Report On Sustainability Training Sessions

Report on Sustainability Training Sessions Conducted at RAKMHSU

Introduction

This report presents an overview of sustainability training sessions conducted at Ras Al Khaimah Medical and Health Sciences University (RAKMHSU) in February 2026. These sessions were designed to enhance sustainability literacy among both administrative staff and academic faculty, while simultaneously gathering institutional insights to inform the development of a structured sustainability strategy and action plan. The training adopted an interactive and participatory approach, combining conceptual learning with practical engagement through surveys, group discussions, and collaborative exercises.

In addition, an online sustainability training session was conducted for students in March 2026 to further extend sustainability awareness and engagement across the university community.

Overview of Training Sessions

A total of four training sessions were conducted, each with a duration of three hours. The first session targeted administrative and operational staff and was held on 6 February 2026. Two sessions conducted on 20 and 26 February 2026 focused on academic staff representing multiple colleges. In addition, an online session was conducted for students on 28 March 2026, extending the initiative to include the student body.

Collectively, approximately 160 participants attended the training sessions and actively engaged in the various activities, including surveys and group discussions. The academic training session included representatives from different departments, ensuring a multidisciplinary perspective in discussions related to sustainability priorities and implementation strategies. This diversity contributed significantly to the richness of the outcomes and recommendations generated during the sessions.

Training Content and Structure

The training sessions provided a comprehensive overview of sustainability, beginning with foundational concepts and progressing toward applied institutional strategies. Participants were introduced to the definition of sustainability as a multidimensional concept encompassing environmental, social, and economic dimensions. The sessions further explored the global framework of Agenda 2030 and the Sustainable Development Goals (SDGs), with particular emphasis on their relevance to higher education institutions and healthcare-focused universities such as RAKMHSU.

A key component of the training involved aligning institutional priorities with both the SDGs and the UAE Green Agenda 2030, highlighting national commitments to sustainable development, clean energy, and quality of life. Participants were guided through the identification of priority SDGs for RAKMHSU.

The training further addressed thematic areas including climate change, environmental sustainability, and social sustainability. Particular attention was given to the classification of carbon emissions under Scope 1, 2, and 3, enabling participants to better understand the environmental footprint of institutional activities. In parallel, discussions on social sustainability emphasized community engagement, equity, and access to healthcare and education. While the faculty and staff sessions emphasized institutional strategy and implementation, the student session focused more on awareness, future roles, and research interests related to sustainability.

An important feature of the sessions was the integration of interactive learning methods. Participants completed four structured surveys delivered via QR codes, which explored perceptions of SDG relevance, climate change priorities, social sustainability challenges, and feedback on the training itself. In addition, group discussions and departmental exercises were conducted to encourage collaborative thinking and practical application of sustainability concepts.

Participation and Engagement

The training sessions demonstrated a high level of participation and engagement from both staff, faculty and students. The involvement of approximately 160 participants reflects strong institutional interest in sustainability initiatives. Engagement was particularly evident through active participation in surveys, group discussions, and brainstorming exercises, where participants contributed diverse perspectives based on their professional roles and experiences.

The academic session, in particular, facilitated in-depth discussions on curriculum integration and research alignment, while the staff session focused more on operational and campus-level sustainability practices. This complementary engagement between academic and administrative stakeholders enriched the overall outcomes of the training.

Student Sustainability Training (Online Session – 28 March 2026)

In addition to the faculty and staff training sessions conducted in February 2026, an online sustainability training session was held for students on 28 March 2026, extending the initiative to the student body and further strengthening institutional engagement with sustainability.

The session aimed to enhance students' awareness of sustainability concepts and the Sustainable Development Goals (SDGs), with a particular focus on their relevance to health sciences education and future professional roles. Delivered in an interactive online format, the session incorporated structured survey questions to capture student perspectives on priority SDGs, research interests, and potential partnership stakeholders.

Key Outcomes and Findings

The findings presented below reflect combined insights from faculty, staff, and student training sessions, with key similarities and distinctions highlighted where relevant.

The sustainability training sessions conducted for faculty and staff at RAKMHSU generated comprehensive insights into institutional priorities, curriculum integration strategies, research directions, and partnership opportunities. The findings reflect a strong and consistent alignment between participant perspectives and the university's strategic vision to embed sustainability across education, research, and community engagement.

Participant feedback indicates a high level of satisfaction with the training, with an average satisfaction score of 4.43 out of 5, demonstrating that the sessions were well received and perceived as both relevant and impactful. The interactive format, which incorporated surveys and group discussions, contributed significantly to participant engagement and the depth of responses obtained.

