The central thesis of the paper is that the third mission is not only compatible with ESG policies but also provides a key institutional mechanism for implementing environmental, social, and governance (ESG) goals in the digital society mediated by algorithms. The analysis is based on classic and contemporary sociological and political science literature on AI management, higher education, and the knowledge economy, which the author compares with the principles of ESG reporting, relevant policy documents, and third-mission practices, including knowledge transfer, technology dissemination, and civic engagement. The starting point of the interpretation is the model of the triple spiral of relations between universities, industry, and the state, which proves to be a particularly suitable framework for the application of ESG principles. The results indicate that digital technologies destabilize the existing structure of education by blurring the boundary between expertise and technically generated information. In such an environment, universities can no longer act as passive distributors of knowledge but become active actors in shaping a democratic, inclusive, and technologically competent society. Critical thinking and empathy are becoming key competencies for the interpretation of technological systems and the responsible application of ESG standards, which makes the third mission of universities extremely politically relevant.
