Background: As part of the Education and Social Justice Project, in May 2025, undergraduate student Madison Ross (C‘27) worked closely with a consulting member of the Integral Ecology Unit at Comillas Pontifical University in Madrid, Spain, to develop a research project exploring Comillas’ dedication to sustainability. In this interview, they discuss the development of the unit and sustainability at Comillas.
So, what led you to want to help facilitate this study?
Around five years ago, we realized that, comparing with other universities in Spain, and in Europe, our metrics in relation to the environmental issues was very limited. The university was not yet implementing measures in relation to environmental issues and awareness. And, also, we realized that things were done from an infrastructure point of view, but not so much in relation to students or to personnel. So, myself and another group of professors and some staff, that is, administrative personnel, we decided to create a program, or to bring a proposal to the dean and to try to create some sort of programs or activities that could help students or personnel to be more environmentally minded. So, we sent this to the dean, it was approved, and the dean asked me to coordinate a small program with activities to try to reach that objective.
How has your experience been in developing that program?
Yes, well, it’s not been easy because the university is a traditional one in certain aspects and, therefore, to bring innovative elements always takes time in implementation. It has to go through many steps of approval: it also has to go through [the] ethics commission; it has to go through even higher ranks of the university. And that takes quite a lot of time. Also, because it meant to introduce activity, which we didn’t know where we should place them at the beginning, if they should be part of the curricula, and then, we decided that they were going to be extra-academic activities first, and then, depending on its evolution, we would try to introduce changes to bring topics, environmental topics, in a transversal way to all of the degrees. We’re not there yet.
Now, with a new rector, because we have a new rector, he’s bringing new ideas, he’s more supportive in relation to environmental issues and relations, that more of these elements are going to be implemented into the degrees, and that’s probably in the next couple of years. Hopefully, the intention is that, in every degree, there is at least one topic related to environmental issues and environmental awareness. So that we all teach, in relation to our contents, you know, a specific module that will be related to environmental awareness or environmental issues. We think that is essential and that it is all coordinated among our degrees. That’s, hopefully, the next step in our program.
And have the activities that you’ve offered changed over time?
Yes, but what we did is we tried to try out different things first and see what would work better with students. So, the first year, we worked more with small lectures, like masterclass, with little conferences, with specialists in the field, and we realized that students did not really come to those activities. And I think it’s because they were overloaded with conferences, with all kinds of visiting people, doing special classes and things like this. So, students were not very keen on participating because they saw it more as extra work, like something already related with their everyday class or everyday content. Therefore, we decided in the second year to introduce more fun activities that would maybe attract students’ attention more and would be less content-oriented. So, we organized, for example, in October, a food day. So, we brought food that was Bio, what we call Bio in Spanish, untreated food. And we explained [to] students how important it is for them to eat this kind of food, the importance of being vegetarian, eating less meat, the impact of meat on the environment and all of these issues, to try to make it easier for them to understand, you know, these difficulties through a more fun activity. And it really worked much better.
We also had a gincana, with QRs that were in different buildings that students had to walk around and download the QR and answer some questions. So, we could teach them indirectly some environmental awareness issues. That worked much better. So, we realized that we need to change and adapt more to students. What do they want, you know? Instead of what we would like them to know.
And what are the impacts of that, that you’ve seen?
Well, we’ve seen, the next two years, then, we have the [COVID-19] pandemic, so everything was a little bit stopped, but we saw more interest from students, much more participation was there. Also, students started to be more identified with the program, the ecology program. They started to know who we were, what we do. So, there is a better connection. More students volunteered also to be assistants of the program, because if you are an assistant, and you participate in all of the activities for one year, you also get credit for it. And then, you can exchange them with certain subjects that you don’t need to do, if you have these credits. These are not core courses, but all of those supplementary courses that you can pick, you can actually exchange them for credits, if you have participated in the ecology program. So, we saw a lot more of involvement with students, but we had a change, a new rector, three years ago, and things changed a little bit; not so many credits were given, so students started to lose a little bit of their interest. And in the end, we realized, because, obviously, if you don’t offer enough credits, students won’t be attracted by it, and they’re not motivated.
