The Napo Sumaco UNESCO Global Geopark is a pioneering case in the Amazon region, where universities have become active territorial actors, linking science, education, and community participation. This study examines how academic participation contributes to the collaborative construction of governance, the appreciation of geological heritage, and sustainable development through the integration of research, teaching and outreach. A mixed-methods approach was applied, integrating a literature review, surveys and participant observation to analyze student and faculty perceptions and impacts. The findings highlight that Napo Sumaco UNESCO Global Geopark is a dynamic, educational, and intercultural space that enhances a sense of belonging, fosters place-based learning, and supports the collective management of geological and cultural heritage. Substantial outcomes from academic activities include the creation of geosite inventories, bilingual educational materials, digital tools, community training initiatives, and science outreach programs. The research identifies a nine-pillar collaborative framework that encompasses governance, intercultural dialogue on knowledge, emotional engagement, curriculum integration, community participation, capacity building, digital innovation, international networking, and continuous evaluation. Notwithstanding challenges associated with workload, funding and coordination, experience demonstrates that universities can serve as catalysts for inclusive governance and socio-environmental transformation in territories characterized by significant geodiversity and cultural richness. The Napo Sumaco UNESCO Global Geopark transcends its local scope by offering a model that can be transferred to other UNESCO Global Geoparks, especially in Latin America, highlighting the capacity of higher education to integrate scientific, cultural, and emotional dimensions in the pursuit of territorial sustainability and resilience.
Simbaña-Tasiguano et al. (Mon,) studied this question.