We live in times of multiple crises. Whether it is the climate, economic,financial or educational crisis, the system in which we live is driving crises and it is more important than ever to face them with effective solutions and actions.
As GRAS we have a clear vision how universities should look like in the future. But visions have to be turned into reality. That´s why we are fighting for a better university and better future for everyone everyday.
We have already achieved a lot, but it‚s still too early to say. In the lastyear, the rise in global warming exceeded 1.5 degrees centigrade. Waterextremes became the odinary.
Multiple Ecosystems habe already been demolished or will be because
of the climate crisis.
Without swift action, the climate crisis threatens to escalate into a climate catastrophe. The education system is also facing profound problems: Our education system is increasingly developing into a training system that prioritises rapid entry into the labour market over contributing to social and personal development. The creeping economisation and de-democratisation of education are alarming developments that urgently need to be stopped and reversed. Right now, the Austrian National Union of Students (ÖH) must be a determined and critical voice and a mouthpiece for students in social debates. Right now, we need an ecological, progressive, anti-fascist and inclusive ÖH to change universities and society for the better.
Right now, we need a vocal GRAS
climate policy at the university level
The climate crisis is the central crisis of our time. Many of the challenges we face are directly linked to it. We have already exceeded the 1.5-degree limit, but that doesn’t mean we can give up now. Every tenth of a degree has dramatic consequences for us humans, nature and the planet. Effective climate protection must be a top priority in all political actions and decisions to prevent weather extremes, crop failures and the associated humanitarian crises from worsening. Universities have a very special key role to play here. They are the place where research is used to develop the means with which we can curb the consequences of the climate crisis.
As places of sustainable science, they must lead the way and drastically reduce their greenhouse emissions – the goal must be to achieve climate neutrality by 2030. To achieve this, we need technical innovation to enable us to live in a more resource- and energy-efficient way, in particular to better mitigate the consequences of the climate crisis. On the other hand, we also need new social and economic systems, because there can be no eco-logical and sustainable capitalism. It is high time to take measures to bring about a change in the system. We want to pull out all the stops and campaign loudly – for a sustainable university, a sustainable society and a sustainable system for all.
Even if time is running out, one thing is clear to us: universities can and should become climate-neutral by 2030. For this to succeed, it needs to happen now:
- decarbonisation and greening plans from all universities
- Sustainable procurement strategies
- Switch to sustainable energy sources when purchasing electricity
- Renovate existing buildings and only build new ones with photovoltaics and insulation concepts.
- Climate-friendly financing (withdrawal of funds from climate-damaging investments)
- Reduction of climate-damaging mobility of university staff and lecturers (air travel only if other options are unreasonable – no longer out of convenience)
- Significantly reduce the university car fleet
- Conversion of the canteens to more regional and seasonal catering and promotion of vegan food.
Climate protection should be institutionally integrated into the strategy and organisation of the universities, e.g. through
- Climate protection officers
- Addressing the climate crisis as the greatest crisis of our time in all curricula
- Promotion of interdisciplinary research on climate issues
- Promotion of accessible and low-threshold communication of climate research
- climate-friendly campus operations (renewable energies, plant-based cafeteria offerings, etc.)
Third-party funding from fossil fuel companies should be rejected. GRAS also calls for
- the establishment of a climate disaster fund
- Serious and consistent implementation of the demands of the „Climate Council of Universities“ initiated by the ÖH
Introduction of a separate university climate protection law with sanctionable targets. Furthermore:
- Mandatory climate courses in all curricula
- Make climate-oriented research accessible and understandable
- Anchoring the climate crisis as a topic in all faculties
Inclusive univercities for everyone
Discriminatory structures of all kinds are deeply rooted in our society and therefore also at universities that are considered open and progressive. There are countless cases of sexualised assaults and catcalling, students are deadnamed1 in courses and university systems, BIPoCs (Black, Indigenous, People of Colour) are confronted with racist structures and assaults in lectures and we are still a long way from barrier-free universities. When fellow students and lecturers reproduce discriminatory ways of working and make racist, homophobic, biphobic, transphobic, islamophobic, antisemitic, ableist or classist statements,
we cannot and will not look away.
Any form of discrimination is incompatible with an open society based on solidarity. GRAS fights against all inhuman structures and tackles the problems at their roots: that is why we fight for the destruction of the hetero-cis-patriarchy, an anti-fascist and non-discriminatory society and the conscious rejection of capitalist ways of thinking and acting so that all students have equal opportunities and free access to society and universities.
- Combating all forms of discrimination (racist, queer-hostile, ableist, etc.) at universities.
- Compulsory training for teaching staff on discrimination issues.
- Representative university committees: Quota regulations for FINTA* persons and other marginalised groups.
- Sanctions for discriminatory behaviour.
- Establishment of low-threshold reporting points for sexualised assaults and discrimination.
- Awareness concepts for events with over 300 people.
- Legal counselling for those affected by the ÖH.
