The article examines how geopolitical events, particularly the war in Ukraine, have affected students' sense of security in Lithuania and Poland and what impact this has on the quality of education. Armed conflicts, migration crises, and economic instability create a complex context of challenges related to emotional well-being and social integration, directly influencing the school microclimate and teachers' working conditions.

Findings indicate that language barriers, cultural differences, and social tensions hinder refugee students' integration, leading to discrimination and bullying. This negatively affects their emotional well-being, motivation, and academic performance. Teachers face psychological pressure due to expectations of fostering inclusion without sufficient support.

A content analysis of public discourse was conducted by reviewing media articles and institutional reports to examine public opinion on geopolitical events and their impact on schools. The analysis of official statistics allowed for an assessment of the dynamics of refugee pupils' enrolment, achievement and other indicators of social integration.

The study highlights the urgent need for education policymakers to support teachers in managing emotional stress and fostering inclusive school communities. Strengthening educational resilience in response to geopolitical challenges is crucial for ensuring student well-being and learning outcomes.

Social innovation refers to "new ideas that work in meeting social goals" (Mulgan et al., 2007), therefore to the production of new ideas and structures (Scott, 2007) to address social needs and "create social relationships or collaborations that are both good for society and enhance society's capacity to act" (Mulgan, 2012, p. 35). Higher education reacted over the years by defining different structures and models, ranging from the entrepreneurial university (Etzkowitz et al., 2000; Klofsten et al., 2019) to the engaged university (Watson et al., 2011) and the civic university (Goddard et al., 2016). All models have in common the establishment of strong relations with the community: to establish a partnership between university and civic cultures, the research process should focus on its societal impact and be driven by community-led innovation. Community-based participatory research approach (Coughlin et al., 2017), which requires faculty engagement, would serve the purpose of meaningful research for the common good.

The scholarship of engagement was significantly boosted by Ernest L. Boyer (1996), whose efforts aimed to highlight that one of the academic missions is serving "the larger purpose," which involves connecting teaching and learning to "practicality," "reality," and "serviceability." That purpose needs to be scaffolded by a transformative perspective on the role and competencies of faculty and the present contribution will discuss some key paradigmatic lenses that can help reflect on an integrated faculty development program.

This study explores the influence of specific training in civil protection on risk perception and the ability to manage emergencies among university students in the Geography and Land Planning degree at the University of Las Palmas de Gran Canaria (ULPGC). Using a mixed-methods approach with surveys conducted before and after various educational activities (seminars, simulations, and technical visits), changes in risk perception are analysed over three academic years. It is expected that specialized training will significantly enhance a realistic perception of risk and strengthen decision-making skills in emergency situations. The findings highlight the importance of integrating civil protection into higher education to promote a preventive culture and improve community resilience.