Heliyon 10 (2024) e29946

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Heliyon
journal homepage: www.cell.com/heliyon

Research article

Integrating sustainability into higher education challenges and

opportunities for universities worldwide
Ahmed G. Abo-Khalil
Department of Sustainable and Renewable Energy Engineering, University of Sharjah, Sharjah, P.O. Box 27272, United Arab Emirates

A R T I C L E I N F O A B S T R A C T

Keywords: This paper undertakes a comprehensive investigation into incorporating sustainability within
Sustainability in higher education higher education, aligning with the United Nations’ Sustainable Development Goals (SDGs).
Sustainable development goals Utilizing quantitative and qualitative research methods, our study delves into the status quo,
University sustainability strategy
methodologies, and impacts of sustainability education across a spectrum of international and
local settings, with a specific lens on the United Arab Emirates. Our analysis spans various topics,
from best practices in sustainability integration and educational frameworks to the influence of
global initiatives like the Impact Ranking on promoting SDG-aligned transformations within
academic institutions. Highlighting case studies from the UAE, we provide concrete evidence of
successful sustainability strategies and interventions. These are juxtaposed with a global overview
that uncovers the varying challenges and opportunities present in implementing sustainability
education worldwide. Among our key findings is the essential role of interdisciplinary approaches
and the critical need for active faculty involvement in fostering sustainability education. Drawing
from a rich compilation of data and narratives, the paper presents a set of strategic recommen­
dations designed to enhance the efficacy and reach of sustainability education. These recom­
mendations are informed by the challenges observed and the success stories identified during our
investigation. Ultimately, our research underscores the indispensable role that higher education
plays in preparing future generations to navigate and address the complexities of sustainability
challenges effectively.

1. Introduction

The United Arab Emirates (UAE) government, in a brave move to transition the nation to a knowledge-based, diverse, and sus­
tainable economy, launched UAE Vision 2030 in 2010. This forward-thinking vision provides a detailed blueprint for achieving
sustainable economic growth, fostering social progress, protecting the environment, and uplifting the living standards of its citizens
and residents. It encompasses an array of initiatives across key sectors such as infrastructure, tourism, renewable energy, education,
and healthcare. Aligned with the Sustainable Development Goals (SDGs) set by the United Nations, this vision underscores the UAE’s
dedication to sustainable development and its commitment to ensuring a prosperous future for its inhabitants. The UAE has recently
emphasized integrating sustainable development within higher educational institutions. This initiative has seen sustainability
becoming a cornerstone of institutional operations, community outreach, evaluation mechanisms, reporting practices, and stakeholder
engagement. The goal is to enlighten students on how their decisions and actions impact society and the environment. Reflecting
global trends, there has been a surge of interest in incorporating sustainable development principles into academic curricula at all

E-mail address: aabokhalil@sharjah.ac.ae.

https://doi.org/10.1016/j.heliyon.2024.e29946
Received 13 December 2023; Received in revised form 12 April 2024; Accepted 17 April 2024
Available online 18 April 2024
2405-8440/© 2024 The Author. Published by Elsevier Ltd. This is an open access article under the CC BY-NC license
(http://creativecommons.org/licenses/by-nc/4.0/).
A.G. Abo-Khalil Heliyon 10 (2024) e29946

educational levels in the UAE [1].

Education in the UAE is a platform for promoting sustainable awareness and practices among the populace. Over the last decade,
considerable research has focused on embedding sustainability in higher education. However, adapting to rapid societal evolution
remains a challenge. Studies highlight the critical role of educators in guiding educational systems toward sustainable outcomes,
critiquing the perpetuation of unsustainable learning models and practices. While UAE universities have begun to weave sustainability
into their course offerings, there is still a need to enhance the capacity of academic staff to deliver curricula that effectively address
global sustainability challenges.
The integration of sustainable development into the curricula of higher education institutions is gaining increasing recognition in
the UAE. Many universities incorporate sustainable practices in their operational and research activities and directly into their
teaching methodologies. Despite these efforts, the rapid pace of societal change poses a considerable challenge to the sector. Academia
plays a vital role in fostering sustainable decision-making, and there is a pressing need for educational systems to evolve to avoid
perpetuating unsustainable behaviors and practices. As universities in the UAE steadily infuse sustainability into their curricula, there
remains a gap between the current capabilities of academics and the requirements for addressing sustainability issues on an inter­
national scale. Interdisciplinary pedagogical approaches, explored and utilized in higher education for over fifty years, are essential for
effectively integrating sustainability into teaching and learning processes [2].
A widely held consensus is that sustainable development must be central to university curricula, supported by extensive research
initiatives. Emphasizing research and development is essential for fostering sustainability and social welfare within educational in­
stitutions, contributing to a vibrant campus culture. Even as universities in the UAE increasingly integrate sustainable practices into
their academic offerings and operations, keeping stride with the rapid evolution of society presents an ongoing challenge. This re­
inforces the critical role of academia in steering students toward sustainable decision-making and fostering an ethos of sustainability
[3]. In the UAE, economic diversification is vital for achieving sustainable development and aligning with the UN SDGs.
Consensus-driven decision-making is considered crucial for harmonizing foreign policy with these goals. Performance metrics for
tracking and monitoring progress are essential in the public sector. With a suite of policies and initiatives like the UAE Vision 2021 and
the UAE Energy Plan 2050, which aim to foster a resilient, diversified economy and increase the proportion of clean energy, the UAE
showcases its robust commitment to fulfilling the SDGs [4].
This robust framework of policies and initiatives not only underscores the UAE’s dedication to sustainable development but also
sets a precedent for educational institutions worldwide, as illustrated by the diverse range of master’s programs in sustainability
detailed in Table 1.
Table 1 provides a comprehensive overview of master’s programs in sustainability and related fields. Spanning continents, these
programs reflect the international commitment to equipping students with the innovative tools and critical thinking skills necessary for
environmental and social challenges. From the nuances of new mobility to the broad strokes of global sustainability, each institution

Table 1
The top universities’ programs in sustainability.
University Program Location Duration Study
Mode

