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Co-Creating Social Impact: Dialogues Between Policymakers, Practitioners, and the “Other Women” for Sustainable Development

Author

Listed:
  • Alba Crespo-López

    (Department of Theory and History of Education, University of Barcelona, Passeig de la Vall d’Hebron, 171, 08035 Barcelona, Spain)

  • Mimar Ramis-Salas

    (Department of Sociology, University of Barcelona, 08035 Barcelona, Spain)

  • Laura Ruiz-Eugenio

    (Department of Theory and History of Education, University of Barcelona, Passeig de la Vall d’Hebron, 171, 08035 Barcelona, Spain)

  • Lena De Botton

    (Department of Sociology, University of Barcelona, 08035 Barcelona, Spain)

  • Carmen Elboj

    (Department of Psychology and Sociology, University of Zaragoza, 50009 Zaragoza, Spain)

  • Rosa Valls-Carol

    (Department of Theory and History of Education, University of Barcelona, Passeig de la Vall d’Hebron, 171, 08035 Barcelona, Spain)

  • Marta Soler-Gallart

    (Department of Sociology, University of Barcelona, 08035 Barcelona, Spain)

Abstract

Background: Scientific literature highlights that practitioners and policymakers in social and educational fields can contribute to the inclusion and empowerment of vulnerable groups when developing actions grounded in scientific evidence of social impact, co-created through dialogic engagement with the concerned communities. This study, aligned with Sustainable Development Goals 4 (“Quality Education”) and 5 (“Gender Equality”), provides new evidence on the co-creation process between policymakers and practitioners and women without higher education degrees and its impact. Methods: A qualitative study was conducted through nine in-depth interviews with practitioners and policymakers engaged in the development of dialogic spaces in education, health, and equality. Results: Two key characteristics were identified: (1) a focus on the inclusion of women not yet involved, through the co-creation of egalitarian spaces for dialogue and decision-making, and (2) a commitment to implementing actions based on scientific evidence of social impact. These led to reported improvements in empowerment, education, well-being, health, and employability, not only for the women themselves but also for their families, schools, and communities. Conclusions: The findings support the promotion of co-creation processes with women without academic qualifications and in vulnerable situations, demonstrating their potential to foster sustainable social development.

Suggested Citation

  • Alba Crespo-López & Mimar Ramis-Salas & Laura Ruiz-Eugenio & Lena De Botton & Carmen Elboj & Rosa Valls-Carol & Marta Soler-Gallart, 2025. "Co-Creating Social Impact: Dialogues Between Policymakers, Practitioners, and the “Other Women” for Sustainable Development," Sustainability, MDPI, vol. 17(19), pages 1-23, October.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:19:p:8947-:d:1767214
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    References listed on IDEAS

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    1. Le Kien & Nguyen My, 2021. "How Education Empowers Women in Developing Countries," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 21(2), pages 511-536, April.
    2. Ane López de Aguileta, 2024. "Contributions from Research with (and Not without) Roma Women to Social Work during the COVID-19 Pandemic," Sustainability, MDPI, vol. 16(2), pages 1-11, January.
    3. Balta, Maria & Valsecchi, Raffaella & Papadopoulos, Thanos & Bourne, Dorota Joanna, 2021. "Digitalization and co-creation of healthcare value: A case study in Occupational Health," Technological Forecasting and Social Change, Elsevier, vol. 168(C).
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