Universities as Change-Makers: Rethinking Academia’s Role in Sustainability
At the 2025 Sustainability Research & Innovation (SRI) Congress in Chicago, a compelling panel discussion titled “The Role of Higher Education & Research Institutions in Advancing Sustainability Solutions” brought together academic leaders from around the globe to share how universities are shaping the future of sustainability. I had the privilege of attending the session as a Global Sustainability Scholar and serving as the session liaison, which gave me a unique opportunity to witness how educational institutions are stepping beyond the classroom to tackle complex environmental and societal challenges.
Moreover, the University of Illinois System—this year’s host—assembled voices from Cardiff University, the National University of Singapore (NUS), IIT Bombay, the UN Sustainable Development Solutions Network (SDSN), and Future Earth to explore how collaborative research, global partnerships, and campus innovation can translate academic knowledge into real-world impact. Rudolf Allemann, Vice President of Cardiff University, opened by calling for a fundamental shift in mindset: rather than confining their work to scholarly journals and lecture halls, universities must bring their expertise directly into communities, foster partnerships, and demonstrate social responsibility in every endeavor.
In addition, Tan Eng Chye, President of NUS, outlined a three-pillar model—education, research, and campus operations—that embeds sustainability at every level of campus life. With 45,000 students and over 100 academic programs, NUS has fully integrated sustainable principles into its curricula. Their research output of 13,000 papers—two-thirds of which resulted from collaborations with more than 4,000 institutions in 170 countries—illustrates how co-produced scientific knowledge can benefit society directly. Singapore’s transformation from water dependency to self-sufficiency provides a vivid example of how academia, government, and industry can work in unison. On its 180-hectare campus, home to over 60,000 people, NUS treats every facility as a living laboratory for green technologies.
Likewise, President Chye emphasized that the real engine of change lies not only in institutional policy but in individual faculty members. Their diverse expertise, one-on-one mentorships, and extensive international networks bring unique value that drives genuine societal impact—especially when such contributions are formally recognized and incentivized.
However, Maria Uhle, Co-Chair of Future Earth and the Belmont Forum, warned that without structural incentives, cross-sector and interdisciplinary collaboration remains stifled by rigid hierarchies. Drawing on lessons from varied national responses to COVID-19, she argued for more agile, problem-solving frameworks that can adapt to emerging crises. By comparison, Maria Cortés Puch, Vice President of SDSN, highlighted that global academic networks—founded by UN Secretary-General Ban Ki-moon in 2012—rely on transparency, openness, and collaboration as core principles rather than afterthoughts.
Unfortunately, such progressive models remain largely aspirational in Pakistan. There, faculty are often constrained by inflexible administrative rules that discourage collaboration, deny formal sabbaticals, and treat international research exchanges as personal ventures rather than institutional assets. Ironically, universities may tout these faculty-led efforts to boost QS rankings, yet the individuals driving them receive minimal administrative or financial support. Exchange fellowships and collaborative projects frequently proceed on unpaid leave, while universities continue to collect performance-based funding—such as Tenure Track System allocations from the Higher Education Commission (HEC)—without transparently reinvesting in either the faculty or systemic capacity.
Consequently, innovation is discouraged. Early-career faculty may benefit from revised salary policies, but those who sustain long-term contributions often see their progression stall. There is no mechanism to reward post-induction achievements or sustain excellence over time.
Therefore, if universities and policymakers are serious about turning higher education into engines of sustainability and societal innovation, they must revisit operational policies. Open-door cultures should be promoted to facilitate research exchange and cross-sector partnerships. Transparent performance metrics must recognize and reward ongoing excellence rather than just initial appointments. Faculty should be granted formal sabbaticals or paid leaves for research exchanges, with HEC empowered to withhold institutional funds when universities fail to support such leaves—ensuring responsible use of resources.
Only by treating faculty as genuine partners and learning from global exemplars like NUS—where institutional excellence and faculty empowerment go hand in hand—can higher education in developing countries begin to play a truly transformative role in sustainability and development.
Dr. Wasim Sajjad
The writer is a Fulbright Scholar, biosecurity expert, and global science policy leader, serving as Assistant Professor at NUMS and Executive Committee Member of the Global Young Academy.
