Report on Campus Sustainability Assessment in Leading Saudi Universities

Executive Summary

This report assesses the implementation of sustainability practices within prominent Saudi Arabian Higher Education Institutions (HEIs), aligning with the United Nations’ Sustainable Development Goals (SDGs) and the Kingdom’s Vision 2030. A quantitative study was conducted, surveying 691 faculty members across three leading universities to evaluate institutional performance. Findings indicate a significant gap between faculty awareness of sustainability principles (mean score: 3.82/5) and their active participation in SDG-related initiatives and policy-making (mean score: 2.33/5). The institutional performance was rated below expectations across all domains critical to achieving the SDGs. The lowest-rated domain was Learning and Teaching (2.68), directly impacting SDG 4 (Quality Education). This was followed by Research and Development (2.89), crucial for SDG 9 (Industry, Innovation, and Infrastructure) and SDG 13 (Climate Action). Organizational Governance, Culture, and Operations (2.94), which underpins SDG 12 (Responsible Consumption and Production) and SDG 16 (Peace, Justice, and Strong Institutions), and External Leadership (3.01), essential for SDG 17 (Partnerships for the Goals), also received moderate ratings. These results provide critical data for university management and government bodies to enhance the role of HEIs in achieving national and global sustainability targets.

1.0 Introduction

The global commitment to the 2030 Agenda for Sustainable Development has positioned Higher Education Institutions (HEIs) as critical agents of change. Universities are instrumental in advancing the 17 Sustainable Development Goals (SDGs) through education, research, and community engagement. In Saudi Arabia, national strategies such as Vision 2030, the Saudi Green Initiative, and the Middle East Green Initiative are directly aligned with the SDGs, mandating a transformative role for HEIs. These institutions are expected to cultivate a culture of sustainability and produce professionals equipped to address complex challenges related to environmental, social, and economic well-being. However, despite these national ambitions, many HEIs in the region, including Saudi Arabia, have demonstrated a delayed response in integrating SDG principles into their core functions. This report evaluates the current state of sustainability practices in leading Saudi universities, focusing on their alignment with the global SDG framework and identifying challenges to their effective implementation.

2.0 Literature Review: The Role of HEIs in Advancing the SDGs

A substantial body of research, primarily from Western countries, confirms the pivotal role of HEIs in promoting sustainable development. Universities contribute to the SDGs by:

• Fostering Education for Sustainable Development (ESD), a key target of SDG 4.7, by integrating sustainability into curricula.
• Conducting interdisciplinary research that provides solutions for goals such as SDG 7 (Affordable and Clean Energy), SDG 11 (Sustainable Cities and Communities), and SDG 13 (Climate Action).
• Serving as models of sustainable operations, contributing to SDG 12 (Responsible Consumption and Production) through green campus initiatives.
• Building multi-stakeholder collaborations, advancing SDG 17 (Partnerships for the Goals).

In contrast, literature on HEIs in the Middle East and the Arab world reveals significant gaps. Studies in Saudi Arabia, Egypt, Jordan, and Algeria consistently report that universities are in the nascent stages of adopting sustainability. Research highlights fragmented efforts, administrative barriers, and a lack of strategic integration of the SDGs. A recent analysis noted that while engagement is increasing, fewer than 10% of Saudi HEIs address critical goals like SDG 1 (No Poverty), SDG 2 (Zero Hunger), and SDGs 12-15. This study addresses this research gap by providing a comprehensive assessment of sustainability practices at major Saudi universities, evaluated through the lens of the SDGs.

3.0 National Context: Sustainability and the SDGs in Saudi Arabia

Saudi Arabia’s national development is guided by Vision 2030, a strategic framework that aligns with the Sustainable Development Goals. The “National Transformation Program 2020” was an early initiative to integrate the 2030 Agenda into national planning. Furthermore, the Saudi Green Initiative and the Middle East Green Initiative underscore the Kingdom’s commitment to environmental stewardship and climate action, directly supporting SDG 13, SDG 14 (Life Below Water), and SDG 15 (Life on Land).

The rapid expansion of the higher education sector, with over 44 universities and a budget of approximately 136 billion USD in 2023, has created significant environmental and resource demands. This growth necessitates the adoption of sustainable campus management to mitigate environmental impact and contribute to national SDG targets. Despite this imperative, most Saudi universities have a limited presence in global sustainability rankings like the UI Green Metric, and few have established comprehensive institutional models for sustainability. This context underscores the urgency for HEIs to institutionalize the SDGs across their operations, research, and educational missions.