Kaunas University of Technology MSc Sustainability Management Kaunas, Lithuania 1.5–2 On-
years Campus
Rome Business School International Master in Sustainability & Circular Rome, Italy 1 year On-
Bioeconomy Campus
Sustainability Management School Online Master in Sustainable Hospitality Management Gland, Switzerland 1–1.5 Online
(SUMAS) years
Leuphana University of Lüneburg Master of Science in Sustainability Lüneburg, Germany 2 years On-
Campus
The University of Manchester MSc Sustainable Business Manchester, UK 1 year On-
Campus
Sustainability Management School Master of Science International Management Business and Gland, Switzerland 1–1.5 On-
(SUMAS) Sustainability years Campus
University College Dublin MSc Engineering Management (CMD) Dublin, Ireland 2 years On-
Campus
University of Groningen MSc Society, Sustainability and Planning Groningen, 1 year On-
Netherlands Campus
BI Norwegian Business School MSc in International Business and Marketing Asker, Norway 2 years On-
Campus
University of Exeter MSc in Global Environment and Sustainability Exeter, UK 1 year On-
Campus
Technical University of Applied Sciences MSc in New Mobility - Micromobility Lübeck, Germany 1.5 years On-
Lübeck Campus
EADA Business School Barcelona Online Master in Sustainability and Business Innovation Barcelona, Spain 1 year Online
Griffith University Global Master of Arts in Climate Change & Global Southport, Australia 1.5 years On-
Sustainability Campus
Yale University Master’s Degree in Global Forestry New Haven, CT, USA 2 years On-
Campus
Chalmers University of Technology MSc in Innovative and Sustainable Chemical Engineering Gothenburg, Sweden 2 years On-
Campus

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offers a unique vantage point into the multifaceted nature of sustainability studies. The diversity of locations and modes of study —
ranging from on-campus engagements in Germany to online programs based out of Spain — underscores the global reach and the
accessible nature of these educational endeavors. The duration of these programs varies, reflecting the depth and intensity of the
curricular offerings. These institutions educate future leaders on sustainability and serve as catalysts for change, fostering a culture of
responsible stewardship of our planet’s resources.
Universities across the UAE offer a range of programs dedicated to this vital endeavor. Table 2 illustrates the diversity and breadth
of sustainability-focused academic offerings available in the region. These programs, spanning various disciplines, are designed to
equip students with the knowledge and skills necessary to address global sustainability challenges. From master’s degrees in sus­
tainable design and water and environmental engineering to MBAs with concentrations in sustainability and corporate responsibility,
the programs reflect an interdisciplinary approach, aligning with the nation’s commitment to sustainable development. Additionally,
Table 2 includes information on the degree level, duration of the program, and institutional rankings, offering a comprehensive
overview of the sustainability education landscape in the UAE.
Table 3 presents the core details of the sustainability-related courses provided by various universities across the UAE. Each program
is distinct, focusing on multiple aspects of sustainability and environmental science, demonstrating the region’s multifaceted nature of
sustainability education. The duration for each program is standardized at four years. While some universities have received global
rankings from QS and Times Higher Education (THE), others are yet to be ranked, indicating their nascent stage in these specific
programs or a focus on local and regional impact over international recognition. Here is a summary of the available undergraduate
programs in sustainability studies in the UAE.
With programs ranging from environmental health to sustainable and renewable energy engineering, the UAE’s higher education
institutions are equipping students with the necessary knowledge and skills to address the environmental challenges of the 21st
century. The diverse offerings highlight an integrated approach to sustainability, encompassing the scientific and technical aspects and
the field’s health, management, and educational dimensions. The presence of globally ranked universities among these institutions
signals the UAE’s commitment to high-quality education and international standards, positioning the country as a hub for sustain­
ability education in the region. By investing in such a broad spectrum of sustainability-related programs, the UAE fosters a new
generation of leaders and innovators who will be instrumental in locally and globally driving sustainable development.
In conjunction with the UAE’s strategic sustainability and renewable energy initiatives, these educational programs underscore a
national strategy prioritizing environmental stewardship and sustainable living. As a result, the UAE is not only contributing to the
global discourse on sustainability. Still, it also sets a practical example of integrating sustainability into the fabric of society through
education and development policies.
This paper has undertaken a thorough examination of how sustainability is woven into higher education curricula worldwide, with
a focused lens on the UAE. It offered an insight into the UAE’s strategic goals for sustainable development and highlighted various
successful programs and initiatives that enhance sustainability education. Furthermore, the paper navigated through the challenges
and prospects for deepening sustainability education in the UAE, suggesting avenues for its fuller integration into academic programs.
It also underscored the critical role of collaboration and partnership in realizing sustainability objectives within higher education and
beyond.

Table 2
Top 14 universities in UAE offering Master of Sustainability Studies course.
University Name Program Title Degree Duration Ranking
Level

The British University in Dubai Master of Science in Sustainable Design of the Built Master’s Two QS Rank: NA; THE Rank:
Environment Years NA
Khalifa University Master of Science in Water and Environmental Engineering Master’s Two QS Rank: 211; THE Rank:
Years 201
Heriot-Watt University Dubai Sustainable Urban Management MSc Master’s Two QS Rank: 301; THE Rank:
Years 351
Khalifa University Master of Engineering in Health, Safety and Environmental Master’s Two QS Rank: 211; THE Rank:
Engineering Years 201
Khalifa University Master of Science in Sustainable Critical Infrastructure Master’s Two QS Rank: 211; THE Rank:
Years 201
Manipal Academy of Higher M.Des - Sustainable Design Master’s Two QS Rank: NA; THE Rank:
Education Years NA
Middlesex University Dubai MBA Sustainability and Corporate Responsibility MBA Two QS Rank: NA; THE Rank:
Years NA
Sorbonne University Abu Dhabi Master in Environmental Sustainability Law and Policies Master’s Two QS Rank: NA; THE Rank:
Years NA
Middlesex University Dubai MA Global Governance and Sustainable Development MA Two QS Rank: NA; THE Rank:
Years NA
Skyline University College MBA Concentration in Sustainable Development MBA Two QS Rank: NA; THE Rank:
Years NA
United Arab Emirates University Master of Science in Environmental Sciences Master’s Two QS Rank: 284; THE Rank:
Years 251

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Table 3
Top 6 universities in UAE offering Bachelor of Sustainability Studies course.
University Program Duration QS Ranking THE Ranking

American University of Sharjah Bachelor of Science in Environmental Sciences Four years 811 349
Jumeira University Bachelor of Science in Environmental Health Four years NA NA
Jumeira University Bachelor of Science in Healthcare Management Four years NA NA
United Arab Emirates University Bachelor of Education in Health and Physical Ed Four years 347 284
University of Sharjah Bachelor of Science in Sustainable & Renewable Energy Eng Four years NA NA
Zayed University Bachelor of Science (BS) in Environmental Science Four years 1000 NA

