17.4.1 Canadian University Dubai — Commitment to Meaningful Education Around the Sustainable Development Goals
Institutional Commitment
Canadian University Dubai (CUD) is committed to providing meaningful education around the United Nations Sustainable Development Goals (SDGs) by integrating sustainability, social responsibility, innovation, ethical reasoning and community engagement into its academic and student-learning environment.
CUD recognises that sustainable development education should not be confined to students enrolled in environmental science or other sustainability-specialised degrees.
The University therefore incorporates sustainability-related learning into its mandatory undergraduate general education curriculum, ensuring that undergraduate students from different academic disciplines encounter foundational concepts concerning environmental, social and economic sustainability.
This commitment is implemented through:
- Compulsory university-wide undergraduate courses addressing sustainability, innovation and social development.
- General education options addressing human wellbeing, environmental systems, ethical reasoning, social inclusion and responsible technological development.
- Specialised academic programmes and courses focusing on sustainability.
- Student-led activities and educational initiatives addressing environmental and social challenges.
- International participation in responsible management education through the Principles for Responsible Management Education (PRME).
CUD's approach supports SDG 4, particularly Target 4.7, which promotes education for sustainable development, and SDG 17, which encourages international partnerships for implementing the SDGs.
1. Sustainability Education Across Undergraduate Programmes
CUD establishes a shared undergraduate educational foundation through university-wide compulsory courses.
According to the University's published General Education framework, all undergraduate students, independently of their degree programmes, are required to complete ENT 141 and ENT 142.
Students are also required to select at least one course from a specified group of general education options that address sustainability-related environmental, social, scientific or ethical themes.
This requirement makes sustainability education relevant to students studying fields such as:
- Business and management.
- Engineering and computing.
- Architecture and design.
- Communication and creative industries.
- Health sciences and related disciplines.
Students encounter these shared learning requirements alongside the specialised subjects of their respective degree programmes.
University-Wide Curriculum Structure
| Curriculum Component | Requirement | Sustainability Education Focus |
|---|---|---|
| ENT 141 — Fundamentals of Innovation and Entrepreneurship 1 | Compulsory for undergraduate students | Sustainability foundations, environmental and social responsibility, innovation |
| ENT 142 — Fundamentals of Innovation and Entrepreneurship 2 | Compulsory for undergraduate students | Application of design thinking to real-world social challenges linked to the UN SDGs |
| General Education Course Selection | At least one course selected from the identified options | Environmental health, social inclusion, ethical reasoning, responsible technology and wellbeing |
| Discipline-Specific Courses | According to the degree programme | Application of relevant sustainability concepts within specialised fields |
CUD's official general education framework establishes that the two compulsory entrepreneurship courses apply to undergraduate students regardless of their programme.
These arrangements provide a common foundation for sustainability-related learning across undergraduate education.
2. Mandatory Course — ENT 141: Fundamentals of Innovation and Entrepreneurship 1
Course Code: ENT 141
Course Title: Fundamentals of Innovation and Entrepreneurship 1
Course Credits: 2
Status: Compulsory undergraduate university requirement
Relevant SDGs: SDG 8 — Decent Work and Economic Growth; SDG 9 — Industry, Innovation and Infrastructure; SDG 12 — Responsible Consumption and Production.
Course Overview
ENT 141 introduces students to the foundations of innovation, entrepreneurship and sustainability.
The course develops understanding of the relationship between innovative ideas, economic activity, societal needs and environmental responsibility.
Students are introduced to design-thinking principles and methods for identifying and evaluating opportunities.
An important component is the sustainability framework, which recognises the interconnected dimensions of:
- The economy.
- Society.
- The environment.
Through this framework, students learn to consider sustainability when examining business ideas, social challenges and potential opportunities for innovation.
Documented Course Learning Outcomes
The University's 2024–25 syllabus identifies the following sustainability-related learning outcomes.
| Course Learning Outcome | Description |
|---|---|
| CLO1 | Explain the basic concepts of innovation, entrepreneurship and sustainability, and their value to society and the economy |
| CLO4 | Identify key elements of the sustainability framework in proposed innovative opportunities |
Other course outcomes address teamwork, presentation and evaluating opportunities through design thinking.
