THE THIRD MISSION OF THE UNIVERSITY IN THE CONTEXT OF INTERNATIONALIZATION AND EUROPEAN INTEGRATION: FORMING AN INCLUSIVE EDUCATIONAL AND RESEARCH ENVIRONMENT

Abstract

The ongoing transformation of higher education systems under the influence of globalization, internationalization, and European integration has led to a fundamental reconsideration of the role of universities in contemporary socio-economic development. In addition to their traditional functions of teaching and research, universities are increasingly expected to contribute to social cohesion, sustainable development, and inclusive growth. Within this context, the concept of the university’s third mission has gained particular relevance, reflecting the expanding societal role of higher education institutions and their responsibility toward diverse stakeholders at local, national, and international levels.

The purpose of this article is to provide a theoretical and methodological substantiation of the university’s third mission in the context of internationalization and European integration, with a special focus on the formation of an inclusive educational and research environment. The study addresses the growing need to integrate social responsibility and inclusivity into internationalization strategies of universities, especially in countries undergoing European integration processes, such as Ukraine.

The research is grounded in systemic and institutional approaches, which make it possible to conceptualize the third mission as an integrated and cross-cutting institutional function rather than a peripheral or supplementary activity. General scientific methods of analysis, synthesis, abstraction, and logical generalization are applied to examine contemporary academic perspectives on the third mission of universities, internationalization, and the social dimension of higher education. Comparative and structural-functional analysis is used to explore European and Ukrainian practices of implementing the third mission, while content analysis of strategic and policy documents of the European Union and Ukraine allows the identification of key priorities related to inclusivity, openness, and international cooperation.

The findings of the study demonstrate that internationalization should not be interpreted solely as a mechanism for enhancing the global competitiveness and visibility of universities. Instead, it should be closely linked to the social mission of higher education and the principles of inclusivity that underpin the European Higher Education Area and the European Research Area. Inclusive educational and research environments are shown to be a critical outcome of the effective implementation of the third mission, ensuring equal access to education, research participation, academic mobility, and international collaboration for diverse social groups.

An original conceptual model of the university’s third mission is proposed, in which the third mission is defined as the institutional core that integrates internationalization processes with the formation of an inclusive educational and research environment. This model emphasizes the bidirectional relationship between international engagement and social responsibility, highlighting the role of universities as agents of European integration and inclusive development.

The practical significance of the research lies in its potential application for shaping university development strategies, improving internationalization policies, and designing institutional mechanisms aimed at strengthening the third mission of universities. The results may be useful for university administrators, policymakers, and stakeholders involved in higher education reform and European integration processes.