The formulation, implementation, and development of environmental policy: Historical context, contemporary challenges, prospects for sustainable development, and the role of civil society, education, and universities

¹ Institute of Higher Education, National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine
² Department of Philosophy, Kyiv National University of Civil Engineering and Architecture, Kyivcity, Ukraine
³ H.Skovoroda Institute of Philosophy of The National Academy of Sciences of Ukraine, Kyiv, Ukraine;
⁴ Mariupol State University, Kyiv, Ukraine;
⁵ National University of Ukraine on Physical Education and Sport, Ukraine;
⁶ Ternopil Volodymyr Hnatiuk National Pedagogical University, Ternopil, Ukraine
⁷ Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine

^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

The relevance of the study is driven by the urgent need to explore the transformative role of civil society and universities and higher education institutions in educational and environmental policy-making within the framework of Education for Sustainable Development (ESD). The article traces the historical evolution of environmental law from early societies to modern times, highlighting landmark milestones such as the US National Environmental Policy Act (NEPA) of 1969 and the Stockholm Declaration of 1972. Particular attention is paid to mechanisms of civil society and universities influence (advocacy, lobbying, and public mobilization) and the growing contribution of universities through curriculum development, interdisciplinary approaches, experiential learning, student-led sustainability projects, and university-city partnerships. The study examines current global and local environmental challenges (air and water pollution, electronic waste, climate change) as well as war-related ecological threats in Ukraine (military pollution, ecosystem destruction, nuclear risks). It analyses the potential of innovative technologies (renewable energy, biotechnology, and digital solutions) and research-driven innovation to achieve the 17 UN Sustainable Development Goals (2015). Special emphasis is placed on the integration of sustainability into higher education curricula, the development of sustainability literacy and ethical reasoning among students, the role of student engagement (sustainability clubs, competitions, and community-based projects), and industry–university–city collaboration as key drivers of systemic change. The author argues that overcoming the climate crisis requires not only regulatory and financial reforms but also a profound paradigm shift: moving from a culture of consumption to responsible citizenship, strengthening global and local partnerships, and embedding ESD principles into both educational and environmental policy-making and urban governance.