联合国西亚经济社会委员会-教育促进变革_阿拉伯地区的大学和可持续发展（英）-2025_41页_2mb

VISION
ESCWA is an innovative catalyst for a stable, just, and flourishing Arab region, committed to the 2030 Agenda through transformative policy advice and fostering regional consensus.

MISSION
ESCWA produces innovative knowledge and advises on policies to promote sustainable development in the Arab region.

Survey Overview

• Scope: Assessment of student and faculty perspectives on Education for Sustainable Development (ESD) in six participating universities across five Arab countries (Al Quds University, American University of Kuwait, Cadi Ayyad University, Canadian International College, Cairo, Heliopolis University for Sustainable Development, and University of Balamand).
• Timeframe: Data collected between October–December 2024.
• Respondents: 1,713 students and 374 faculty members (representing diverse disciplines).

Key Findings

Awareness & Understanding

• Students and faculty associate ESD primarily with environmental protection and climate change.
  • Gaps: Limited understanding of SDGs, national/global progress, and broader dimensions (social, economic).
• <0xE2><0x80><0x9C>Narrow understanding of ESD</0xE2><0x80><0x9D> restricts engagement in related research and careers.

Priority & Institutional Commitment

• Faculty strongly agree universities should promote ESD (82%), but skepticism exists regarding peer and university prioritization.
  • Example: ICT students felt least committed to ESD (43% agree university prioritizes it).
• Students agree ESD is valuable but perceive limited institutional action.

Curriculum Integration

• Course coverage falls short in critical areas:
  • Missing topics: Gender equality, interdisciplinary learning, future-oriented thinking.
  • Weak delivery: Insufficient use of experiential learning, case studies, and real-world applications.
  • Low engagement: Gender and socioeconomic topics underrepresented.

Employer Demand & Student Engagement

• Employer prioritization of ESD skills is questioned, even though students desire sustainability careers.
  • Opportunities: Strengthen industry-university partnerships for relevant skill development.

Gaps Identified

1. Environmental Bias: Undervalued social/economic dimensions of ESD.
2. Low Institutional Priority: Disconnect between stated importance and actual campus initiatives.
3. Skill Mismatch: Courses lack integration of SDG-relevant competencies (systems thinking, interdisciplinary collaboration).
4. Limited Student Opportunities: Few experiential engagement pathways on/off campus.
5. Employer Disconnect: Skepticism that businesses value ESD skills.

Recommendations

1. Adopt Whole-of-Institution Strategies

• Institutionalize ESD via mission statements, dedicated sustainability committees, and accountability metrics.
• Example: Al-Quds University rewrote strategy to align with SDGs.

2. Support Interdisciplinary Research

• Foster cross-departmental collaboration and integrate sustainability into funding schemes.
• Example: Heliopolis University’s interdisciplinary ESD program.

3. Enhance Experiential Learning

• Expand real-world projects, internships, and community engagement.
  • Example: University of Balamand’s engineering sustainability course.

4. Develop Faculty Capacity

• Provide professional training and resources to integrate ESD into curricula.
• Example: Manchester Metropolitan University’s faculty training program.

5. Deepen Private Sector Partnerships

• Align academic programs with employer needs through co-designed curricula and industry guest lectures.
• Example: Business schools integrating sustainability into management education.

Conclusion

Universities in the Arab region can significantly contribute to the SDGs through institutionalized ESD strategies, research alignment, curriculum reform, and industry collaboration. Whole-of-institution approaches, combined with experiential and interdisciplinary learning, are critical for bridging awareness gaps and fostering tangible impact.