Sustainability, social inclusion, and governance: analyzing ESG practices at an urban public university in São Paulo, Brazil

Abstract

The growing global emphasis on environmental, social and governance (ESG) principles has driven higher education institutions to adopt more sustainable and socially inclusive practices. However, a lack of metrics and regular reporting often limits the ability to assess the true impact of these initiatives. This study critically examined ESG practices at a public urban university in São Paulo, focusing on the Department of Agricultural Sciences (DAS). Using a case study approach, the research employed a systematic literature review, document analysis and on-site observations to assess how ESG principles are implemented. Correspondence Factor Analysis (CFA) and Discursive Textual Analysis (DTA) were used to identify patterns and insights. The findings highlight the University's commitment to sustainability and social inclusion, particularly through initiatives such as the Accessibility Assurance Plan (PGA) and environmental conservation efforts. However, the study also identified the need for structured evaluation metrics and more transparent reporting to better monitor the impact of these initiatives. The research concludes by suggesting that future studies should explore how ESG practices influence students' perceptions of educational quality and examine the financial costs and benefits of these initiatives to guide more strategic implementation in higher education institutions.

Keywords: environment, equity, policies, social inclusion.