net zero

The impact of climate change has never been more apparent, with the UN identifying it as the biggest existential threat modern humans have ever faced. The  Intergovernmental Panel on Climate Change (IPCC) has similarly warned it is now “code red” for humanity and that only drastic carbon emission reductions will prevent environmental disaster. While it’s true that the effects of climate change will be felt globally, research shows that the MENA region will be particularly vulnerable, warming at twice the global average, and projected to be up to 4°C warmer by 2050.

Governments from across the region are responding in kind, seen in the recent wave of ambitious sustainability targets and strategies, such as the United Arab Emirates (UAE), Oman, and Israel’s commitment to net zero by 2050, the Middle East Green Initiative (MGI) and the Sustainable Development Strategy in Egypt.

To make this net-zero vision a reality, countries in the MENA region rely on the participation and innovation of those within the public and private sectors, who are now recognising sustainability as a business and social imperative. According to a recent IBM study, more than half (52%) of the CEOs in the region now place sustainability as a top priority for their companies, up by 22% from 2021. There is, of course, an economic drive to this, too, with projections that the implementation of sustainable practices in the region could result in US$3 trillion in economic growth and more than one million “future-proof” jobs by 2030.

When it comes to the kind of sustainable development required for societal transformation, knowledge is key, and tangible, solutions-focused education is an essential component of this. In keeping with the MENA’s vision for a more sustainable future, academic institutions in the region are responding by offering more programmes focused on sustainability to embolden the next generation of leaders to become agents of change.

The academic programmes building a more sustainable future

An increasing number of academic institutions across the MENA region, from Cairo to Abu Dhabi, now offer programmes dedicated to sustainable development, management, and policy. Many of these programmes encourage students to explore sustainability through a multidisciplinary lens.

The American University in Cairo (AUC) is one of the universities pioneering sustainability in academia. Through the Center for Applied Research on the Environment and Sustainability (CARES), the university offers a Graduate Diploma and MSc in Sustainable Development and a new Water, Energy, Food Technologies Professional Diploma, which is about to see its first cohort of graduates. The master’s course began in 2013 and was the first of its kind in the region to incorporate three pillars: environment, society, and economy, bringing together four different schools for a more holistic approach to programme content.

The diploma, meanwhile, was developed after identifying a gap in the market with regard to practical knowledge related to water, energy, and food technology. Muhammed Khaled, the Operations Manager at CARES, explained that the diploma aims to equip students, many of whom have their own businesses and a background in engineering or agriculture, with hands-on learning to implement sustainable resource management. Speaking about some of the challenges facing the development and expansion of sustainability programmes, Maissa Khattab, the Programme Coordinator for the graduate programme, said there’s a “supply, demand and awareness trifecta.”

That said, Khattab commented that the academic programmes thus far have been a great success, with the vast majority of graduates entering careers related to sustainable development.

Abu Dhabi University is another institution prioritising embedding ESG knowledge within higher education. It offers several courses addressing sustainability from social, economic, and environmental perspectives, whether mass communication, business, and economics, or health and safety and AI.

Speaking to ESG Mena, Prof Sherine Farouk, Associate Provost for Academic Projects, said that embedding sustainability into higher education is “more important today than ever before in history.” She continued: “Through impactful research, embedding sustainability into courses, launching relevant initiatives, and organising events that promote sustainability and increase awareness about sustainability practices, the university ensures that it plays an active role in producing knowledge and developing skills that support sustainable development.”

The impact of the university’s research on sustainability is reflected in its recent award of 11 patents, including in sustainable energy, quantum computing, and the application of nanotechnology to water filtration.

Similarly, its commitment to sustainability is seen in its housing of the Sustainable Development Venture Lab.

Commenting on the university’s sustainability focus, ADU Provost Prof. Thomas Hochstettler commented: “Abu Dhabi University stands second to none in the practical application of the principle of sustainability in its curriculum, in its research agenda, and in its outreach efforts within the community.

“As an integral part of our community, ADU supports in every way it can those activities and initiatives that serve to expand awareness of sustainability as a priority for all of us, even as we undertake to perpetuate the wonderful environment of which we are all the beneficiaries.”

Embedding an ESG mindset in MENA’s youth

When it comes to sustainability education, change is on the horizon as schools in the region begin to adopt sustainability into their curriculums as a high priority, with teachers leading the way.

A global survey conducted by UNESCO and Education International, for example, found that 90% of the 58,000 teachers polled believe climate education is important, and many are now demonstrating this in the classroom. Teach For Lebanon is one of the organisations assisting teachers with this by training fellows and developing contextualised climate education modules. CARES is also contributing in this area, launching the EduCamp project back in 2010, which targets public schools to introduce Education for Sustainable Development (ESD) with sustainability kits and educational and capacity-development activities. It also has a number of community development projects, which, through targeting children from primary to high school age with small sustainability projects, encourages the development of an ESG mindset early on.

The UAE is a driving force here, too. Fairgreen International School in Dubai is a prime example of the new wave of institutions placing sustainability at the heart of education to ensure students make a positive impact on the world as ambassadors of sustainable development. As Director Edward Green explains, the school aims to create students that are “globally aware and socially responsible.”

ESG education as global priority

Academic institutions are the engine of transformation when it comes to delivering sustainable development goals, and there is undoubtedly a global drive to expand academic offerings and efforts in this area. In France, there’s a recognition that higher educational institutions have a major role to play in the transition towards sustainability. Likewise, in UK universities, there is an increasing focus on contributing to sustainable development through not only formal and informal curriculums but also through initiatives, with universities becoming “living labs” for sustainability.

Back in 2013, a study conducted by the National Union of Students (NUS) and Higher Education Academy (HEA) found that more than 80% of students supported sustainable development being actively promoted and incorporated by UK universities.

Since then, UK institutions have responded to this demand by offering a wide selection of sustainability courses and embedding Education for Sustainable Development into academic programmes. While specialist sustainability courses are now widely accessible across the region, institutions such as Edinburgh University offer university-wide programmes like the “Sustainability and Social Responsibility” course.

This course, available to all students at Edinburgh University, draws on the expertise of staff from right across the university and beyond and, through bringing together students from different disciplines, levels, and backgrounds, encourages the development of sustainable solutions to complex issues. There are also a number of collaborative efforts between international universities driving forward change. The Dubai-Edinburgh Sustainability Institute, for example, is a sustainability centre focused on innovation in environmental research, aimed at becoming a powerhouse for sustainable development, research, and innovation that prioritises economic and social welfare alongside the environment.

Similarly, Abu Dhabi University has teaching and research partnerships with institutions across Australia, Europe, North America, and East Asia, which Dr. Farouk said helps the university “to make a global impact” through cutting-edge research.

Positioning MENA to lead by example

Climate change requires a global response, and education plays a key role in finding solutions and driving the transition towards a more sustainable future. It’s no wonder then that education serves as a key pillar of the Action for Climate Empowerment agenda plan agreed to during COP27. Sustainability is indeed becoming an increasing priority for governments throughout the MENA region, and last year’s COP, despite its failures, saw a number of firsts, including the promising introduction of a Climate Education Hub for the first time.

So, progress, albeit slow, is happening. Considering these factors and the sustainability leadership shown by academic institutions in the region, it seems inevitable that the MENA’s sustainability and ESG programme offerings will diversify and expand. Moreover, the lead-up to COP28 in Dubai presents the perfect opportunity to ramp up sustainability education efforts and offerings in the region and position the MENA to lead by example.