4.0 Methodology

This study employed a descriptive analytical methodology to assess sustainability practices from the perspective of faculty members, who are key internal stakeholders in driving the SDG agenda within universities. A quantitative approach was adopted using a questionnaire developed from established sustainability assessment frameworks, including the Monash University Guide to the SDGs in Universities.

4.1 Instrument Design

The questionnaire was structured into three sections:

1. Demographic information.
2. Faculty awareness and participation in university sustainability and SDG-related activities.
3. Assessment of institutional performance across four dimensions aligned with the SDGs:
   • Learning and Teaching: Measures the integration of Education for Sustainable Development (SDG 4).
   • Research and Development: Assesses support for research addressing various SDGs (e.g., SDG 7, 9, 11, 13).
   • Organizational Governance, Culture, and Operations: Evaluates institutional policies and practices related to sustainable campus management (SDG 12, 16).
   • External Leadership: Measures community engagement and partnerships for sustainable development (SDG 17).

4.2 Population and Sample

The study population consisted of 12,503 faculty members from three leading Saudi institutions: King Saud University (KSU), King Fahd University of Petroleum and Minerals (KFUPM), and King Abdulaziz University (KAU). A simple random sampling method was used, yielding 691 valid responses. This sample size is statistically robust for achieving the study’s objectives.

4.3 Data Analysis

Data were analyzed using SPSS. Descriptive statistics (means, percentages) were used to assess faculty perspectives. One-way ANOVA and t-tests were employed to identify statistically significant differences in perceptions based on the university and college type (scientific vs. theoretical).

5.0 Results

5.1 Faculty Awareness vs. Participation in SDG Initiatives

The findings revealed a high level of faculty awareness regarding sustainability issues and the SDGs, with a mean score of 3.82 out of 5. However, this awareness does not translate into action, as faculty participation in developing and implementing SDG-related policies and activities was rated very low, with a mean score of 2.33. This indicates a critical disconnect between knowledge and engagement, hindering the institutions’ ability to leverage their primary intellectual assets to advance the SDGs.

5.2 Institutional Performance in Advancing the SDGs

Faculty members rated their universities’ overall performance on sustainability practices as moderate, with a mean score of 2.88 out of 5. The assessment across the four key dimensions is as follows:

• Learning and Teaching (Mean: 2.68): This was the lowest-rated dimension, indicating a failure to effectively integrate sustainability and the SDGs into curricula and training programs. Only 11.3% of respondents agreed that the university provides frequent training on sustainability, and only 17.4% believed courses on the topic were widely available. This directly impacts the achievement of SDG 4 (Quality Education).
• Research and Development (Mean: 2.89): This dimension received a moderate rating. While some support exists for interdisciplinary research, only 25.7% of faculty agreed that universities prioritize and adequately fund research aimed at solving sustainability challenges relevant to SDG 9 (Innovation) and SDG 13 (Climate Action). The use of renewable energy on campus (SDG 7) was rated particularly low.
• Organizational Governance, Culture, and Operations (Mean: 2.94): This area showed mixed results. While campus security and accessibility (related to SDG 10 – Reduced Inequalities and SDG 11 – Sustainable Communities) were rated highly, core sustainability governance was weak. Only 17.7% agreed that their university publishes a regular sustainability report, and only 11.6% believed sustainability was a criterion for hiring and promotion, indicating a lack of institutionalization required for SDG 12 and SDG 16.
• External Leadership (Mean: 3.01): This was the highest-rated dimension, yet it still reflects significant weaknesses. While universities engage in some national activities, faculty reported a lack of participation in international SDG partnerships, a failure to publicize sustainability initiatives, and the absence of dedicated sustainability websites, limiting their contribution to SDG 17 (Partnerships for the Goals).

5.3 Differences Based on University and College Type

Statistically significant differences were found among the universities. King Abdulaziz University and King Saud University received more favorable evaluations on research, governance, and external leadership compared to King Fahd University of Petroleum and Minerals. This suggests that broader, multi-disciplinary universities may be better positioned to adopt holistic SDG strategies. Additionally, faculty from theoretical and humanities colleges rated their institutions’ performance on research and external leadership higher than those from scientific colleges, possibly due to differing expectations and evaluation criteria related to sustainability.

6.0 Discussion

The results paint a concerning picture of the state of sustainability in leading Saudi universities. The gap between national SDG ambitions, as outlined in Vision 2030, and institutional practice is substantial. The weak performance in the “Learning and Teaching” dimension is particularly alarming, as it suggests that HEIs are failing in their fundamental mission to equip the next generation with the knowledge and skills needed to achieve the SDGs (SDG 4.7).