Teaching and Learning Activities
The published syllabus describes teaching approaches including:
- Lectures.
- Class discussions.
- Case studies.
- Interactive classroom activities.
- Guest lectures by industry experts.
- Design-thinking and project-based exercises.
The syllabus also connects learning outcomes with course projects and classroom activities.
These arrangements demonstrate that sustainability is included within the taught curriculum and assessed learning rather than appearing only as a general institutional aspiration.
Contribution to SDG Education
ENT 141 provides a common introduction to sustainability concepts for undergraduate students from different disciplines.
Its learning outcomes establish that students are expected to understand the relationships between innovation, economic development, society and environmental considerations.
Primary Curriculum Evidence: ENT 141 — Fundamentals of Innovation and Entrepreneurship 1, 2024–25 Course Syllabus.
3. Mandatory Course — ENT 142: Fundamentals of Innovation and Entrepreneurship 2
Course Code: ENT 142
Course Title: Fundamentals of Innovation and Entrepreneurship 2
Course Credits: 1
Prerequisite: ENT 141
Status: Compulsory undergraduate university requirement
Relevant SDGs: SDG 4 — Quality Education; SDG 8 — Decent Work and Economic Growth; SDG 9 — Industry, Innovation and Infrastructure; SDG 17 — Partnerships for the Goals.
Course Overview
ENT 142 builds upon the knowledge and skills developed in ENT 141.
The course focuses on the application of innovation and entrepreneurship to social and sustainability challenges.
Its published description explicitly identifies the United Nations Sustainable Development Goals as a framework for learning.
Students apply design-thinking methods to real-life social issues and explore opportunities for social innovation.
The course encourages students to consider how innovation, entrepreneurship and sustainable development influence society and the economy.
Documented Sustainability Learning Outcomes
| Course Learning Outcome | Description |
|---|---|
| CLO1 | Explain the process of innovation, entrepreneurship and sustainability |
| CLO3 | Analyse the impact of innovation, entrepreneurship and sustainability on society and the economy |
Application to Real-World Challenges
Through ENT 142, students are encouraged to examine how innovative solutions may address social needs and sustainability challenges.
The course connects conceptual understanding with practical problem-solving.
Its educational approach emphasises:
- Applying design-thinking methods.
- Identifying real-life social issues.
- Developing ideas for social innovation.
- Considering the wider effects of proposed solutions.
- Reflecting on the relationship between entrepreneurship and sustainable development.
Contribution to University-Wide SDG Education
ENT 142 is particularly important to CUD's institutional commitment because the course explicitly uses the UN SDGs as a learning framework.
Its compulsory status ensures that this educational content is not restricted to students who voluntarily select a sustainability elective or specialised programme.
Together, ENT 141 and ENT 142 establish a compulsory undergraduate learning sequence combining sustainability concepts with their application to social challenges.
Primary Curriculum Evidence: ENT 142 — Fundamentals of Innovation and Entrepreneurship 2, published course description and syllabus.
4. General Education Options Addressing Sustainable Development
In addition to ENT 141 and ENT 142, CUD's sustainability-focused general education framework identifies five courses from which undergraduate students must select at least one.
These courses cover different dimensions of sustainability, including human wellbeing, science, technology, community engagement and ethics.
General Education Course Options
| Course Code | Course Title | Sustainability-Related Learning | Relevant SDGs |
|---|---|---|---|
| GED 125 | Ecosystem and Human Health | Human wellbeing, environmental health, disease prevention and the relationship between people and ecosystems | SDG 3, SDG 15 |
| GED 132 | Science and Technology in Society | Ethical, social and cultural consequences of scientific and technological development | SDG 4, SDG 9 |
| GED 150 | Foundations for Community Engagement and Social Work | Community needs, cultural sensitivity, social responsibility and professional ethical practice | SDG 1, SDG 10, SDG 16 |
| GED 205 | Psychology in Everyday Life | Mental health, individual wellbeing, social behaviour and psychological research | SDG 3, SDG 4 |
| GED 324 | Ethical Reasoning for Today's World | Justice, ethical decision-making, professional responsibility and moral reasoning | SDG 16, SDG 17 |
The SDG associations above identify the relevant themes within each course; they do not imply that every course explicitly teaches all the associated UN targets.