- Free choice of name and pronouns in the university system, including the possibility of correct pronunciation.
- Installation of all-gender toilets and changing rooms.
- Strengthening gender studies and queer-feminist teaching in all degree programmes.
- Gender-sensitive language in speech and writing.
- Accessible universities and infrastructure: buildings, lecture theatres, websites, learning materials, lectures.
- Expansion of ÖGS courses (Austrian Sign Language) and general language courses and support programmes.
- Mental health: expansion of psychological counselling, destigmatising measures.
- Study-friendly regulations: In hot periods and in general: cool spaces, compulsory online streams, menstrual pain as a recognised excuse
Education for everyone
Education is a human right and must not be determined by capitalist utilisation logics. Nevertheless, degree programmes that cannot be directly monetised are often dismissed as „feel-good programmes“. Why should a Bachelor’s degree in Byzantine Studies be worth less than a degree in Business Administration? Why do some degree programmes – thanks to strong third-party funding – enjoy high-quality teaching with excellent learning materials and a good supervision ratio, while other degree programmes have to fight for basic resources?
And why do students‘ co-determination rights differ so drastically between the higher education sectors?
These are all questions that we are asking ourselves and at the same time problems that we want to tackle.
The education system and therefore also the higher education system in Austria are still characterised by capitalism and are performance-oriented. The pressure to perform, economic utilisation and competition are at the forefront. For us, free education means that all students can develop their interests and strengths freely – without financial
barriers, elitist exclusion mechanisms or economic constraints – and can thus make a valuable contribution to our society.
- Complete cancellation and abolition of tuition fees
- Basic scholarship for all students, enabling study without financial hardship regardless of parental income
- State-funded universities to avoid dependence on third-party funding
- Equivalence of all fields of study – including so-called „non-utilisable“ subjects such as Byzantine Studies or Gender Studies
- High-quality degree programmes through more budget
- No admission restrictions through entrance tests or minimum achievements
- Genuine introductory and orientation phase instead of hidden selection mechanisms
- Flexible study organisation, adapted to the realities of life (e.g. job, caring responsibilities)
- Facilitated leave of absence, also with receipt of funding
- Representation of students in all committees (e.g. through quarter parity)
- University watch platform for the disclosure of corporate collaborations
- Standardisation of the rights of all types of higher education institutions (university, UAS, PH, private universities) for more fairness
- No compulsory literature subject to a fee
- Recognition of practical experience and fairly awarded ECTS
- Barrier-free, modernised learning infrastructure
- Expansion of counselling, childcare and support services – especially for first-gen students
- Support for students outside the universities – students‘ lives do not end at the university gates
Effortable housing and living
Affordable housing is a fundamental prerequisite for social participation and equal opportunities. Students in particular often experience a massive housing shortage: high rents, no modern and overpriced student halls of residence and a lack of alternatives often make housing a real nightmare for students. In addition, social inequalities and discriminatory structures are also reflected in housing: rising rents, displacement effects and „green gentrification“ mean that low-income people, BIPoCs, queer people and people with disabilities are particularly affected by housing shortages.
While wealthier population groups benefit from climate-friendly modernisation measures, vulnerable groups are often pushed out of their neighbourhoods. At the same time
there are numerous empty buildings that could be used for affordable and climate-friendly housing.
A socially just climate policy in the housing sector must ensure that ecological measures do not lead to social exclusion. Affordable housing and climate protection must not be played off against each other.
Social housing must be a pioneer for climate-friendly living, vacancies must be consistently combated and sustainable urban development promoted. We are fighting for a housing policy that combines ecological responsibility with social justice. For urban development that leaves no one behind. For a student-friendly housing market. And for a right to housing that is free from discrimination, displacement and marginalisation.
- Rent caps for new buildings too – not just old buildings
- Promote open-ended tenancy agreements instead of short-term, expensive interim solutions
- Subsidised housing also for students, regardless of primary residence
- Affordable and modern student residences – reintroduction of student residence funding
- Open up council housing for students too
- Introduction of a vacancy detector – vacant buildings should be made accessible to students
- Promote concepts for the temporary use of empty spaces
- Socially just handling of refurbishments – against „green gentrification“ and displacement
- Housing deposit fund for students – model: Graz and Salzburg
- Nationwide housing subsidy, also for shared rooms & halls of residence
- Subsidies for energy efficiency (e.g. refurbishment, heat insulation, switch to renewable energies)
- Expansion of free housing counselling – multilingual & low-threshold
- Student rental register for comparability of shared rooms & rental conditions
- Utilisation & renovation of existing buildings instead of new buildings, where possible
fair fhs and phs
Far too often, the voices of students go unheard because they are underrepresented in university committees or the structures to draw attention to themselves are completely lacking. If this is the case, it is clear to us as GRAS that it is the duty of the Austrian Students‘ Union to demand effective representation structures and to campaign for these to be enshrined in law. A strong student voice in decision-making processes is a prerequisite for ensuring that higher education policy decisions are not made without taking students‘ needs into account.