And we realized it was also related to the high load of activities, you know? We’re competing with a lot of activities that the university’s offering: art, theater, other activities. Secondly, because our students have a really high load, activity in general—class attendance is compulsory, we do a lot of projects, they have to do a lot of coursework—and, therefore, I realized that it’s too much. They have to do too much. And it’s difficult to attract them to these things.
Is there anything that you would say the program is doing really well, or that’s going really well for the program?
Well, I think that our vegetable garden works really well. Students come and participate a lot. We actually had a beautiful course where students participated in 10 sessions all year round, and they were taking care of the veggie patch. And they were learning about techniques, how to care with one of these vegetable gardens, and it worked really well.
But, the following year, because we had a new rector, everything changed. He was not so focused on it, and then, we couldn’t offer it again because it was too expensive to have a person that was teaching them how to do it. We had an external person come in from a cooperativa, and they were a specialist in this field, and it was too pricy, and we were told that…You know, we couldn’t do it.
I think the best activities are those where students are, as I mentioned, participating in a more ludic way. Those work really well. We also have, for example, we had a photography prize, and the topic was, obviously, the SDGs and things related to the environment. It worked really nice, too. We also had meals with tuna, vegetarian meals. We spoke about food issues with a nice brochure that was given when you were having your lunch in the cafeteria. So, those activities were quite participated.
How would you describe how accessible the activities are, like the garden or other activities, to students, faculty, and staff?
Well, they are open to everyone. The problem, as I mentioned, is that we compete with many other activities because they are all in the same timeframe, which is Wednesdays from 12:30 to 3:30 p.m. That’s when we all can do these activities, so, we all do all of our activities in the same timeframe, which makes it difficult, competitive, obviously—where to go, what to choose.
Secondly, teachers or lecturers, we all have rather a lot of administrative work, and classes, research. So, for many, it’s difficult to participate in the activities because there is not much time for it. And for the administrative personnel, it’s almost impossible because, this is something we have lamented, that they are not given the time to go. They have always been able to participate in some activities in the summer, when students are obviously not here, and they have a bit more flexibility, but it is, they are not treated in the same way, and they don’t receive the… For example, you have 10 hours per academic year that you can pick or choose what kind of activities you would like to do. And, definitely, if they are in the normal timetable, classes timetable, they cannot go because it’s difficult.
Would you describe yourself as concerned about the environment or climate change?
Yes, very concerned.
[Both laugh]
Could you elaborate?
Well, I’m concerned a lot about the future, you know? I debate it a lot with my students in my class… I teach a sustainability course for foreign students in which, obviously, we debate a lot about what’s going to happen with our world in the future, about sustainability concerns, hazards, and what we could do. I’m very concerned because I realize that in Spain, people are not very environmentally-minded. It’s very difficult to make changes in habits and behavior. People are unsustainable.
And it’s taking also the government, another point of difficulty, because one, the institutions and the decisions, what we call also the ecological transition, all that is not really being supported. It’s been difficult to…there’s not a lot of transparency about it, where the funds are going, how they’re going to be used. And I think that the government is not communicating well with the people; for instance, people don’t understand the importance of the transition. We all should be much more involved in the transition. So, I am very concerned.
Do you think that most students, faculty, and staff here share your perceptions of the environment?
I think there is a lot of concern, in general, but in practice, there is very little transformation. Maybe, I’m wrong, maybe it’s a perception. I’ve spoken with many people here, as I mentioned, and there is a general concern. But I do not see that people have introduced or modified their behavior or their habits very much. I think people do little things, and then they feel, you know, that satisfaction being for the environment: they go, “Yeah I recycle, so I’m a very cool person. I’m recycling.” And that is just a very small part of the complete transformation that we should go through, no? Formed habits, living habits, transportation. Everybody comes here with their cars, so the first thing with which maybe, we should be concerned is to each find an alternative method of transportation to be greener. Buildings, no? Everything that surrounds us. Also, the food is a very big issue; very few Spanish people are vegetarian. They love their meat; they love their food [laughs]. I think that is going to take a very long time to transform that habit of those people.
Have you seen any improvements on campus since the implementation of your program?