The lack of a strategic vision for SDG-related research, coupled with inadequate institutional frameworks for sustainable governance and operations, indicates that sustainability is not yet a core priority. The limited participation of faculty in decision-making processes further exacerbates this issue, as it prevents the bottom-up innovation and ownership necessary for a successful sustainability transformation. These findings align with previous studies highlighting systemic barriers in the region, including hierarchical administrative structures, a lack of supportive legislation, and insufficient leadership capacity to drive the complex changes required to fully embrace the 2030 Agenda.

7.0 Conclusion and Recommendations

This study concludes that despite high faculty awareness and strong national directives, the selected Saudi universities have made limited progress in integrating the Sustainable Development Goals into their core functions. The prevailing practices are insufficient to meet the ambitions of Vision 2030 and the global 2030 Agenda. The lack of faculty engagement, strategic vision, and institutionalized policies are key barriers to progress.

To enhance their role in achieving the SDGs, Saudi universities must undertake a systemic transformation. The following recommendations are proposed:

1. Develop a Comprehensive SDG Strategy: Establish a clear, university-wide strategy that integrates the SDGs into all institutional functions, with measurable goals and performance indicators aligned with Vision 2030.
2. Empower Faculty and Foster Participation: Create formal mechanisms to involve faculty in the development and implementation of sustainability policies, thereby bridging the gap between awareness and action.
3. Integrate Education for Sustainable Development (ESD): Revise curricula across all disciplines to incorporate sustainability principles and the SDGs, ensuring graduates are prepared to contribute to a sustainable future (SDG 4.7).
4. Strengthen Research and Innovation for the SDGs: Prioritize and fund interdisciplinary research that addresses national and global sustainability challenges, particularly in areas related to climate action, clean energy, and sustainable communities (SDG 7, 9, 11, 13).
5. Build Partnerships for the Goals: Enhance collaboration with government, industry, and civil society to advance the SDG agenda and strengthen the university’s role as a leader in sustainable development (SDG 17).
6. Establish Institutional Governance for Sustainability: Create dedicated sustainability offices or departments to oversee, coordinate, and report on SDG-related initiatives, ensuring accountability and continuous improvement (SDG 16).

By adopting these measures, Saudi HEIs can transform from passive observers to active drivers of the sustainable development agenda, fulfilling their critical role in shaping a prosperous and sustainable future for the Kingdom and beyond.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article on sustainability practices in Saudi universities addresses several Sustainable Development Goals (SDGs). The analysis focuses on the role of Higher Education Institutions (HEIs) as key drivers for achieving a culture of sustainability, which connects directly and indirectly to multiple goals. The primary SDGs identified are:

• SDG 4: Quality Education

  This is the most central SDG in the article. The entire study revolves around the role of universities (HEIs) in promoting sustainability through their core functions. The article explicitly assesses the “Learning and Teaching” dimension of sustainability, questioning whether universities are integrating sustainability into their curricula, training faculty, and providing courses on the topic. It states that “education for sustainable development [is] seen as a vital and indispensable means to address pressing environmental and social challenges.”

• SDG 9: Industry, Innovation, and Infrastructure

  The article evaluates the “Research and Development” dimension within universities. It discusses the need for institutions to support and promote sustainability research, encourage interdisciplinary studies, and innovate in areas like renewable energy and waste reduction. This aligns with SDG 9’s focus on fostering innovation and upgrading infrastructure, which in this context includes creating sustainable campuses with “green building classifications.”

• SDG 11: Sustainable Cities and Communities

  The concept of a “sustainable university” or “sustainable campus” is presented as a microcosm of a sustainable community. The article discusses campus operations, including the management of natural resources, waste generation, and the implementation of environmental management systems. These efforts contribute directly to creating more sustainable local environments, which is the core of SDG 11.

• SDG 12: Responsible Consumption and Production

  This goal is addressed through the article’s focus on campus operations. Issues such as “enhancing energy efficiency, reducing waste, minimizing the depletion of natural resources” are central to responsible consumption. The study assesses whether universities are taking steps to reduce toxic materials, manage waste, and conserve energy and water, all of which are key components of SDG 12.

• SDG 13: Climate Action

  The article connects the role of universities to broader national strategies like the “Saudi Green Initiative” and the “Middle East Green Initiative,” which are aimed at “reducing emissions.” By promoting education, research, and sustainable practices, universities are positioned as critical institutions for building capacity and raising awareness to combat climate change, aligning with the objectives of SDG 13.