GED 125 — Ecosystem and Human Health
This course examines the relationship between human health and environmental conditions.
Students consider the ecological model of health and topics including nutrition, physical activity, disease, environmental health and healthcare systems.
The course supports understanding of the relationship between environmental and human wellbeing.
GED 132 — Science and Technology in Society
This course examines the influence of scientific developments on society, culture and political systems.
Students investigate the benefits, disadvantages and ethical implications of technological progress.
It provides opportunities to consider responsible innovation and the societal consequences of scientific advancement.
GED 150 — Foundations for Community Engagement and Social Work
This course introduces the values and skills associated with social work and community engagement.
It considers communication, ethical decision-making, social responsibility and culturally sensitive approaches to understanding individual and community challenges.
These themes are relevant to inclusive development and reducing inequalities.
GED 205 — Psychology in Everyday Life
This course introduces psychological principles and their application to human behaviour and daily life.
Topics include motivation, learning, development, health and social psychology.
The course contributes to understanding human wellbeing and the social dimensions of sustainable development.
GED 324 — Ethical Reasoning for Today's World
This course examines major approaches to moral reasoning and ethical decision-making.
Students consider how ethical principles can be applied to contemporary social, personal and professional issues.
It contributes to the development of responsible decision-making skills relevant to professional life and wider society.
Importance of the General Education Requirement
These options broaden the dimensions of sustainability encountered by undergraduate students.
While the individual courses cover different subjects, the general education structure complements the common sustainability and social innovation foundation provided by ENT 141 and ENT 142.
5. Application Across Academic Disciplines
The university-wide requirement is reflected in published programme study plans.
Examples include:
| Academic Discipline | Programme Example | Common Curriculum Requirements |
|---|---|---|
| Business | Bachelor of Business Administration in Accounting and Finance | ENT 141 and ENT 142 |
| Engineering and Computing | Bachelor of Science in Computer Science | ENT 141 and ENT 142 |
| Architecture and Design | Bachelor of Architecture | ENT 141 and ENT 142 |
These examples demonstrate that the required sustainability-related courses are included in programmes from distinct academic fields.
The 2024–25 Academic Catalogue also documents ENT 141 and ENT 142 as compulsory university requirements.
This supports CUD's stated commitment to providing sustainability education across undergraduate disciplines rather than confining it to environmental or sustainability-specific qualifications.
6. Sustainability Education Within Specialised Academic Programmes
Beyond the mandatory undergraduate curriculum, CUD provides programmes with more intensive sustainability content.
The University's published sustainability-focused programme portfolio includes the following qualifications.
| Programme | Level | Sustainability Focus |
|---|---|---|
| BSc in Environmental Sciences and Sustainability | Undergraduate | Environmental systems, sustainability science, climate change, ecological monitoring |
| BSc in Public Health and Environmental Health Management | Undergraduate | Environmental health, air and water pollution, environmental management |
| BSc in Power and Renewable Energy Engineering | Undergraduate | Renewable energy technologies, low-carbon infrastructure, energy systems |
| MSc in Design Innovation for Circular Economy | Postgraduate | Circular design, regenerative systems, lifecycle assessment |
| MSc in Environmental Artificial Intelligence | Postgraduate | AI applications in climate science, environmental monitoring and ecological modelling |
These qualifications provide opportunities for students to pursue specialised sustainability-related study.
They complement the university-wide undergraduate requirements, but their specialised nature means they are not substitutes for common curriculum provision across all programmes.
Examples of Sustainability-Focused Courses
| Course | Programme Area | Focus |
|---|---|---|
| ESS 110 — Principles of Sustainability | Environmental Sciences | Environmental, social and economic dimensions of sustainability |
| ENV 424 — Impacts of Climate Change Policy on Environmental Management | Environmental Health | Climate policy and environmental management |
| PRE 362 — Solar Energy | Renewable Energy Engineering | Photovoltaic and solar thermal systems |
| DCE 612 — Principles of Circular Economy | Circular Economy | Resource regeneration and reducing waste |
| MEI 601 — AI for Climate Science and Environmental Systems | Environmental Artificial Intelligence | Climate data, environmental monitoring and modelling |
These courses demonstrate how sustainability-related knowledge is developed within specialised disciplines.