2. The need for sustainability education in higher education

Reflecting a global trend towards embracing sustainability, the UAE is a prominent example of this worldwide movement towards
sustainable development goals. With numerous policies and programs to promote sustainability, the UAE has also demonstrated a solid
commitment to achieving sustainable development goals. They include programs like the UAE Vision 2021, which seeks to build a
sustainable and diversified economy, and the UAE Energy Plan 2050, which aims to raise the share of clean energy in the nation’s
overall energy mix. Institutions of higher learning in the UAE have been integrating sustainable practices into their operations,
research, and teaching. Making sure academics know that it is necessary to present pertinent courses that address sustainability issues
on a global scale is still a challenge. It is commonly acknowledged that interdisciplinary approaches are crucial for integrating sus­
tainability across the curriculum. Higher education is essential to promote sustainability and equip future graduates to handle sus­
tainability concerns. Universities may provide students with the knowledge, skills, and attitudes they need to become responsible,
active citizens who can handle challenging sustainability concerns by incorporating sustainability into the curriculum [5].
Using sustainable campus operations and practices, higher education institutions can reduce their environmental effect and
encourage sustainable behavior among students, employees, and the general public. University-based research can also assist in
resolving sustainability-related issues and guiding practices and policy. To build a sustainable future, graduates must be educated on
sustainability and equipped with the information, values, and skills necessary to address sustainability issues. Graduates with a
background in sustainability can promote sustainable practices and behaviors, support sustainability policies and initiatives, and
contribute to sustainable development in their professions and communities. Ultimately, accomplishing the SDGs and building a
sustainable future depends on higher education’s role in sustainability promotion. Many higher education institutions worldwide are
at different stages of sustainability education right now. While some universities and colleges have been quicker to implement sus­
tainable practices, many have begun integrating sustainability into their research, operations, and curricula. Yet, there is a rising
understanding of the significance of integrating sustainable development into higher education institutions, and many institutions
have pledged to sustainability in several different ways [6].
Fig. 1 presents the distribution of sustainability-related programs across various universities within the UAE. These programs span
multiple disciplines, reflecting a holistic approach toward environmental stewardship, energy management, and sustainable devel­
opment. The graph captures the essence of a burgeoning trend wherein academic institutions are not only repositories of knowledge
but active cultivators of sustainable practices. In light of the UAE’s strategic national agendas, the alignment of educational offerings
with the nation’s sustainable development goals becomes increasingly pronounced. This alignment signifies a deliberate and struc­
tured endeavor to weave sustainability principles into the fabric of educational curricula, thereby fostering an academic atmosphere
attuned to the imperatives of ecological conservation and sustainable living. Through such educational frameworks, the UAE aspires to
mold individuals who are not merely passive observers but proactive participants in the global sustainability dialogue, armed with the
knowledge and ethos to instigate transformative change within their spheres of influence.
According to a 2019 Association for the Advancement of Sustainability in Higher Education (AASHE) report, approximately 1000

Fig. 1. Sustainability-related academic programs in UAE universities.

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institutions across 40 countries have committed to advancing the SDGs through outreach, education, and research. In addition, a 2020
Global Consortium for Sustainable Outcomes assessment found that sustainability was a strategic objective for 70 % of higher edu­
cation institutions questioned in 11 different countries. Even with advancements, there are still issues with incorporating sustainability
into higher education. There is sometimes opposition to changing from established academic frameworks, and many institutions have a
shortage of funding, staff expertise, and student involvement. Nonetheless, initiatives, including faculty development programs,
sustainability-focused accreditation requirements, and interdisciplinary approaches to sustainability education, are being imple­
mented to solve these difficulties [7].

3. The changing role of higher education

The role of higher education institutions has been changing in response to the growing need for sustainable development. In the
past, higher education was primarily focused on providing students with technical skills and knowledge for their chosen fields.
However, the increasing global environmental and social sustainability challenges have redefined higher education’s role. Higher
education institutions are now recognized as significant forces in advancing sustainable development. Universities and colleges have a
special place where they may educate people, research, and work with their local communities to develop solutions to sustainability
problems. As a result, higher education institutions are urged to get more involved in spreading sustainability. The move toward
interdisciplinary and collaborative approaches to teaching and research has been one of the most critical transformations in the
function of higher education institutions. Complex sustainability issues necessitate interdisciplinary cooperation for effective reso­
lution. As a result, a lot of universities are dismantling old-fashioned academic silos and creating multidisciplinary research centers and
programs to encourage collaboration and creativity [8].
The greater emphasis on experiential learning and community engagement is another significant change. Many higher education
institutions are introducing opportunities for service learning and community involvement into their curriculum to provide students
with first-hand experience with actual sustainability concerns. Institutions of higher learning are actively encouraging sustainability
within their operations. Many institutions are embracing sustainable practices, such as energy-efficient buildings, environmentally
friendly transportation, and sustainable food systems, to lessen their environmental impact and set an example for their communities.
Globalization has significantly impacted institutions of higher learning all around the world. Higher education institutions were forced
to adjust to a new reality. They were increasingly required to play a more global role as people, goods, capital, and information began
to flow more freely across national borders in the 1990s [9].
The rising demand for higher education among students from many nations was one of the key factors contributing to the glob­
alization of higher education. Several causes, such as the expanding significance of knowledge-based economies, the rising demand for
skilled workers, and the increased importance of international education to prepare for a globalized world, all contributed to this
demand. Higher education institutions started to create new projects and programs in response to this need to draw students from
various nations. They included combined degree programs, international exchange programs, and online learning opportunities that
let students study from anywhere. The growing significance of international research collaborations was another factor in the glob­
alization of higher education. Higher education institutions had to develop new strategies to facilitate international research col­
laborations as the world got more interconnected and scholars from many nations started collaborating more closely. As a result, new
research institutes and centers were founded, and fresh funding models for international research partnerships were created [10].
Finally, the growing significance of internationalization in the world economy also contributed to the globalization of higher
education. Companies and organizations needed employees who could function well in many cultural contexts and were thoroughly
aware of the global marketplace as they became increasingly globally oriented. Higher education institutions had to modify their
curricula and programs to suit this increasing need for graduates with foreign experience and intercultural competency.
Several key factors contributing to its expansion influence the growing globalization of education. Economic globalization has
heightened the need for a workforce with knowledge and transferable skills across borders, making globalized education essential for
preparing individuals for the global economy. Additionally, there has been a notable increase in student mobility, with many choosing
to study at universities beyond their home countries, driving the growth of international student exchange programs and the estab­
lishment of university branch campuses abroad. Technological advancements have played a significant role, enabling universities to
collaborate across national boundaries, share resources, and offer online courses to a global student body, thereby enhancing the
accessibility of education. The realm of research has also become increasingly globalized, with cross-border collaborations between
scientists fostering a more interconnected global research community. This environment allows students to gain invaluable experience
in participating in international research projects and working effectively with peers from diverse cultural backgrounds. Furthermore,
the pressing need to address global challenges such as poverty, illness, and climate change calls for a unified response, underlining the
importance of education in equipping students with the understanding and skills necessary to tackle these issues and collaborate across
cultural and geographic divides. Together, these elements underscore the multifaceted drivers behind the globalization of education,
highlighting its pivotal role in preparing students for a globally interconnected world.
Hence, higher education institutions increasingly embrace internationalization to broaden their worldwide influence and raise the
caliber of education they provide. To collaborate on research, provide joint degree programs, and exchange teachers and students,
many higher education institutions are forging partnerships with universities and research organizations worldwide. More institutions
are allowing their students to study abroad, allowing them to encounter different cultures and gain knowledge from various view­
points. Institutions actively recruit international students to study on campuses, resulting in a diverse and inclusive student body that
improves everyone’s learning ability. Institutions are ensuring that students are ready to work and compete in a globalized envi­
ronment by integrating international viewpoints into their curricula, providing courses on global concerns, and offering these courses.