The analysis of responses regarding the most relevant Sustainable Development Goals (SDGs) for RAKMHSU reveals a clear prioritization of SDG 4 (Quality Education) and SDG 3 (Good Health and Well-being), as illustrated in Figure 1. Student responses demonstrated a similar prioritization pattern, with SDG 3 and SDG 4 identified as key areas of university contribution (Figure 2), indicating strong alignment across stakeholder groups. These were followed by notable emphasis on SDG 8 (Decent Work and Economic Growth) and SDG 17 (Partnerships for the Goals). This distribution reflects the institutional identity of RAKMHSU as a health sciences university, where education and healthcare outcomes are central, while also recognizing the importance of economic sustainability and collaborative partnerships.

A similar pattern emerged when participants were asked to identify the SDGs to which their departments could contribute most significantly. As shown in Figure 3, SDG 3 and SDG 4 again dominate, indicating strong internal coherence between institutional priorities and departmental perceptions. Additional contributions to SDG 8 and SDG 17 further reinforce the recognition of broader systemic and collaborative dimensions of sustainability. Student responses demonstrated a comparable trend, with SDG 3 and SDG 4 also identified as the primary areas of contribution, further confirming alignment across stakeholder groups (Figure 4), while also showing relatively greater representation of SDG 10 (Reduced Inequalities) and SDG 12 (Responsible Consumption and Production), reflecting heightened student awareness of social equity and resource sustainability dimensions.

The approaches proposed for integrating sustainability into curricula demonstrate a multi-layered and holistic strategy, as depicted in Figure 5. The most prominent approach involves embedding sustainability within SDG-aligned curriculum content (31.6%), indicating a preference for integrating sustainability directly into existing courses. This is complemented by research integration (18.4%). Collectively, these findings indicate that sustainability is being embedded not as an isolated topic but as a cross-cutting principle within academic practice. These findings primarily reflect faculty perspectives, as curriculum design is led by academic staff, while student responses further support the relevance of these approaches.

The identified research priorities further reinforce this integrated perspective. As illustrated in Figure 6, Public Health and Disease Prevention (33.3%) emerged as the most prominent research area, underscoring the strong alignment with SDG 3 and the health-focused mission of the university. The distribution of these research priorities demonstrates a balanced and interdisciplinary approach, integrating clinical, environmental, and societal dimensions of sustainability. In contrast, student responses demonstrated a stronger emphasis on environmental health as a priority research area (Figure 7), highlighting increased awareness of climate-related health challenges among students compared to faculty and staff.

The importance of partnerships in achieving sustainability goals was strongly emphasized by participants. As shown in Figure 8, government entities (37.5%) were identified as the most critical partners, reflecting the central role of policy, regulation, and national initiatives in driving sustainability. This is followed by healthcare institutions (18.1%) and academic institutions (16.7%), highlighting the importance of collaboration across education and healthcare sectors. These findings collectively indicate a strong awareness that achieving SDGs requires coordinated efforts across diverse stakeholders. Student responses (Figure 9) similarly emphasized the importance of government, healthcare institutions, and international organizations, while placing slightly greater emphasis on community engagement compared to staff and faculty.

Overall, the results of the training sessions demonstrate that sustainability is perceived by faculty and staff as a strategic, cross-cutting priority that must be embedded across curricula, research, and institutional operations. The strong alignment between institutional priorities, departmental contributions, and proposed strategies reflects a high level of readiness within RAKMHSU to advance sustainability in a structured and impactful manner.

Challenges Identified

Several challenges were identified during the training sessions. Participants highlighted the need for more context-specific examples and practical applications to better understand how sustainability concepts can be implemented within their respective roles. Time constraints were also noted, with participants expressing a desire for longer or additional sessions to allow for deeper discussions. Scheduling challenges, including conflicts with teaching commitments and the timing of sessions during Ramadan, were also mentioned. Furthermore, participants recommended increasing the level of interaction and providing more opportunities for hands-on activities in future sessions. Students also highlighted the need for more practical examples and opportunities to engage in sustainability-related projects and research activities.

Recommendations and Future Directions

Based on the outcomes of the training sessions, several recommendations have been proposed to advance sustainability at RAKMHSU:

Conclusion

In conclusion, the sustainability training sessions conducted at RAKMHSU were highly successful in raising awareness, fostering engagement, and generating actionable insights among both staff and faculty. The strong alignment around key SDGs, coupled with the breadth and depth of participant contributions, demonstrates the university's readiness to advance its sustainability agenda.

The findings from these sessions provide a robust foundation for the development of a comprehensive and integrated sustainability strategy. By leveraging the collective input of its stakeholders, RAKMHSU is well-positioned to enhance its role as a leader in sustainability within health sciences education, research, and community engagement. The inclusion of student perspectives further strengthens the findings, demonstrating institution-wide engagement and highlighting the role of students as key contributors to sustainability advancement.

Full Report Pages

The complete report — including all figures and charts (Figures 1–9) — is presented below. Select any page to view it at full size.