation, and technology transfer. However, there is room for improvement in fostering stronger partnerships, encouraging sustainable business practices, and also aligning industry needs with university research to accelerate green policies”.

A Serbian graduate, young and unemployed, states:

“This influence can only exist on an individual level. This cooperation is as bad as the cooperation between the government and the university. It’s the same story because very few universities ask about green policy”.

4.5.2. Fostering Circular Economy

Some countries have made progress in implementing circular economy initiatives, with a focus on waste reduction, job creation, and environmental preservation. For instance, waste management not only adds value to agricultural by-products but also generates environmental and socioeconomic benefits. However, these countries require greater support to foster partnerships, promote technological innovations, and integrate circular economy principles into industrial practices. Their slow progress highlights the need for more robust policy frameworks, incentives, and awareness-raising initiatives that align with EU green policies.

A Greek local public official states:

“Absolutely. There is a specific idea based on the circular economy that will process olive pomace to produce disposable utensils from their cellulose, adding value to this by-product of olive cultivation. This will prevent the burning of olive straw, benefit the environment, provide income for olive growers and create jobs in the local community through the creation of a large enterprise in this sector.”

4.5.3. Supporting Digital Transformation

It is widely acknowledged that universities can play a pivotal role in supporting industries in the context of digital transformation. Greece, for instance, has demonstrated considerable potential in leveraging academic expertise for industrial enhancement. However, there is a need for more robust strategies and initiatives to fully realize this potential. Similarly, while France has recognized the significance of educational institutions in societal transformation, there is a necessity to articulate more clearly the specific efforts to engage with industry for effective digital support.

A French academic states:

“Higher education institutions in every country are at the heart of the transformation of societies within the framework of digital progress.”

4.5.4. Development of Postgraduate Education Programs

The analysis of postgraduate education programs related to EU green policies reveals a range of levels of progress among the six countries. It is noteworthy that Cyprus has established robust links between its universities and the business sector. This is exemplified by the success of collaborative initiatives in the fields of sustainable management and energy technologies. This indicates a proactive approach to aligning the educational offerings with the needs of the market. Serbia displays promise through its alliance with the Science and Technology Park. Furthermore, Greece and France assert that the creation of postgraduate courses at universities concerning green European policies could prove advantageous for students seeking gainful employment and for addressing the issue of climate change and the industrial workforce. When combined with innovative technologies, this could enhance the local potential.

A Cypriot academic states:

“A recent example is the university’s involvement in sustainable management issues in shipping. Various staff training programs have been carried out. Another example with local organizations is that the university contributed to a new thermal energy production technology through a program. And in the end, the organization itself adopted this program and technology from the university to a large extent”.

5. Discussion

This research reveals that European universities are significantly contributing to the advancement of green policies and just transition initiatives, primarily through their partnerships with government, industry, and civil society, within the framework of the quadruple helix (QH) model. These findings support the notion proposed by scholars such as Trencher et al. [12] and Roman et al. [14], who have highlighted the importance of universities as collaborative architects of sustainability programs. Nonetheless, the results also disclose disparities among nations regarding the extent of this collaboration and its implementation, as indicated in previous studies, e.g., [4,11].

This research provides empirical evidence that universities contribute in multiple ways, including advancing research on sustainable technology and fostering environmental awareness in local communities. Countries such as Spain and France have seen considerable advancement in the incorporation of policies within education and community involvement, as indicated by the respondents’ comments. This aligns with the literature emphasizing the teaching and research functions of universities [23,28], while also highlighting a wider impact through policy involvement and industrial partnerships [24].

Conversely, nations like Greece and Bulgaria demonstrate that although universities participate in policy discussions, their execution remains obstructed by institutional obstacles and insufficient governmental backing. This underscores the concerns raised by Hoffmann et al. [31], who emphasized that a successful energy transition necessitates collaborative endeavors across stakeholders, a factor that remains absent in many places.

The QH model, serves as an effective theoretical framework for comprehending the intricate relationships among universities, government, industry, and civil society in promoting sustainability. The results corroborate this notion, indicating that in nations such as Spain, the QH framework is entirely functional, with universities assuming a pivotal role in innovation, policy formulation, and public involvement. This validates the claims of Trencher et al. [12] that cross-sector collaboration is crucial for attaining sustainable outcomes.