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Institutions emphasize the importance of language learning by giving immersion programs and language courses to aid students in
acquiring the language skills required for employment and study abroad [11].

4. Global and UAE Perspectives on education for sustainable development

Education is pivotal in advancing sustainable development globally and within the UAE. As the world increasingly recognizes the
importance of sustainable growth, education systems are evolving to meet this challenge by integrating sustainability principles into
curricula, research, and campus operations. This section explores the global context of Education for Sustainable Development (ESD)
and the specific efforts and initiatives undertaken by the UAE.

4.1. Efforts to promote sustainability in education: Global and UAE initiatives

Globally, education is recognized as a crucial lever for achieving sustainable development. Initiatives such as the UNESCO Global
Action Programme on ESD aim to reorient education systems to help people develop the knowledge, skills, values, and behaviors
needed for sustainable futures. Countries worldwide, including the UAE, are adopting these frameworks to tailor their educational
systems toward sustainability goals.
The UAE largely relies on education to promote sustainable growth. The UAE has taken various actions to include sustainability in
HEIs, research, and activities. Several colleges in the UAE have started incorporating sustainable methods into their daily operations,
research, and instruction. Yet, these programs still need to be expanded in scope and effectiveness. The UAE has identified three crucial
objectives in its Vision 2021 to achieve sustainable development: social development, economic development, and environmental
preservation. The Vision 2021 also emphasizes the importance of education in achieving these goals. The UAE government has taken
several steps to enhance education for sustainable development (ESD) nationwide. The UAE favors the SDGs, a worldwide blueprint for
sustainable development. The SDGs have received strong support from the government through several measures, most notably their
inclusion in school curricula.
The UAE has created a thorough framework for encouraging sustainability at all educational levels, from primary schools to
universities, in education. A national strategy for education for sustainable development (ESD), which intends to include sustainability
in the educational system, has been created by the nation’s Ministry of Education. A set of standards for teaching sustainability across
all subject areas and fostering a sustainable culture in schools are part of the approach. The UAE has also launched several programs to
encourage sustainability in institutions of higher learning. To support sustainability research, promote sustainable behavior at uni­
versities, and create sustainable curricula, the Departments of Education and Climate Change and Environment have teamed up.
With numerous initiatives to include sustainability in its programs and daily operations, the Higher Colleges of Technology (HCT)
in the UAE have been at the forefront of sustainability education. The UAE government has also tried to improve sustainability in other
industries, especially the energy industry. By 2050, the nation wants to produce 50 % of its energy from renewable sources, which is a
tall goal. The UAE founded the Masdar Institute of Science and Technology, concentrating on research in renewable energy, sus­
tainable technology, and environmental sustainability. In addition to these initiatives, the UAE has hosted several important con­
ferences and events with a sustainability focus, like the World Future Energy Conference and Abu Dhabi Sustainability Week. These
conferences bring together international leaders and experts to debate potential solutions to sustainability concerns and best practices.
One of the most important conferences in the UAE, the Abu Dhabi Sustainability Week, brings together decision-makers, specialists,
and executives to talk about sustainable development. The occasion includes an education session where the contribution of education
to the accomplishment of sustainable development goals is covered. The education forum promotes dialogue between educators and
decision-makers about successfully integrating sustainable development into educational curricula.
The Higher Colleges of Technology is one of the top HEIs in the UAE, and it has incorporated sustainable development into its
curriculum. The HCT developed the sustainability city, which works to integrate sustainability into the college’s educational offerings,
research, and day-to-day operations. The sustainability city aims to generate graduates who are qualified to take on leadership roles in
achieving sustainable development in the United Arab Emirates and all around the world. Zayed University in Abu Dhabi has adopted
comparable measures to support sustainability education among its students. The institution founded the Sustainability Science
Program (SSP), which offers undergraduate and graduate studies in sustainable development. The SSP focuses on interdisciplinary
education and research that blends science, policy, and practice to improve sustainable development.
The United Arab Emirates University (UAEU) in Al Ain is another HEI that has included sustainability in its academic programs. The
university established a center for the environment and water, which seeks to enhance sustainable development through outreach,
education, and research programs. To solve environmental issues, the CEW focuses on developing cutting-edge, multidisciplinary
research and educational initiatives.

4.2. UAE’s sustainability vision and goals for 2030

Vision 2030 is a long-term plan that defines the objectives of the UAE’s future. According to the vision, by 2030, the UAE intends to
rank among the best nations in the world for economic growth, sustainable development, and quality of life. The three main focuses of
the strategy are social development, economic development, and environmental sustainability. Under the social development pillar,
the UAE aims to provide its citizens with high-quality healthcare and education, to ensure social inclusion and equality, and to
safeguard its cultural heritage. The country aspires to a 90 % happiness rate among its citizens by 2030 and a good standard of life and
overall well-being. The economic development pillar’s primary goals are to diversify the economy and reduce the country’s

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dependency on oil. The UAE seeks to establish a thriving, knowledge-based economy supported by investments in infrastructure,
entrepreneurship, and innovation. The government intends to lead the globe in industries including logistics, aerospace, and alter­
native energy, in addition to becoming a regional hub for trade and banking. Under the environmental sustainability pillar, the UAE
seeks to set the standard for ecologically responsible growth and protection. The country aspires to increase the use of sustainable
business practices, boost renewable energy sources, and reduce its carbon impact. Along with lowering waste and pollution, the UAE
strives to preserve its ecosystems, natural resources, and biodiversity.

5. Integrating sustainability into higher education curricula

The methodological approach of this research is grounded in a multi-dimensional analysis of how sustainability is being integrated
into higher education curricula. This includes an examination of best practices, the adherence to the UN’s SDGs, the influence of
rankings on institutional behavior, and the practical experiences of universities worldwide and specifically within the UAE. A sys­
tematic literature review has been conducted to identify and synthesize best practices from peer-reviewed journals, educational re­
ports, and case studies. This review established a foundational understanding of the effective methods utilized by higher education
institutions to weave sustainability into their curricula. A content analysis assessed how the UN’s SDGs are reflected in current
curricular designs. We analyzed course descriptions, program outlines, and strategic documents from diverse universities to determine
the presence and depth of SDG integration. A mixed-methods approach has been utilized to explore the emergence and influence of the
Times Higher Education (THE) Impact Ranking. Through quantitative data analysis and qualitative interviews, we evaluated the
impact of this ranking on university strategies toward sustainability. An exploratory research design was adopted to gather insights
into the challenges and benefits of sustainability integration. This involved comparative case studies, cross-sectional surveys, and
interviews with academic leaders and educators in various international and UAE universities.