Oh, yes, we have. Our buildings are much more cost-efficient. We have now solar panels. We have sensors in the bathrooms also to control water. Also the lights are with sensors that switch on/switch off, so we are trying to be a bit more energetically efficient. We have introduced this bus that we are trying to get people to use more than their cars, for example. We are trying to promote carpool programs so that students share cars to come and go. We have recycling bins. We have an accord with the Borough of Alcobendas, because we are a part of the Alcobendas Borough, so that our rubbish is separated, so that it is taken already to the different recycling bins of Alcobendas. So, we recycle paper and we recycle plastics. But still, there is a lot to do.
Would you say that, with these improvements, with these activities, has there been a change in student or staff culture around the environment?
Yeah… Very slowly. I don’t think it’s very yet impregnated. We don’t have that, say, well, everybody is very keen on trying to introduce change, but there have been small changes. Let’s say, every year we have, I think 15% to 17% of the students have participated in our activities of the program. So, at least, in a certain way, that small percentage is more environmentally sensitive. I’m not saying they are yet completely aware, but at least there are certain sensibilities they are more aware about, they are starting to talk more about it, small changes.
And how would you describe culture here generally among students or staff or faculty? Like, the way that people interact with each other or see themselves in the community at the university?
I think that there is an important identification with Comillas, with our name, with the Jesuits. They are like a special breed in a certain way. We have our own characteristics. We think in our Jesuitic mission. We are very student-oriented. We try to promote community support. So, that is something in our DNA, and students know that, and I think we transmit that quite well. Maybe, not in environmental issues, but, yes, in our general activity in the university.
How would you say that you see your own role in the environment?
Oh, good question! Well, let’s begin in relation to the question before. Even though I am making efforts as an individual to be more environmentally friendly and aware and sustainable, I do realize that my activities alone are not enough. I am very critical with large companies, with the government, because they are not doing enough, and they are the big polluters, the big companies in that sense. Or the mining companies, the oil companies, they’re not doing enough. The ecological and energetic transition is too slow. We should be much quicker in all of these changes and limitations. And I am very frustrated because, obviously, even though I am making a big effort as a person, and I am changing my way of life, I do not see that the ecological transition is doing enough.
And do you think this is a common perception that other people at Comillas share?
I think so. I think people are frustrated that there is not enough international support, you know? If you look at environmental global governance, how slow people are advancing. We are not even being able to get decisions together. The decision-making process is so complicated. There are so many political issues, countries that are not improving, that are not participating, or that are just stepping back from this global governance. It’s very frustrating because we don’t see what’s really going to happen.
What are some ways that you try to be environmentally friendly at work, at home, on an individual level?
Well, at work, I try not to use any paper or as little paper as possible, to keep the air conditioning as low as possible, although in Spain, that is difficult because it is so hot, you know?
[Both laugh]
But, I only try to wear very sustainable clothes made in Spain with high-quality fabrics that are sustainable, made in Spain. I’m vegetarian. I try to buy Bio products. How do you call them in English? What is the…sustainable? What do you call it? We call them Bio. Do you call them Bio, Bio products in English? No. Maybe it’s in the UK, not the U.S. Products that have been under sustainable production or process?
Just food or other products?
Food, in general.
We have organic…?
Okay, well, in Spain, they are Bio products, which are organic, and try to buy organic. Even though it’s difficult in Spain. These products are extremely expensive, so, when you are following a budget, it’s not easy to always buy Bio…organic. But I try. I’m part of a community where I buy vegetables, my food, to a organic farm, and we share a big bag between two or three friends, and we bring them home, so, at least my use of those products, it’s very good. I try to recycle; I try not to use many plastic containers. I’m very concerned about water. We should be, because Spain is a very dry country with many problems about sustainability. So, well, I actually do quite a bit [laughs].
Sounds like it! And would you say that there are a lot of other people who do similar things?
Not too many. Well, it is true, too, we are a large university. I don’t have contact with everyone. So, I don’t know very well what other people are doing at Alberto Aguilera or other campuses.
So, moving forward, what are your hopes, your goals for the project, what you’re working on?