However, the research also indicates a disparity between theory and practice. In nations such as Serbia and Cyprus, although the QH concept is acknowledged, its implementation is inconsistent, particularly regarding cooperation with civil society. Rantala [29] indicates that the efficacy of university-industry collaborations depends on clear and consistent communication, which seems to be a constraining element in these scenarios.

The study both corroborates and expands upon the current literature regarding the role of universities in sustainability. Similar to the findings of Yarime et al. [11] and Trencher et al. [12], this study confirms that robust collaborations between universities and various societal stakeholders are essential for advancing green initiatives. Nonetheless, it highlights a neglected aspect: the disparity of these relationships throughout Europe. The observed discrepancies in policy integration and local-level impact correspond with critiques in the literature concerning the inconsistent implementation of green policies [17].

This study emphasizes the significance of universities in public engagement and regional policy development, particularly in the context of just transition, whereas prior research predominantly concentrated on their roles in research and education [23,27]. This builds upon the research of Filho et al. [4] by illustrating that universities serve not only as knowledge producers but also as pivotal participants in regional sustainability reforms.

6. Conclusions

Notably, by exploring the perspectives of participating interviewees, the current research is oriented into two major directions: the first concerns the evolution of the implementation of EU green policies towards national action plans, the dissemination process to local communities, and the status of shaping environmental culture among citizens. It also reflects on the role of enterprises, society, universities, and local stakeholders in relation to just transition and sustainable deployment. The second dimension addresses the relationship between universities and the three core actors of the quadruple helix—government, industry, and civil society, in terms of developing collaborations on green initiatives implemented in the field.

In this regard, the study concludes that the level of outward-facing engagement and the collaborative capacity of the examined universities are pivotal in achieving their sustainability objectives and enhancing the diffusion of the European Green Deal. Universities across Europe act as facilitators of the green transition by engaging with government bodies through scientific input and co-designed policies, with industry through applied research and training on sustainable practices, and with civil society through outreach and awareness campaigns. However, the depth and consistency of such collaborations vary widely across countries. While institutions in countries like France and Spain exhibit strong synergies, driven in part by supportive national frameworks, others (such as Serbia and Bulgaria) show more fragmented or project-based engagement, limiting the systemic implementation of sustainability strategies.

Overall, there is a strong intention and growing set of practices within the academic sector to contribute meaningfully to sustainability, but success is uneven and heavily influenced by national policy alignment, funding mechanisms, and the institutionalization of QH partnerships. Countries with advanced policy support enable universities to amplify their role in environmental awareness and community-level sustainability initiatives. Thus, while the Green Deal and Just Transition agendas are actively taken up by universities, their impact is maximized where local ecosystems are well-coordinated, adequately resourced, and embedded in long-term strategic planning.

Theoretically, this study contributes to the growing body of literature on the QH model by contextualizing its application within the framework of the European Green Deal and Just Transition policies. It advances understanding of how universities function as central nodes within innovation ecosystems, not only in knowledge production but also in fostering sustainability through cross-sectoral collaboration. Practically, the findings offer actionable insights for policymakers, university administrators, and civil society organizations. Strengthening institutional support for long-term, integrated partnerships can enhance the effectiveness of green transitions. Finally, embedding sustainability in higher education strategies and incentivizing cooperation with industry and civil society will be crucial for amplifying universities’ impact on environmental awareness, community engagement, and climate action.

7. Limitations

The present study, like any research, has limitations. The collected sample refers to the four major dimensions of the QH, namely academia and universities, industry and business, government and public sector, and civil society. The views and perspectives of representatives from each area on emerging partnerships and the integration of green policies have been adequately captured. However, future research should include more relevant bodies and sectors, such as the financial sector or the social sector. Although our sample reflects a diversity in the different statuses of participants aligned with the aforementioned model, a future quantitative exploration would be useful as well, especially since the green transition is an ongoing process involving numerous parties.

Regardless of the existing differences in the size of their population, industrial production, or economic growth in general, it is worth noting that all selected countries are currently experiencing the effects of the implemented EU green policies and are constantly working on Sustainable Development Goals. Even though they face different priorities and challenges within the just transition—such as shuttering their prolific lignite mines where thousands of people are employed, as in Greece, Bulgaria, and Serbia—and despite France’s much better financial position and sustainable capabilities or Spain’s exceptional sustainability performance, the rest of the countries do not showcase huge differences concerning the status of sustainable development (at least in relation to certain indicators). Moreover, many sustainable synergies among them have been established over recent years in the field, presenting similar facets. In this light, empirical studies on these countries should be continued.