5.1. Methodology for implementing UN’s SDGs guiding principles in higher education

Those Goals Higher education institutions have a significant impact on how these initiatives are implemented, which is essential for
supporting sustainable development on a worldwide scale. These guiding principles stress the value of cooperating with all interested
parties, such as the commercial sector, civic society, and academia. Incorporating sustainable development practices and ideas into
higher education institutions’ operations, research, and curriculum can help implement SDGs. To do this, interdisciplinary learning
must be encouraged, collaboration with other institutions and groups must be established, and teachers and students must be given the
tools they need to be change-makers. Higher education institutions can also help attain the SDGs by researching and generating in­
formation supporting sustainable development principles and policy decisions. Higher education institutions can link their activities
with international sustainability goals and help create a more just and sustainable society by following the UN’s SDGs Implementation
Guiding Principles [13].
For instance, Norway has committed to putting the SDGs into action and has made tremendous strides in incorporating them into
higher education. The National Action Plan for the implementation of the SDGs, which the Norwegian government unveiled in 2017,
contains several recommendations and actions aimed at attaining the targets by the year 2030. Acknowledging the connections be­
tween the SDGs, considered a comprehensive and integrated agenda, is one of the fundamental tenets of the Norwegian approach. In
their efforts to support the SDGs, higher education institutions are encouraged to encourage multidisciplinary and cross-sectoral
collaboration. The Norwegian government also highlights the significance of incorporating participants from many sectors and
participating in partnerships and communication with the larger population. Universities in Norway have also made substantial efforts
to include sustainability and the SDGs in their research and curricula. For instance, the University of Bergen has created a sustainability
strategy explaining its SDG goals and commitments. A Center for Climate and Energy Transformation has also been formed at the
institution to advance multidisciplinary study and research in climate change and sustainable energy. To include sustainability in all
facets of the university’s operations and activities, the Norwegian University of Science and Technology (NTNU) has created a
comprehensive plan for sustainability and the SDGs. This strategy comprises several actions and targets. To prepare professionals in
sustainable development and renewable energy, NTNU also offers a Master’s degree program in sustainable energy.
Another nation that has invested significantly in integrating sustainable development into higher education is Japan. A policy
aimed at integrating sustainable development into higher education was created by the Ministry of Education, Culture, Sports, Science
and Technology (MEXT) in 2007. As a result, many universities in Japan have created departments or centers devoted to sustainability
research, created interdisciplinary courses on sustainable development, and incorporated sustainability education into various aca­
demic fields, including business, engineering, and architecture. In addition, Japanese universities have been working aggressively to
address sustainability issues in different areas through research and partnerships with businesses and the government. One effort
aiming to develop methods for identifying and analyzing nanoparticles in the environment is the "University Consortium for Field-Flow
Fractionation". Another example is the "Smart Campus Initiative," which combines cutting-edge technology and renewable energy to
reduce carbon emissions on college campuses. These initiatives demonstrate both Japan’s commitment to sustainability in higher
education and the efforts made by educational institutions to turn forth graduates who can help achieve the goals of sustainable
development [14].
South Korea has concentrated on incorporating sustainability into higher education to fulfill the SDGs. The nation’s government
has launched several initiatives and programs to encourage sustainability and green growth, including the founding of the Environ­
mental Research Institute for Higher Education inside the Ministry of the Environment in 2014. The institute seeks to develop a viable
network of educational and research institutions in South Korea while advancing environmental research and teaching. Universities in

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South Korea have also made various efforts to include sustainability in their operations and curricula. For instance, Korea University
built an eco-campus and a hostel to support environmentally friendly behaviors and lower carbon emissions. Seoul National University
has also developed a "Sustainability Centre" to create sustainable programs and solutions.
South Korea has also promoted international cooperation and partnership to further sustainable development. The government
founded the Korea International Cooperation Agency (KOICA) to offer other nations development aid, including educational and
training initiatives for sustainable development. With these initiatives, South Korea is advancing its efforts to meet the SDGs and
advance sustainability in higher education nationally and internationally.
Growing awareness of the significance of including sustainable development in higher education institutions has been observed in
the UAE. Many institutions now include sustainable practices in their operations, research, and teaching. For instance, the Abu Dhabi-
based Masdar Institute of Science and Technology’s research, instruction, and outreach initiatives all center on sustainability.
Graduate degrees are available from the institute in various fields, including sustainable chemicals and materials, critical infra­
structure, and renewable energy [15].

5.2. Best practices for integrating sustainability into higher education curricula

Integrating sustainability into higher education curricula is becoming increasingly important globally. Sustainability should be
incorporated into all courses, not just environmental or sustainability-focused programs. This approach ensures that students in all
majors understand the importance of sustainability in their respective fields. Cooperation among academicians from various faculties
and fields might result in a more comprehensive and integrated approach to sustainability education. Involving students in experiential
learning: Students can better comprehend and apply sustainable ideas and practices through hands-on, real-world experiences. Uni­
versities should promote and encourage research on themes linked to sustainability since it may enlighten and enhance sustainability
practices and courses. Introducing environmentally friendly policies and practices in areas like energy usage, waste management, and
transportation can help universities set an example for sustainable practices on campus. Working with neighborhood stakeholders and
local communities is essential for universities to identify and address regional sustainability issues. Sustainable practices in university
operations: Universities should work to include sustainable practices in their daily operations, including campus planning, purchasing,
and financial administration [12].
A comprehensive strategy incorporating all facets of university life, from instruction and research to administration and community
involvement, is needed to integrate sustainability into curricula for higher education. By implementing these best practices, univer­
sities can better equip students to handle sustainability issues and contribute to a more sustainable future.
Several international institutions stand as exemplary case studies in integrating sustainability into higher education, each show­
casing unique approaches and strategies:
Arizona State University in the USA is recognized globally for its leadership in sustainability education. The university has woven
sustainability across its curriculum through its ASU Global Institute of Sustainability, impacting all colleges, programs, and disciplines.
This transformative effort includes a range of undergraduate and graduate degrees in sustainability, alongside executive education and
professional development programs for sustainability professionals. In Sweden, Lund University prioritizes sustainability in its campus
operations, research, and educational programs. Offering a wide array of sustainability-related courses and degree programs, including
a Master’s in sustainable development, Lund University also emphasizes sustainable campus operations. Its facilities feature solar
panels and green roofs, embodying the institution’s commitment to sustainability. The University of British Columbia in Canada has
dedicated itself to embedding sustainability within its academic offerings and campus operations. The university fosters sustainability
through the UBC Sustainability Initiative in academics, research, and partnership activities, introducing multidisciplinary programs
such as the Bachelor of Applied Science in Environmental Engineering and the Master of Land and Water Systems. Additionally, the
Sustainability Scholars Program engages students in hands-on sustainability research. Wageningen University in the Netherlands is
renowned for its environmental and sustainability research. The university offers an extensive range of sustainability-focused un­
dergraduate and graduate programs, including Environmental Sciences and International Land and Water Management. It is also home
to the Wageningen Environmental Research center, which conducts pioneering studies on biodiversity and sustainable agriculture. The
University of Cape Town in South Africa has embraced a holistic approach to sustainability, establishing a dedicated institute to
advance sustainability across its operations and curriculum. Offering master’s programs focused on climate change and sustainable
development, UCT also implements eco-friendly initiatives on campus, such as solar panel installations and rainwater harvesting
systems. These institutions exemplify the diverse ways sustainability can be integrated into higher education, serving as models for
developing comprehensive, interdisciplinary approaches to sustainability education.

