Building safe and sustainable universities: An integrated governance framework for physical, cyber, and psychosocial security

Abstract

European universities are facing increasingly complex security risks, including physical threats, violence, cyberattacks, emergency situations, and the deterioration of the psychological well-being of students and staff. Rapid societal change, technological development, and increasing uncertainty place mounting pressure on higher education institutions to adopt a systematic approach to the protection of life, health, and property. Despite this, many universities continue to operate through fragmented and largely reactive measures that are insufficiently integrated into a coherent security management system. This paper presents an integrated conceptual framework for security management in higher education institutions, linking physical, cyber, organizational, and psychosocial dimensions of risk governance. By framing university security as a component of institutional sustainability and resilience, the paper situates safety governance within the broader context of sustainable higher education institutions. The framework is grounded in an analysis of existing legislative requirements, the principles of crisis management, and practical experience from the higher education sector. It identifies key sources of risk, core areas of responsibility, and preventive mechanisms that strengthen institutional resilience and emergency preparedness. Particular attention is given to the role of academic staff, institutional leadership, community engagement, and the development of digital security as fundamental pillars of a safe academic environment. By integrating security governance with institutional resilience, the framework supports the sustainable continuity of teaching and research under disruptive events. The proposed framework may serve as a methodological foundation for developing university security strategies and as a tool supporting the long-term organizational and social sustainability of higher education institutions.