Sustainability in Education: Embedding Lasting Change

Beyond Awareness: Sustainability as an Educational Foundation

The importance of education for sustainable development (ESD) is widely recognized (UNESCO, 2021), but true sustainability education is not about one-off projects—it is about integration, action, and leadership. At GEMS Metropole School, we have developed a multi-faceted approach to sustainability that allows students to engage with real-world applications of environmental responsibility.

The GEMS Metropole Sustainability Framework

1. Farm-to-Table Initiative: Learning Through Action

One of our flagship sustainability projects which has garnered a lot of interest from fellow schools, is our Farm-to-Table initiative, which allows students to experience sustainability firsthand. Students cultivate fresh produce on the school farm, learning about agriculture, food miles, and waste reduction; they will be learning about their subjects through the school farm instead of an image from a book. Students will experience plant biology as well as gain interest in farm animals, helping them gain hands-on learning experience while improving their well-being. This initiative is deeply integrated into the Forest School curriculum, ensuring sustainability is not just a concept but a lived experience. Research suggests that experiential learning fosters greater environmental awareness and responsibility (Kolb, 2014), reinforcing the need for hands-on sustainability education.  GEMS Metropole School was one of the first schools to introduce forest school classes in our youngest years (FS1 to Year 2).

2. Forest School & Outdoor Learning We have expanded Forest School lessons in Early Years and Key Stage One, providing young learners with structured opportunities to engage with nature. This encourages an early appreciation for environmental conservation, laying the foundation for lifelong sustainable habits and knowing key survival skills, this is linked to trips into the desert where the students will learn how to survive in the desert (Waite, 2017).

3. Sustainability Leadership & Student Initiatives

Sustainability is student-driven at GEMS Metropole School. Our Sustainability Leadership Programme empowers students across all year groups to lead green initiatives within the school. Older students take part in projects such as the Sustainable Fashion Show, where they create clothing from recycled materials—highlighting the real-world impact of sustainable choices in industries like fashion and aim to generate income as a sustainable enterprise.  One of the lead student organiser’s of the fashion show, Eeman Hussain discussed this recently on the Business Breakfast Dubai Eye radio show.

4. The Farm Shop: Sustainability Meets Enterprise

Linking sustainability with entrepreneurship, our students run a Farm Shop, selling produce grown on-site. This initiative connects sustainability with the UN Sustainable Development Goals (SDGs), teaching students about ethical business, local sourcing, and reducing waste (United Nations, 2020).

5. Going Beyond the Basics: Eliminating Single-Use Plastic & More

Beyond these larger projects, we have implemented important operational changes—such as eliminating single-use plastics, integrating waste reduction policies, and ensuring all school events align with eco-conscious principles. While these changes might seem minor, they are essential in shaping everyday sustainable habits.

Embedding Sustainability in Every Aspect of Learning

At GEMS Metropole School, sustainability is not a side project—it is a commitment. By embedding it into the curriculum, student leadership, and enterprise initiatives, we ensure that sustainability is not just taught, it is lived. Our approach demonstrates that sustainability in education must be comprehensive, experiential, and student-led to create lasting change for future generations.

References

•    Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development. Pearson Education.

•    United Nations. (2020). Sustainable Development Goals Report 2020. UN Publications.

• UNESCO. (2021). Education for Sustainable Development: A Roadmap. UNESCO.

•    Waite, S. (2017). Children Learning Outside the Classroom: From Birth to Eleven. SAGE Publications.

Written by: Naveed Iqbal, Head of School GEMS Education - GEMS Metropole Motorcity

Written by Naveed Iqbal, Head of School GEMS Education - GEMS Metropole Motorcity

Nav Iqbal is an esteemed educational leader renowned for his expertise in school leadership, strategic planning, and academic excellence. With over 12 years of principalship experience, Nav has demonstrated his proficiency in both school start-ups and turnarounds, leaving a significant impact on each institution he has led. As the Principal and CEO of GEMS Metropole School, along with his role as Cluster Lead for two other schools, Nav has been instrumental in setting up highly successful educational establishments that prioritize excellence and innovation. His visionary leadership has transformed developing schools into thriving centers of learning, expanding their reach and impact within the community. Nav's dedication to educational excellence is matched only by his commitment to his family. A loving husband and father of four boys, he takes immense pride in balancing his professional achievements with his personal life. In addition to his extensive experience in school leadership, Nav is also a lifelong learner, continually seeking opportunities for academic enhancement. He holds a Master of Education in Educational Leadership from the University of Nottingham and is eager to pursue his EdD in the near future. Furthermore, as a UK Head Teacher with the National Professional Qualification for Headship (NPQH) and Executive Leadership (NPQEL), Nav brings a wealth of knowledge and expertise to his role, driving positive change and innovation in education.