The listed programmes and courses reflect CUD's published sustainability portfolio. Individual programme launch dates and availability during the 2024–25 academic year should be checked against the corresponding historical catalogue before attributing all programmes to that reporting period.
7. Co-Curricular Education and Student Engagement
CUD's commitment to sustainability education extends beyond formal coursework.
The University supports student engagement through clubs, awareness initiatives and educational activities addressing environmental and social issues.
Examples identified in CUD's student engagement framework include:
| Activity or Initiative | Educational Focus | Relevant SDGs |
|---|---|---|
| Eco-lution Club | Environmental responsibility and sustainability awareness | SDG 12, 13, 15 |
| Mental Health Awareness Activities | Psychological wellbeing and healthy behaviours | SDG 3 |
| Breast Cancer Awareness and Terry Fox Run | Health awareness and community engagement | SDG 3 |
| Model United Nations | International cooperation, governance and global challenges | SDG 16, 17 |
| Women in STEM | Gender equality and participation in science and technology | SDG 5 |
| CUD Cares Activities | Volunteering, community support and social responsibility | SDG 1, 10 |
| Earth Hour | Energy conservation and climate awareness | SDG 7, 13 |
These examples illustrate ways in which students may engage with sustainability issues outside their formal degree requirements.
Co-curricular initiatives are complementary to the mandatory curriculum, rather than substitutes for credit-bearing SDG education.
Specific activities should be assessed against their documented dates and outcomes when reporting implementation during 2025.
8. Responsible Management Education Through PRME
Principles for Responsible Management Education
International Initiative: Principles for Responsible Management Education (PRME)
CUD Membership: Since June 2021
Canadian University Dubai is a signatory to PRME, an international initiative promoting responsible management education and sustainable development in higher education.
PRME supports universities in considering sustainability, responsibility and ethical leadership within teaching, research and institutional engagement.
Sharing Information on Progress Reporting
CUD participates in PRME's Sharing Information on Progress (SIP) process.
Its international PRME institutional profile lists reports for:
| Report | Year |
|---|---|
| Canadian University Dubai — SIP Report | 2023 |
| Canadian University Dubai — SIP Report | 2025 |
| Canadian University Dubai — SIP Report | 2026 |
The 2025 SIP report is relevant to the reporting period and provides evidence of CUD's participation in the international responsible management education reporting framework.
Contribution to SDG Education
PRME participation supports CUD's wider commitment to responsible and sustainability-oriented education through:
- Reflection on sustainability in educational programmes.
- Documentation of responsible management education activities.
- Sharing institutional approaches with international peers.
- Encouraging education that considers social, environmental and economic responsibilities.
- Supporting transparency concerning institutional progress.
PRME participation complements the direct curriculum evidence presented in this webpage.
The University's compulsory courses and published learning outcomes establish the practical educational provision, while PRME provides an additional international framework for institutional commitment and reporting.
CUD PRME Profile: https://www.unprme.org/canadian-university-dubai
CUD SIP Report 2025: https://commons-static.s3.amazonaws.com/reports/572e20738130fddc7c389f2ab14f4e4b22a97c39/Canadian+University+Dubai+-+SIP+2025.pdf
9. Institutional Framework for Sustainability Education
CUD's sustainability education commitment is supported through academic programme requirements, curriculum delivery and university sustainability functions.
| Institutional Component | Contribution |
|---|---|
| Compulsory University Curriculum | Provides a shared sustainability foundation through ENT 141 and ENT 142 |
| General Education Curriculum | Offers additional learning across environmental, ethical, scientific and social dimensions |
| Academic Departments | Deliver specialised coursework and sustainability-related disciplinary education |
| Centre for Sustainability and Innovation | Supports sustainability research, engagement, educational activities and awareness |
| PRME Participation | Provides an international framework for responsible management education and sustainability reporting |
| Student Activities | Support voluntary participation in environmental, health and social awareness initiatives |
Centre for Sustainability and Innovation
CUD's Centre for Sustainability and Innovation identifies engagement and education as one of its strategic pillars.