5.3. The emergence of the Impact Ranking

The Times Higher Education (THE) Impact Rankings were introduced in 2019 to evaluate how well universities contribute to
meeting the UN’s SDGs. The index evaluates how well institutions execute on several metrics that show their contributions to the SDGs,
including their research, outreach, and stewardship initiatives. Universities worldwide are being aggressively encouraged by the
ranking to contribute to the SDGs. The rating allows colleges to highlight their sustainability initiatives and motivates them to improve.
Universities worldwide have improved their sustainability practices by using their rankings as a standard for sustainability. In addition
to inspiring healthy rivalry among colleges, this ranking encourages them to take their sustainability obligations seriously. Also, the
rating pushes colleges to create cutting-edge strategies for sustainability by pointing out areas where they need to improve. By doing
this, universities can position themselves as pioneers in sustainable development and contribute to transforming their local regions and

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the global community [16].

Including 1420 universities, a record number in the most recent edition of THE University Impact Rankings 2021 demonstrates a
growing tendency among universities worldwide to support the UN’s SDGs. This shows that colleges are actively working to achieve
the SDGs and are acknowledging how important it is to address issues like climate change, poverty, and inequality. The many uni­
versities that participated in the ranking also hints at a growing interest in and involvement with sustainable development among
universities and a trend toward this topic taking center stage in the higher education landscape. Rankings are a tool for universities to
evaluate their sustainability efforts and pinpoint areas for development. The rise in the number of universities listed suggests that more
establishments prioritize sustainability and social effects in their operations and mission [17].

5.4. The challenges and benefits of adopting new strategies in universities across the globe and in the UAE

Integrating sustainability into higher education curricula faces several challenges globally. One of the most significant challenges is
the lack of awareness and understanding among educators and students about sustainability and its relevance to their academic fields.
The difficulty of defining sustainability in a way that is relevant to all disciplines makes this challenge much more challenging. Another
difficulty is that teachers lack the technical know-how to include sustainability in their curricula. This involves the requirement for
interdisciplinary knowledge and abilities and a lack of knowledge about the available resources and teaching strategies. However,
significant adjustments to teaching strategies and materials are needed to include sustainability in curricula for higher education,
which can be difficult for teachers to implement and involve a considerable time and money commitment [18,19].
Also, there are not enough resources or institutional support for sustainability projects in higher education. Since implementing
sustainable practices and programs can be expensive, many institutions put other budgetary priorities ahead of sustainability. Progress
can also be hampered by a lack of governmental incentives, laws, and rules promoting higher education sustainability. Additionally,
incorporating sustainability into curricula for higher education necessitates a mindset shift, which can be challenging for some
teachers and students who may not view sustainability as an essential component of their education. This problem is worsened by the
lack of consideration regarding sustainability in certification and testing procedures, which may deter institutions from prioritizing
sustainability programs. This can make it difficult to convince stakeholders that sustainability investments are worthwhile and to
prove the success of these programs. To overcome these obstacles, policymakers, instructors, students, and other stakeholders must
collaborate to create and implement sustainable practices in higher education institutions [20,21].
Integrating sustainability into higher education courses faces several challenges that span conceptual, resource-related, attitudinal,
organizational, collaborative, and sociocultural dimensions:
A key hurdle is the lack of comprehensive understanding and recognition of sustainability’s importance. This gap in comprehension
exists among both educators and students, making the incorporation of sustainability concepts into the curriculum a complex
endeavor. Educators must fully grasp and convey the significance of sustainability to foster a conducive learning environment.
Resource constraints further complicate this integration. Adequate planning and execution of sustainability initiatives demand sub­
stantial time, financial investment, and expertise—resources many institutions may find scarce. This scarcity can impede the devel­
opment and implementation of comprehensive sustainability projects.
The resistance to change among faculty poses another significant barrier. Academics accustomed to traditional teaching methods
may resist revising curricula or introducing new sustainability-focused content, thus hindering curricular innovation. Lack of insti­
tutional support also emerges as a critical obstacle. Without the backing and commitment from university leadership and

Table 4
Challenges of integrating sustainability in designing curriculum.
challenge Frequency

Need balance between different approaches 19

Importance of Instructor role 19
Requires long-term partnerships 17
Required adaptive approach 16
Need balance between organizations 15
A lack of collaboration 14
A difficult concept for understanding 13
Narrow range for addressing sustainability problems 13
Cultural differences 12
Need specific guidance 12
Financial constraints 12
A lack of human resources 11
Need preparations 10
Environmental restriction 9
Difficulty to applying traditional programs 8
Health and safety issues 7
Taking a lot of time and effort 6
Complexity of teaching 6
Need ownership 6
Difficulty in in-depth study 2
Assessment difficulty 1