The Austrian higher education landscape is
divided into four sectors: Universities, universities of teacher education, universities of applied sciences and private universities. We are committed to standardising the legal situation for these sectors so that students have the same rights and obligations towards their higher education institution as far as possible. In particular, students at types of higher education institutions that are anchored in private law must be given greater support. After all, fair education also means fair structures at all types of higher education institutions. As GRAS, we are committed to a higher education landscape that excludes no one, offers equal opportunities for all and puts students at the centre – regardless of the type of university they are studying at.
- Standardisation of the legal framework between universities, UASs, PHs and private universities
- Equal co-determination rights and study conditions – regardless of the type of university
- No more tuition fees at FHs
- Stronger student co-determination in FH and PH structures, especially in teacher training programmes
- The same right to have a say as other university groups in decision-making processes
- Relief for required commuting through alliances
- Increased hybrid offer with teaching alliances to avoid unnecessary long commutes
- Reduction of compulsory attendance, more options in the curriculum
- Easier recognition of prior achievements, also from other universities
- Introduction of a voluntary 5th examination, also for grade improvement
- More practice with good theoretical embedding
- No cosmetic solutions to the teacher shortage – instead, make the profession and the degree programme more attractive
- Fair ECTS allocation for teacher training students compared to subject-specific students on the same course
art and culture accessible for students
Many students are also active in the arts and culture alongside their studies. Art and culture should be promoted by students, as they represent a central medium for communicating topics, problems and political issues that move students.
Art creates spaces for critical thinking, inspires the questioning of social structures and enables new perspectives on social, ecological and political challenges. There must therefore be more space for this activity at universities and better framework conditions must be created so that art-making alongside studying does not have to be associated with precarious conditions.
living conditions. We also demand that art and culture must be accessible to all students. If all financial resources are used to cover basic needs, visits to the cinema, museum afternoons and concerts are often beyond the financial reach of students. Art and culture should not be a luxury good reserved for the few.
There is therefore an urgent need for discounts, free cultural programmes and cooperation between universities and cultural institutions to enable all students to participate in culture.
- Funding pots for students working in the arts, especially for FINTA* persons and groups at risk of poverty
- Cancellation of minimum ECTS credits and special leave of absence regulations in order to better reconcile art and studies
Culture must not be a luxury good – that’s why it needs
- free cultural offers
- Discounts for cinema, theatre, museums etc.
- Co-operation between universities and cultural institutions
- Expansion of lecture theatre cinemas, concerts, exhibitions
- Platforms for the presentation of student art (e.g. university rooms, Progress magazine)
- Cultural events should be organised by universities, the ÖH and students themselves
- Nationwide culture pass with free admission to museums, cinemas, theatres, etc.
- Modelled on France’s cultural pass with credit for cultural consumption
Digital and interational univercities
Digitalisation and internationality are central components of a modern university landscape.
However, massive inequalities are also evident here. While some universities are pioneers in digital teaching and international networking, others struggle with outdated infrastructure, a lack of digital accessibility and limited exchange programmes. For many students, international experiences remain out of reach due to financial hurdles or bureaucratic processes.
At the same time, digitalisation, which enables flexible learning, also harbours risks such as social isolation and the exacerbation of inequalities. We are calling for increased digitalisation at universities that puts students at the centre: barrier-free, accessible and resource-efficient. Digital teaching formats must be of high quality, hybrid learning programmes should facilitate access to education and not
make it more difficult.
Digital infrastructure must not remain the privilege of individual universities – it must be promoted across the board and sustainably. In addition, sensible and responsible behaviour in the digital space must be promoted.
Internationality must not depend on social background. Mobility programmes, semesters abroad and international collaborations must be accessible to all students – regardless of their income or course of study. More financial support, transparent recognition procedures and fewer bureaucratic hurdles are needed. At the same time, internationality must be viewed critically:
Global networking also means global responsibility. International cooperation must not be limited to prestige projects, but must make a contribution to social and ecological justice.
- Comprehensive access to modern IT infrastructure
- Free or low-cost provision of laptops, webcams etc.
- Standardised login for all digital university services
- Right to lecture recordings & digital examinations
- Hybrid formats and flexible design enable compatibility with job, care, etc.
- Digitised books & online access to literature
- Digital teaching should not reinforce social inequalities
- Conscious use of online spaces (e.g. protection against surveillance, cyber security)
- Open access to teaching and learning materials
- Standardised calendar integration and tools for students at all universities
No more discrimination against third-country students
- Abolition of double tuition fees & discriminatory minimum benefits
- International cooperation should be socially & ecologically fair – no pure prestige projects
Multilingual & supportive offers
- Information in English, BKS, Arabic etc.
- Expansion of counselling teams for foreign students
- Free language courses & certificates
- More financial support for Erasmus & semesters abroad (e.g. accommodation, loss of earnings)
- Less bureaucracy & transparent recognition procedures