Towards an Education for a Circular Economy: Mapping Teaching Practices in a Transitional Higher Education System

Abstract

The circular economy (CE) represents a transformative approach to sustainability, emphasizing the reduction in waste and the continual use of resources. Higher education institutions (HEIs) play a crucial role in disseminating knowledge and fostering skills for CE. Nevertheless, little consideration has been given to how CE education is presented, advanced, or cultivated within transitional or resource-constrained systems. This study investigates the current state of integration of CE principles into teaching practices within HEIs in Albania, an emergent EU candidate, representing post-communist and developing contexts. Using a mixed-methods approach, it maps current pedagogical frameworks, identifies challenges, and offers strategic recommendations. The study included 252 students who studied in public and private HEIs in Albania, 27 academics teaching in these institutions, and 15 stakeholders grounded in the quadruple helix model. Findings reveal uneven incorporation of CE concepts across disciplines and limited institutional support, but also spotlight emerging innovations, especially in interdisciplinary approaches and student-led sustainability projects. Conceptual frameworks for mapping CE education, as well as for advancing it, are proposed, offering transferable tools for institutions in comparable systems. This research contributes to global efforts to mainstream CE in higher education by showcasing the specific pathways, gaps, and opportunities that characterize transitional contexts. The Albanian case offers insight into how low-resource higher education systems can position themselves as agents of circular transformation despite policy, capacity, and curricular constraints.