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administration, sustainability initiatives may struggle to secure necessary funding and attention, limiting their scope and impact. The
necessity for interdisciplinary collaboration adds to the complexity of integrating sustainability into higher education. Effective
sustainability education requires contributions from multiple disciplines, yet the absence of established interdisciplinary frameworks
can stifle these collaborative efforts.
Table 4 provides a structured overview of the challenges and weaknesses identified after applying novel teaching approaches in a
study centered on sustainability education. It lists 21 distinct challenges, each accompanied by a frequency count reflecting how often
each challenge was reported during the research. At the top of the table, we observe that the most prevalent challenges call for a
balanced interplay between different teaching methods and the crucial role of the instructor. These issues are marked as most frequent
and suggest areas that demand urgent attention for educators aiming to improve and fine-tune their pedagogical approaches.
On the other hand, the table also records challenges like assessment difficulties and the complexities of in-depth study as being less
frequent. Nonetheless, their inclusion in the table signals that these challenges, albeit less common, represent significant obstacles to
effectively integrating new teaching methods and warrant careful consideration. This table outlines a concise and systematic
compilation of the challenges encountered in the educational landscape when introducing innovative teaching strategies. When
discussed in the paper, this table will catalyze examining possible approaches to navigate these challenges, ultimately contributing to a
learning atmosphere that supports the dynamic goals of sustainability in education.
The integration of sustainability into higher education curricula worldwide presents numerous opportunities that extend far
beyond the classroom, influencing global challenges, institutional competitiveness, market demands, innovation, and institutional
reputation:
Incorporating sustainability into educational programs equips students to confront and address pressing global challenges such as
social injustice, environmental degradation, and climate change. By weaving sustainability principles throughout higher education
curricula, institutions prepare graduates with the crucial knowledge and skills to devise and implement solutions to these complex
problems. Enhancing an institution’s competitiveness in the global educational landscape is another significant opportunity. As the
demand for graduates versed in sustainability grows, institutions prioritizing sustainability within their curricula can attract a larger
pool of students, faculty, and resources, including funding from partners and sponsors keen on supporting sustainability initiatives.
Meeting the evolving needs of the job market is a critical advantage. With businesses and organizations increasingly seeking to embed
sustainability into their operations, universities that offer sustainability-focused education can become key providers of skilled
graduates ready to fulfill these new workforce requirements. The drive for innovation is inherently linked to the inclusion of sus­
tainability in educational curricula. By encouraging multidisciplinary collaboration and creative problem-solving, sustainability ed­
ucation paves the way for developing new products, services, and technologies that support sustainable practices and solutions.
Lastly, embracing sustainability can significantly enhance a university’s reputation. Institutions recognized for their commitment
to tackling global sustainability challenges can attract more students, faculty, and investments, positioning themselves as leaders in the
pursuit of a sustainable future. Together, these opportunities underscore the transformative potential of integrating sustainability into
higher education, highlighting the pivotal role that academic institutions play in shaping a more sustainable and equitable world.
Table 5 delineates the strengths or benefits derived from applying innovative teaching strategies within the scope of a sustainability
education-focused study. It organizes 22 distinctive benefits and enumerates their frequency, as reported in the study. Foremost in the
table, ’Foster Deep Learning’ and ’Design Thinking/Decision’ emerge as the most frequently observed benefits, each with the highest
frequency of 10. This preeminence suggests these areas might be profoundly impacted by the teaching approaches used, indicating

Table 5
Benefits of integrating sustainability in designing curriculum.
Benefit Frequency

Critical Thinking 1
Tangible results (publications) 2
Increased Competencies 2
Active Learning/Engagement 3
Develop Design/Planning Ability 4
Collaboration Skill 4
Reflective/Quality Communication 4
Motivation 5
Problem-Solving 6
Environmental Awareness 6
Team-Based Skills 6
Attain Local Knowledge 7
Get Used to Practical Skill 7
Analysis Skill 8
Diversity/Cross-Cultural 8
Broaden Perspective 8
Sustainability Literacy 8
Flexibility in Planning/Design 9
Understanding/Use ESD Approach 9
Develop Responsibility 9
Design Thinking/Decision 10
Foster Deep Learning 10

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they are critical outcomes of educational interventions.

Other notable benefits, such as ’Develop Responsibility’ and ’Understanding/Use ESD Approach,’ display a significant presence,
with frequencies of 9. These benefits are vital for students’ holistic understanding and application of sustainability principles and
reflect the effectiveness of the teaching methodologies in imparting essential skills and competencies. In contrast, ’Critical Thinking,’
although foundational to education, shows a lower frequency, suggesting a potential area for further methodological enhancement.
Despite its lesser frequency, the inclusion of this benefit highlights its recognized importance in educational settings [VV]. This table
methodically summarizes the positive outcomes associated with adopting new pedagogical techniques. When interpreted in the paper,
the table will not only underscore the strengths of the teaching approaches evaluated. Still, it will also foster a dialogue about the
educational significance of these benefits in nurturing students capable of engaging with sustainability challenges.

6. The UAE experience: success stories

With a number of initiatives and programs, the UAE has shown a significant commitment to advancing sustainability education in
higher education institutions (HEIs). The Masdar Institute of Science and Technology, which is dedicated to sustainable development
and provides graduate-level programs in clean energy, environmental sciences, and sustainable technologies, is another effective
program. The institute offers a distinctive, research-driven educational experience and supports entrepreneurship and innovation in
the sustainability sector.
Another significant occasion that promotes sustainability education and awareness is the Abu Dhabi Sustainability Week. The
annual gathering of specialists, business executives, and policymakers discusses opportunities and challenges related to sustainable
development. The seven-day event also features student participation initiatives like the Young Future Energy Leaders program, which
equips young leaders to spearhead sustainability campaigns in their neighborhoods.
In the UAE, the drive towards sustainability education is met with a wealth of opportunities for expansion and enhancement. This
commitment is mirrored in various sectors, presenting a unique environment for the growth of sustainability education:
Collaboration with industry plays a pivotal role, as the UAE’s emphasis on sustainable development aligns with the interests of
many businesses that invest in sustainability initiatives. Partnerships between higher education institutions and corporations can
facilitate the development of innovative sustainable solutions, providing students with valuable real-world experience and potential
employment opportunities. Adopting a multidisciplinary approach is essential to address the complex nature of sustainability chal­
lenges. Universities in the UAE have the opportunity to pioneer interdisciplinary programs that integrate sustainability with various
academic disciplines, such as engineering, business, and social sciences. This approach encourages a holistic understanding of sus­
tainability, equipping students with the diverse skills needed to tackle these challenges effectively. Leveraging technology is another
avenue for advancing sustainability education in the UAE, a nation known for its technological prowess. By incorporating cutting-edge
technologies into their curricula, such as renewable energy and smart city solutions, higher education institutions can offer students
insights into the technological aspects of sustainability practices.
The UAE’s status as a hub for global education, hosting campuses of numerous international universities, offers fertile ground for
international collaborations. Such partnerships can foster sustainability projects, facilitating the exchange of knowledge, expertise,
and best practices on a global scale. Government support for sustainability in the UAE is robust, with numerous policies and programs
to foster sustainable development. Higher education institutions can align their sustainability efforts with national priorities, working
closely with government bodies to contribute to the country’s sustainability objectives. This collaboration ensures that the educational
sector is fully integrated into the broader national strategy for sustainable development.

