In this article we explore the role of universities in the context of the Anthropocene and of emerging transitions to sus­ tainability and how they can contribute to transformative, sustainable change through knowledge and learning. Our article makes three linked con­ tributions across two narratives where universities go from being “part of the problem” to contributing to “solutions” to the Anthropo­Capitalocene. We review and map the discourse around the future of universities from a multidisciplinary perspective; build an analytical framework that places the future of knowledge and learning in a wider, interdisciplinary perspective, emphasizing the need for inner change and transformative learning; and present six priorities that deepen and expand the discourse around the future of knowledge, learning, and related competencies for sustainability. Originating from the field of global environmental change and earth sci­ ences, the “Anthropocene” embraces a range of complex, interdependent, and interconnected themes, making it a quintessentially interdisciplinary con­ cept that connects to sustainability science and policy. It is also the con­ cept of reference for transition research and policy, which seeks to identify pathways toward more sustainable futures. Against this background, INTREPID, a European Union (EU) network of sci­ entists and practitioners from 32 coun­ tries (see Box 1),1 came together to advance the understanding and effective application of interdisciplinarity, consid­ ered an essential way of producing knowledge for sustainability and sustain­ ability science.2 The initial focus and remit led to both theoretical and policy­relevant findings.3 This produced 10 recommendations spec­ ifying urgent measures to improve the integration of interdisciplinarity and of the social sciences and the humanities into research programs and funding, and to consider the role and responsibility of uni­ versities in facilitating this.4 This in turn led to the launch of the INTREPID Futures Initiative, exploring the nexus between interdisciplinary and transdisciplinary knowledge and the future of sustainability education and research.5 The overall aim was to understand how universities could contribute to socioecological

中文翻译：

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转变大学的角色：从成为问题的一部分到成为解决方案的一部分

在本文中，我们探讨了大学在人类世和可持续发展新转型背景下的作用，以及它们如何通过知识和学习为变革性、可持续的变革做出贡献。我们的文章在两个叙述中做出了三个相互关联的贡献，其中大学从“问题的一部分”到为人类首都世的“解决方案”做出贡献。我们从多学科的角度回顾和描绘关于大学未来的话语；建立一个分析框架，将知识和学习的未来置于更广泛的跨学科视角，强调内部变革和变革性学习的必要性；并提出六个优先事项，以深化和扩展围绕知识、学习、和可持续发展的相关能力。“人类世”起源于全球环境变化和地球科学领域，包含一系列复杂、相互依存和相互关联的主题，使其成为一个典型的跨学科概念，与可持续发展科学和政策相联系。它也是转型研究和政策的参考概念，旨在确定通往更可持续未来的途径。在此背景下，INTREPID 是一个由来自 32 个国家的科学家和从业者组成的欧盟 (EU) 网络（见框 1）1，共同推进跨学科性的理解和有效应用，认为这是一种为人类生产知识的基本方式。可持续性和可持续能力科学。