The Centre describes activities involving sustainability awareness, student and staff programmes, training, workshops and interdisciplinary knowledge exchange.
Its educational role complements the University's formal academic curriculum.
Academic Curriculum and Learning Outcomes
CUD's mandatory sustainability-related courses are supported by published course descriptions and syllabi.
ENT 141 and ENT 142 include specific course learning outcomes relating to sustainability.
The course syllabi provide documentary evidence of the subjects taught and the expected knowledge or skills students should develop.
10. Implementation Evidence for the 2024–25 Academic Year
The following records demonstrate CUD's commitment to sustainability education during the relevant academic period.
| Evidence | Reporting Relevance |
|---|---|
| CUD Academic Catalogue 2024–25 | Documents compulsory university requirements, including ENT 141 and ENT 142 |
| ENT 141 Course Syllabus 2024–25 | Contains sustainability learning outcomes, course description and teaching activities |
| ENT 142 Published Course Description and Syllabus | Explicitly connects design thinking and social innovation with the UN SDGs |
| University Sustainability in General Education Webpage | States that all undergraduate students must complete the two entrepreneurship courses and select an identified general education option |
| PRME SIP Report 2025 | Demonstrates international reporting on CUD's responsible management education commitments and activities |
Together, these documents demonstrate institutional commitment, credit-bearing educational provision and a common sustainability learning requirement across undergraduate programmes.
11. Contribution to the Sustainable Development Goals
SDG 4 — Quality Education
CUD's mandatory undergraduate sustainability education contributes to SDG Target 4.7 by developing student understanding of sustainable development, responsible decision-making and related societal challenges.
SDG 8 — Decent Work and Economic Growth
The entrepreneurship curriculum explores innovation, economic activity and their relationship to society and sustainability.
SDG 9 — Industry, Innovation and Infrastructure
Students develop design-thinking and innovation skills relevant to solving real-world problems.
SDG 10 — Reduced Inequalities
General education options addressing social work, cultural sensitivity and community engagement support learning about inclusion and social responsibility.
SDG 12 — Responsible Consumption and Production
The sustainability framework introduced in ENT 141 encourages consideration of environmental and resource-related implications when evaluating innovative opportunities.
SDG 16 — Peace, Justice and Strong Institutions
Ethical reasoning and social responsibility coursework contribute to understanding professional ethics, justice and accountable decision-making.
SDG 17 — Partnerships for the Goals
PRME participation and international knowledge sharing support cooperation concerning education for sustainable development.
Institutional Commitment
Canadian University Dubai demonstrates a university-wide undergraduate commitment to sustainability education through its compulsory general education curriculum.
All undergraduate students, irrespective of programme, are required to complete ENT 141 and ENT 142.
The courses provide a common foundation in sustainability, innovation, social responsibility and design thinking. ENT 142 explicitly connects its educational content to the United Nations Sustainable Development Goals.
Undergraduate students also select at least one general education option addressing subjects such as human health, ethical reasoning, science and technology or community engagement.
The University's sustainability-focused academic programmes, co-curricular activities, Centre for Sustainability and Innovation and participation in PRME provide additional opportunities for learning and engagement.
The 2024–25 Academic Catalogue and associated course syllabi demonstrate that sustainability-related education forms part of established university requirements.
Through this approach, CUD seeks to prepare students to consider environmental, social and economic sustainability challenges within their professional and personal decisions.
Primary Evidence: CUD Academic Catalogue 2024–25; ENT 141 and ENT 142 course syllabi.
Institutional Reporting: PRME SIP Report 2025.
Responsible Functions: Academic Departments, General Education Curriculum, Centre for Sustainability and Innovation.
Sustainability Contact: sustainability@cud.ac.ae
Primary Reporting Period: Academic Year 2024–25 / Calendar Year 2025.