7. Results

At the outset of our examination of the integration of sustainability within higher education curricula, we focused on a singular,
illustrative case: the investigation into the landscape of campus sustainability assessment tools. This exploration unveils a vast and
diverse collection of instruments, each uniquely developed across different global contexts. Such a wide array of tools signifies the
international commitment to embedding sustainability into higher education and reflects the nuanced approaches that various in­
stitutions have taken to meet this objective. By delving into these assessment tools, we aim to understand how sustainability metrics
and frameworks are operationalized within academic settings worldwide. This focus provides a critical lens through which we can
evaluate the efficacy of sustainability integration in higher education curricula. The development and adoption of these tools across a
spectrum of geographic and cultural landscapes highlight the universal recognition of sustainability as an imperative educational
agenda.
Furthermore, this case approach allows us to map out the evolution of sustainability assessment tools over time, showcasing the
dynamic nature of this field. From early initiatives aimed at creating foundational frameworks for sustainability assessment to more
recent endeavors that leverage technology and global data for comprehensive evaluations, the progression of these tools mirrors the
growing sophistication and urgency of sustainability education itself. Therefore, exploring campus sustainability assessment tools is a
cornerstone of our analysis. It provides a structured overview of how sustainability efforts are quantified and evaluated within uni­
versities. It also offers insights into the broader sustainability trends in higher education, including the challenges faced and the
innovative solutions proposed. Through this lens, we gain a deeper understanding of the pivotal role that higher education institutions
play in advancing the global sustainability agenda, underpinned by a commitment to creating a sustainable future through informed,
strategic educational practices.
The analysis identified a range of tools designed to evaluate and enhance sustainability practices within higher education

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institutions. The Assessment Instrument for Sustainability in Higher Education (AISHE), developed by the Dutch Foundation for
Sustainable Higher Education, emerged as an early effort in 2009, aiming to offer a comprehensive framework for global sustainability
assessment in educational settings. With a citation count of 30, AISHE underscores the foundational role of such tools in advancing
sustainability education [22]. Similarly, tools like the Adaptable Model for Assessing Sustainability in Higher Education (AMAS) and
the Assessment System for Sustainable Campus (ASSC) reflect regional initiatives from Chile and Japan, respectively, highlighting the
diverse geographic spread of sustainability assessment efforts. ASSC boasts the highest citation count among the tools analyzed, with
170 citations indicating its significant impact and widespread adoption.
The emergence of the Graphical Assessment of Sustainability in University (GASU) in 2011, with the highest citation count of 174,
points to the growing importance of visual and graphical representation in communicating sustainability efforts and outcomes. GASU,
alongside tools such as the Green Metric World University Rankings (GM) and the Pacific Sustainability Index (PSI), demonstrates the
shift towards more globally oriented, comparative, and competitive frameworks for sustainability assessment. The introduction of
recent tools, like GM and the People & Planet Green League (P&P) in 2019, underscores the ongoing evolution and refinement of
sustainability assessment methodologies, catering to the growing demand for transparency, accountability, and measurable progress in
sustainability within the higher education sector.
Each tool encapsulated within Table 6 offers unique insights and methodologies for embedding and evaluating sustainability
practices, reflecting the multifaceted nature of sustainability in higher education. The variance in citation counts further illuminates
the differing levels of engagement and recognition among the academic and institutional communities, providing a proxy for the tools’
influence and utility. This comparative analysis highlights the significant strides made toward institutionalizing sustainability in
higher education. It underscores the critical need for continuous development and adaptation of assessment tools to meet evolving
sustainability goals and challenges.

8. Conclusion

Incorporating sustainability into higher education curricula within the United Arab Emirates reflects a commitment to fostering
sustainable development and equipping future generations with the skills and knowledge to address pressing environmental chal­
lenges. Initiatives such as the Abu Dhabi Sustainability Week, alongside the efforts of Masdar Institute and Zayed University, un­
derscore the region’s dedication to sustainability education. The UAE government’s ambitious sustainable development standards
further reinforce the imperative to embed sustainability within academic programs, to cultivate a resilient and informed populace.
Despite these endeavors, the integration of sustainability into higher education faces obstacles, including gaps in understanding and
appreciation of sustainability concepts, a shortage of trained personnel and resources, and the need for interdisciplinary educational
frameworks. However, these challenges also unveil opportunities for growth and innovation in sustainability education in the UAE.
Enhanced cooperation among academic institutions, strategic industry partnerships, and significant investment in faculty develop­
ment are pivotal avenues for advancing this agenda.
For successful integration, educational stakeholders and industry partners must collaborate closely, crafting a coherent strategy
and action plan. This approach should include establishing robust mechanisms for monitoring and evaluating progress toward

Table 6
Comparative overview of key campus sustainability assessment tools.
No Tool Name Main Developer(s) Origin Year Citation
Count

1 Assessment Instrument for Sustainability in Higher Dutch Foundation for Sustainable Higher Global 2009 30
Education (AISHE) Education
2 Adaptable Model for Assessing Sustainability in Higher Francisco Urquiza Gomez et al. Chile 2014 25
Education (AMAS)
3 Assessment System for Sustainable Campus (ASSC) Sustainable Campus Management Office of Japan 2013 170
Hokkaido University
4 Campus Sustainability Assessment Framework Core (CSAF Sierra Youth Coalition (SYC) Canada 2009 48
Core)
5 Graphical Assessment of Sustainability in University Global Reporting Initiative Global 2011 174
(GASU)
6 Green Metric World University Rankings (GM) University of Indonesia Global 2019 39
7 People & Planet Green League (P&P) People & Planet UK 2019 69
8 Pacific Sustainability Index (PSI) Roberts Environmental Center of Claremont USA 2011 83
McKenna College
9 Sustainability Assessment Questionnaire (SAQ) University Leaders for a Sustainable Future Global 2009 25
10 Sustainability Tracking, Assessment and Rating System for Association for the Advancement of Sustainability North 2019 69
Colleges and Universities (STARS) in Higher Education America
11 Sustainable University Model (SUM) HEIs Global 2016 27
12 Sustainability in Higher Education Institutions (SusHEI) HEIs Portugal 2013 16
13 Greening Universities Toolkit (Toolkit) Africa, Asia-pacific, Europe, Latin America, and Global 2013 134
North American universities
14 Unit-based Sustainability Assessment Tool (USAT) Swedish/Africa International Training Program Swedish/ 2009 75
Africa
15 Assessment Standard for Green Campus (ASGC) Chinese Society for Urban Studies China 2019 57

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embedding sustainability into curricula. Such collaborative efforts are vital for advancing sustainable development goals and nurturing
leaders well-prepared to confront sustainability issues with insight and innovation. Beyond the confines of academia, the pursuit of
sustainability goals necessitates broad-based partnerships that span the public sector, business communities, civil society, and local
populations. These alliances are instrumental in pooling resources, fostering collective action, and disseminating knowledge, cata­
lyzing effective and sustainable solutions to environmental, social, and economic challenges. Through collaboration, educational
institutions can play a central role in promoting sustainable practices, influencing policy development, and addressing societal needs.
Engagement in research, community service, and experiential learning through these partnerships offers students and educators a
deeper understanding of sustainability challenges. It prepares them for practical application in their future careers. However, the
success of such alliances hinges on mutual trust, clear communication, and a shared commitment to sustainability goals, underscored
by transparent and accountable practices.

Data availability

No data was used for the research described in the article.

CRediT authorship contribution statement

Ahmed G. Abo-Khalil: Writing – review & editing, Writing – original draft, Visualization, Validation, Supervision, Software,
Resources, Project administration, Methodology, Investigation, Funding acquisition, Formal analysis, Data curation,
Conceptualization.

Declaration of competing interest

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to
influence the work reported in this paper.

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