Reflections on ISP 2 of ASSET: Students’ Voices Shaping Sustainability in Accounting
Over the past weeks, the second Intensive Study Program (ISP 2) under the ASSET (Accounting for Sustainability, Social and Environmental Transparency) initiative has drawn to a close — and what an inspiring journey it has been. For those unfamiliar, the ASSET project, coordinated by the University of Urbino and its European partners, aims to embed sustainability deeply into the curricula of accounting, auditing, and related fields.
Here are some highlights and reflections—as shared by the students—that show not only what was learned, but also why this kind of programme matters more than ever.
What is ASSET, and what ISP 2 aims for
Before diving into the feedback, a quick recap:
- The ASSET project responds to growing global demands—from regulators, markets, and society—for accountants to not only understand financial flows, but also environmental, social, and governance (ESG) dimensions.
project.uniurb.it - Traditional vocational‑technical teaching methods are being enriched (or replaced) with more interactive, experiential, reflective pedagogies: case studies, role playing, debates, peer feedback, etc.
project.uniurb.it - Within each ISP, students engage in modules such as ESG reporting, sustainability assurance, management accounting within sustainability, taxation + strategic decision making.
ISP 2 continued this tradition—with even more opportunities for collaboration, cross‑border learning, and hands‑on practice.
What Students tell us
Here are some of the most powerful themes from student feedback. These voices underscore what is working, and where the educational experience is transforming mindsets.
1. Sustainability is no longer just a buzzword—it’s foundational.
“Sustainability is here to stay. It is no longer just a noble statement of intent — today, companies must know how to report their ESG actions…” — Santiago García.
This captures the shift many students feel: sustainability is increasingly central to business, accounting, auditing—not optional, but essential.
2. Learning by doing, with global perspectives, makes the difference.
Students appreciated the diversity of peers and academic perspectives. The case studies, debates, and teamwork with people from different cultural and disciplinary backgrounds expanded not only their technical understanding but also their sense of possibilities. Antía Rodríguez says:
“…it was about teamwork, case studies, and discussions. What made it even more valuable was the feedback we exchanged, the diverse perspectives…”
3. Challenge fosters growth.
The program was “intensive and demanding” — in positive ways. Tight deadlines, difficult technical content, and the need to communicate complex ideas in English under real pressure pushed many students beyond their comfort zones. But that challenge seems to have translated into confidence, resilience, and clearer vision for their future roles.
4. Beyond technique: people, values, and collaboration matter.
It wasn’t just about learning new accounting tools or reading ESG reports. Many students emphasized how much the human element—the friendships, the cultural exchange, the shared values—added to their learning. As one put it, the project underscored that embedding sustainability isn’t only a technical task, but also a deeply social one.
5. Motivation & sense of purpose renewed.
Several students expressed that completing ISP 2 left them with not just new knowledge, but renewed motivation. To pursue careers where sustainability is integrated into decision-making; to push for change; to ask bold questions. Darius Pavliukovic summed it up:
“Seeing different perspectives come together was truly rewarding…”
Why This Matters—not just for Students
- For universities: ISP 2 shows that sustainability‐oriented education, when done interactively and cross‑culturally, resonates. It’s not just about adding a module on ESG, but transforming methods and mindsets.
- For employers & society: Graduates leave not only with theoretical knowledge, but with experience in grappling with real questions—how to assure ESG information, how to integrate reporting and strategic decision-making, how to act ethically when frameworks are still evolving.
- For policy: Students’ demand for clarity (on ESG assurance standards, on sustainable reporting regulation) reflects broader societal demand for regulation, transparency, and accountability.
Moving Forward
As the ASSET project continues, here are some takeaways to carry forward:
- Keep enhancing interactivity and experiential learning—it clearly makes a difference.
- Maintain diversity of perspectives—geographic, academic, cultural—to push students to think beyond common frameworks.
- Provide space for reflection—not just on “what we learned,” but “how we see our role.”
Intensify connection with real‑world practice: stakeholders, regulation, companies.
Final Thoughts
The conclusion of ISP 2 isn’t really an end—it’s a launching pad. From the feedback of students like Santiago, Antía, Darius and others, it’s clear that programs like ASSET are helping build a new generation of accounting professionals. Professionals who understand that in the 21st century, numbers count—but the context, values, and impact behind them matter just as much.
If you’re reading this as an educator, employer, or policymaker—listen to the students. They are helping sketch the blueprint for an accounting profession rooted in sustainability, purpose, and societal contribution. And that blueprint deserves to be built.
Thanks for reading. I’d be interested to hear your thoughts: how should sustainability reshape professional education in accounting? What works well – or doesn’t – in your experience? Tell us on LinkedIn!
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