Universities, sustainability and the idea of self-reliance
The Sustainable Development Goals (SDGs), adopted by the United Nations in 2015, set out seventeen global goals to improve quality of life, protect the environment and promote sustainable development by 2030. Although they were framed as a global development agenda, their relevance extends well beyond governments and international organisations. Universities have an equally important role because they educate future professionals, generate new knowledge and help shape the values that influence society. For institutions of higher learning, the SDGs provide a practical framework for thinking about teaching, research, campus development and community engagement.
Having served as Vice-Chancellor of Jamia Hamdard for five years, I came to appreciate that sustainability cannot be understood through isolated projects or policy statements alone. It is reflected in the choices a university makes every day. Decisions relating to energy use, water conservation, waste management, research priorities and student engagement together determine whether sustainability becomes part of an institution’s culture or remains an administrative objective. Sustainability is most effective when it becomes part of the way a university functions rather than a collection of independent activities. Those experiences also shaped my understanding of self-reliance. Discussions on Atmanirbhar Bharat often focus on manufacturing, technology and economic growth, while sustainability is viewed largely through the lens of environmental protection. Universities bring these two ideas together in a natural way. Against this background, several Sustainable Development Goals assume particular importance for higher education.
SDG 4: Quality Education lies at the heart of every university. It calls for inclusive and equitable education while promoting lifelong learning. For universities, this means far more than increasing enrolment. Students must also graduate with the knowledge, skills and values needed to respond to social, economic and environmental challenges. Sustainability should therefore not remain confined to a single elective course or an annual awareness programme. It should gradually become part of teaching across disciplines.
During my tenure, I found that this was often the most demanding aspect of institutional leadership. Building infrastructure is comparatively straightforward.
SDG 6: Clean Water and Sanitation carries particular significance for Indian universities, many of which operate in regions facing increasing pressure on water resources. Responsible water management is therefore no longer simply an environmental concern; it is an institutional responsibility. Rainwater harvesting, wastewater treatment, groundwater recharge and efficient water use should form part of long-term campus planning rather than isolated environmental initiatives. At Jamia Hamdard, sustained investment in rainwater harvesting and water conservation demonstrated how environmental responsibility could be translated into institutional practice. Recognition received for these efforts was encouraging, but the larger achievement lay in making responsible water management part of the University’s everyday functioning.
SDG 7: Affordable and Clean Energy reminds universities that sustainability must also be reflected in the way campuses are planned and managed. A modern university consumes significant amounts of electricity through laboratories, classrooms, libraries, hospitals, hostels and administrative buildings. Energy decisions therefore affect both the environment and institutional finances. During my tenure at Jamia Hamdard, we continued to expand the use of solar energy as part of a broader effort to reduce dependence on conventional power sources. The objective was not simply to lower energy costs but to demonstrate that renewable energy could become a normal part of university life.
SDG 9: Industry, Innovation and Infrastructure highlights another responsibility that universities carry. Research has always been central to higher education, but its significance extends well beyond publication and academic recognition. Universities contribute to national development when they encourage innovation, strengthen research infrastructure and work with industry to solve practical problems.
SDG 11: Sustainable Cities and Communities extends the University’s responsibility beyond its own campus. Universities are closely connected with the cities and neighbourhoods in which they are located through healthcare services, legal aid, extension activities, environmental awareness programmes and community engagement. Their contribution should therefore be assessed not only through academic performance but also through the positive influence they have on the communities they serve.
SDG 12: Responsible Consumption and Production draws attention to the everyday decisions that shape the culture of a campus. Waste segregation, recycling, responsible procurement, composting, e-waste management and the efficient use of resources may appear to be administrative matters, yet together they reflect the values an institution seeks to promote. Jamia Hamdard continued to strengthen these practices through waste management initiatives, recycling programmes and environmentally responsible campus management.
SDG 13: Climate Action provides the broader context within which many of these initiatives come together. Climate change is no longer an issue confined to environmental science. It affects public health, agriculture, infrastructure, urban development and economic planning. Universities therefore have a responsibility to respond through teaching, research and institutional practice. During my tenure, environmental awareness programmes, workshops and academic activities organised through the Centre for Environment and Sustainable Development encouraged students and faculty to engage with these questions in a meaningful way. No university can achieve these objectives in isolation, which makes SDG 17: Partnerships for the Goals particularly important. Collaboration with government agencies, research institutions, industry and civil society creates opportunities that no single university can achieve on its own. Such partnerships strengthen research, expand opportunities for students and allow institutions to share knowledge and good practices.
The writer served as Vice-Chancellor of Jamia Hamdard and is currently Professor in the Department of Computer Science and Engineering at Jamia Hamdard; Views presented are personal.
