Since the adoption of the Convention on the Rights of the Child (CRC) in 1989 child rights have emerged as a fundamental social norm fostering an increasing activity on education and awareness raising on child rights. The aim of this trend is to cultivate a global cultural universalism on child rights intended to enhance their protection across societies. This approach is explicitly articulated in Art. 42 of the CRC whereby “states should make the principles and provisions of the Convention widely known” obliging CRC State Parties to undertake all necessary measures to this end. Consequently, the discussion on effective societal strategies for building awareness about child rights and the CRC has been ongoing in scientific, political, and educational discourse.

Universities, as well-established institutions in modern societies, fulfill critical social functions that extend beyond knowledge transmission. Among these roles, higher education supports social development by fostering values, principles, and norms that uphold democracy, human rights, and active citizenship. Given that universities are key agents in the socialization of individuals, shaping their perceptions, the contribution of academia can have a multiplier effect on the social value and impact of child rights. Thus, universities are ideally positioned to promote the child rights agenda throughout society by engaging in multilevel activities —such as education, training, research, and knowledge generation— that significantly contribute to embedding a culture of child rights in society.

Considering academia’s influential role in advancing child rights, it is evident that there is substantial potential to further explore this relationship. Many human and child rights studies programs have been developed globally over the past 20 years. However the systematic integration of child rights into university teaching and practice of all academic disciplines —such as social sciences, education, business and management, applied sciences, and health sciences— can be further reinforced. A structured reflection and dialogue about the role of academia in promoting child rights could serve as a powerful platform for enhancing social awareness on child rights. This holistic approach not only enriches academic discourse but also prepares students to become informed and compassionate leaders who champion child rights in their respective fields.