• SDG 16: Peace, Justice, and Strong Institutions

  The study’s dimension of “Organizational Governance, Culture, and Operations” directly relates to SDG 16. The findings reveal “limited faculty participation in sustainability activities and policy-making” and highlight challenges related to hierarchical structures and the absence of participatory decision-making. This points to the need for more effective, accountable, and inclusive institutions, which is a cornerstone of SDG 16.

• SDG 17: Partnerships for the Goals

  The “External Leadership” dimension assessed in the study is synonymous with SDG 17. The article evaluates whether universities are building “strong partnerships with the private sector and the community” and participating in “sustainable development partnerships at the local, regional, and international levels.” The lack of such engagement is identified as a key weakness, underscoring the importance of partnerships to advance sustainability.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the issues discussed, several specific SDG targets can be identified:

1. Target 4.7 (under SDG 4)

   “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles…”
   The article directly addresses this target by assessing whether universities integrate sustainability into curricula, offer courses and training on the topic, and encourage student participation in sustainability initiatives. The finding that the “Learning and Teaching” domain received the lowest rating (2.68 out of 5) indicates a significant gap in achieving this target.

2. Target 9.5 (under SDG 9)

   “Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries… encouraging innovation…”
   This target is relevant to the “Research and Development” dimension. The article investigates whether universities “prioritize supporting and promoting sustainability research” and encourage “interdisciplinary research on sustainability.” The moderate performance in this area (mean score of 2.89) suggests that while some efforts exist, they are insufficient to fully meet this target.

3. Target 11.6 (under SDG 11)

   “By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality and municipal and other waste management.”
   The focus on sustainable campus operations, such as reducing waste, conserving resources, and implementing environmental management systems, connects to this target. The article notes that the rapid growth of universities has led to “increased waste generation,” making sustainable campus management crucial.

4. Target 12.5 (under SDG 12)

   “By 2030, substantially reduce waste generation through prevention, reduction, recycling and reuse.”
   This is directly addressed in the “Research and Development” dimension, where a survey statement focuses on the university’s efforts to “reduce toxic materials and radioactive waste on campus.” This highlights a specific aspect of waste management that universities are expected to handle.

5. Target 13.3 (under SDG 13)

   “Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning.”
   The article’s emphasis on the role of HEIs in supporting national green initiatives and raising awareness about sustainability aligns with this target. The finding that faculty have a high level of awareness (3.82 out of 5) but low participation suggests a disconnect between individual knowledge and institutional capacity.

6. Target 16.7 (under SDG 16)

   “Ensure responsive, inclusive, participatory and representative decision-making at all levels.”
   The study’s finding of “limited faculty participation in sustainability activities and policy-making (means 2.33 out of 5)” is a direct critique of the lack of participatory decision-making in Saudi universities. The article attributes this to “hierarchical structures” and “the absence of democracy in selecting leadership.”

7. Target 17.17 (under SDG 17)

   “Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships.”
   This target is explored in the “External Leadership” dimension. The article assesses whether universities build partnerships with the community and private sector and participate in local and international sustainability networks. The results indicate this is an area needing significant improvement.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article implies several indicators, primarily through the structure of the questionnaire used for the study. The specific statements within the questionnaire serve as de facto indicators for measuring sustainability performance in the universities.

• Indicators for Target 4.7:

  • Existence and frequency of training courses on sustainability for the university community.
  • Number of workshops held to develop faculty members’ skills in sustainability.
  • Availability of courses on sustainability in different colleges and departments.
  • Integration of sustainability concepts into existing curricula.
  • Level of student participation in sustainability initiatives.

• Indicators for Target 9.5:

  • Level of university support (e.g., funding, resources) for sustainability research.
  • Number of interdisciplinary research projects focused on sustainability.
  • Use of renewable energy sources on campus.
  • Adoption of green building classifications for university facilities.

• Indicators for Targets 11.6 and 12.5:

  • Publication of an independent and regular sustainability report.
  • Implementation of programs for energy and water conservation.
  • Systems for reducing toxic materials and radioactive waste.

• Indicators for Target 16.7:

  • Mean score of faculty participation in policy development and decision-making (the study provides a score of 2.33 out of 5).
  • Inclusion of sustainability issues as a criterion for new employment and promotion.
  • Existence of a specialized committee or department for sustainability.

• Indicators for Target 17.17:

  • Number of active partnerships with community institutions and the private sector.
  • Participation in local, regional, and international sustainable development networks.
  • Existence of a dedicated university website for campus sustainability.
  • Listing of the university in international sustainability rankings (e.g., Green Metric).

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article. In this table, list the Sustainable Development Goals (SDGs), their corresponding targets, and the specific indicators identified in the article.

Source: nature.com