Well, first is more recognition for the program than it has. Because weight and value, it’s only considered an extra-academic activity, but maybe, if it were incorporated as part of the curriculum. For example, as I mentioned earlier, I also coordinate the soft skills diploma. All of the degrees in the faculty have to use this diploma. Maybe, it would be a good idea to introduce one or two subjects related to the environment here, inside that diploma, that it is integral, that it is part of the students’ evolving characteristics or skills. That would be much more relevant. Everybody has to do it, so everybody is going to be affected, hopefully positively, by it. That would be one thing.
Second, that we would be able to have more support and more money to do more things. We have a very small budget; it’s limited in what we can do. Obviously, the university has a limited budget on certain things, so we understand, obviously. This isn’t denouncing anything, but we would like, hopefully, in the future, to have a little bit bigger budget. We’re a big faculty, and the budget is quite small. So, it’s very very difficult to organize, like, big faculty events when the resources are so low. Actually, the first three years, we didn’t have any budget, so we did everything with people who worked pro bono. The only thing we got money for was for the vegetable garden because it had to be built, and we had a greenhouse built, and all of that, obviously, was paid. I don’t get any remuneration or any money for what I do, but I am very happy to do it, even though it’s pro bono.
Do you think there’s anything that your program is not addressing right now that you should be addressing? Maybe, an environmental issue that hasn’t been brought up yet?
Good question. Well, the thing is that each faculty has a different perspective. So, the engineers, they have started….Well, actually, the program started here in this faculty, and it has not been until last year with a new rector where a unit has been created to coordinate the activities among all of the faculties. So, now, the other two faculties are mirroring our activities, which is great. So, we are coordinated in our actions. Now, all of the curriculums are doing the same or charging the same activities all along. So, the engineers do more energetic transition and energy-related topics. Law and admin, business administration, obviously, work more ethics, work more business-oriented sustainability issues. We are a more social science faculty, so the impact of the individual on the environmental concerns. That fear, that environmental, catastrophic fear. Also, I teach international relations, so, from an international relations point of view, what is happening with environmental issues? So, I think we are covering a lot of environmental issues, really. I’m not sure if there’s something small that we should do. Maybe, something to work on in the future.
How are you involved with the unit?
Well, I’m a delegate of the unit, now. So, each campus has a delegate so that we coordinate the activity. And I am also the coordinator of the program here, because that’s how I started with this, so I kept that name, and on top of that, I am also the delegate and a counselor, you could say. I help the unit with ideas and things that we can do and how the rest of it could work.
We started this project last year. It was approved, a three-year project with a budget of 60,000 euros to be able to research all of the environmental activities for our students. So, we were able to organize these questionnaires at the beginning and end of every academic year, and we were able to research the impact of our activities from the program on the students. We tried to see if the program—it is difficult to do research—but we try to see if the program is having a positive impact on our students, changing habits.
Are there any findings that you’re able to share with me, from that?
Well, what we can talk about is that there is a big difference among degrees. So, for example, our degree which is international relations, and translation, and communication, are much more environmentally friendly, in general. Maybe, because of external sort of contact—they’re much more in contact with the world, much more aware. They’re international relations students; they studied abroad for a year. They’re much more considerate for students from other countries, and what’s happening in the world and that. While social workers and theology, psychology students maybe are not so involved in environmental program. So, you know, we are realizing that, definitely, what degree you study has an enormous effect on your awareness, on your concerns, of it.
Do you plan to use this information to adjust what your programming does?
I hope so. I mean, we have a meeting next week where we have to sort of prepare for next year’s program. We are going to start to think through how we are going to do that program next year. And I have a list of elements that I would like to comment to the unit to see if they could be much more specific in their activities, be targeted, target the degrees that would be more help in the conscientious impact. Because, obviously, most of the students that come to our activities are international relations students, are communications students, because I am teaching those subjects, because now, I am much more concerned about lectures, I am much more concerned. They know more about environmental issues because of that exposure, and therefore, we need focus a bit more to try to get students from other degrees a bit more involved.
Is there anything else you’d like to share that I haven’t already asked about?
No, I think that’s all.
Thank you for taking the time to talk me through this.
Oh, no, no, my pleasure.
