University Ranking Methodology
World Green University Ranking 2024 is a scholarly acknowledgment of educational institutions standing at the forefront of Education for Sustainable Development (ESD) and leading the Green Education Transformation (Education 6.0).
World Green University Ranking classifies universities based on the six pillars of the Holistic Green Education Framework, including leadership governance, curriculum, innovation, facilities, human capital, and community partnerships.
The methodology employed in our Green Education Ranking is designed relying on the six pillars of the Holistic Green Education Framework. Each pillar contributes to the institution’s overall score, with a carefully assigned weight reflecting its significance in fostering sustainability. The total weight of the six pillars collectively amounts to 100%, signifying a balanced evaluation across critical dimensions of Green Education. Within each pillar, various standards are carefully assessed, with weights ranging between 1 and 2, emphasizing the varying importance of each criterion. This nuanced approach ensures a holistic evaluation and offers an insightful measure of universities commitment to Green Education Transformation (Education 6.0).
| # | Six Pillars of Green Education Framework (6Gs). | Weight |
|---|---|---|
| 1 | Green Educational Leadership | 14% |
| 2 | Green Curriculum | 17% |
| 3 | Green Innovation and Research | 19% |
| 4 | Green Facilities | 15% |
| 5 | Green Human Capital | 19% |
| 6 | Green Communities | 16% |
| Total | 100% |
1- Green Educational Leadership
The first pillar, Green Leadership, plays a pivotal role in shaping the overall evaluation, constituting 14% of the total ranking weight. This pillar is carefully assessed through 11 standards, each assigned a weight of either 1 or 2, reflecting the varying significance of the criteria. To determine an institution’s standing in this crucial aspect, we initiate the process by thoroughly evaluating its dedication to transformative leadership. This encompasses a designated leadership position focused on Greening Education, the establishment of a dedicated ESG Team, active involvement of leadership in Education for Sustainable Development and Green Education Transformation initiatives, the implementation of a comprehensive Green Transformation Strategy, and the commencement of rigorous auditing procedures to ensure a continuous commitment to improvement.
| Green Education Leadership | Weight | |
|---|---|---|
| 1 | Existence of a designated leadership position focused on Greening Education. | 1% |
| 2 | Existence of a dedicated ESG team trained in Green Education Transformation | 1% |
| 3 | Leadership’s active involvement in Education for Sustainable Development and Green Education Transformation initiatives. | 1% |
| 4 | Students and staff representation in Green Education Transformation planning and execution. | 1% |
| 5 | Clear documentation and communication of the university’s Green Transformation Strategy. | 1% |
| 6 | Clear documentation and communication of the institution’s Green Education Plan. | 2% |
| 7 | Stakeholder engagement with the Green Transformation Strategy and the Green Education Plan. | 1% |
| 8 | Documentation and communication of policies promoting privacy, diversity, equity, and inclusion. | 1% |
| 9 | Existence of gender equality initiatives and accessibility for individuals with disabilities. | 1% |
| 10 | Regular Green Education Auditing and measuring of implementation goals. | 2% |
| 11 | Continuous evaluation of sustainability practices based on audit findings and feedback. | 2% |
| Total | 14% |
2- Green Curriculum
The second pillar, Green Curriculum, holds a significant weight, constituting 17% of the total ranking evaluation. This pillar is evaluated through 13 standards, each assigned a weight of 1 or 2, reflecting the varying significance of individual criteria. The assessment commences by thoroughly evaluating the integration of Environmental Education Programs and courses in native language within the institution’s curriculum, incorporating place-based education, green instructional methods, technology-enhanced learning approaches, and implementation of AI-driven personalized learning experiences and adaptive pedagogy. It further delves into the institution’s success in empowering students with practical Green Skills.
| Green Curriculum | Weight | |
|---|---|---|
| 1 | Existence of sustainability-focused and environmental- focused programs. | 2% |
| 2 | Integration of a Sustainability or environmental course into core curriculum across all departments of the University. | 1% |
| 3 | Integration of place-based education and indigenous knowledge into the curriculum. | 1% |
| 4 | Existence of courses delivered in the native language of students and communities. | 2% |
| 5 | Integration of social-emotional learning aligned with academic objectives. | 1% |
| 6 | Using green instructional methods, e.g. interdisciplinary teaching, outdoor learning, and project-based education. | 2% |
| 7 | Employment of technology-enhanced learning in the educational process, and training students on innovative Green technologies | 1% |
| 8 | Implementation of AI-driven personalized learning experiences and adaptive pedagogy. | 1% |
| 9 | Existence of Green Education training programs and ongoing professional development programs for university staff. | 1% |
| 10 | Existence of professional development courses in scientific and technical industry standards, essential to qualify graduates for the green jobs. | 2% |
| 11 | Existence of professional development courses in essential green skills, e.g. management, monitoring and evaluation. | 1% |
| 12 | Existence of professional development courses in communication skills and soft skills. | 1% |
| 13 | Existence of continuing education programs related to environment and sustainability. | 1% |
| Total | 17% |
3- Green Research and Innovation
The third pillar, Green Research and Innovation, holds considerable weight, constituting 19% of the total ranking evaluation. This pillar is evaluated through 15 standards, each assigned a weight of 1 or 2, underscoring the varying significance of individual criteria. Assessing the institution’s commitment to Environmental and Sustainability Research and Innovation encompasses, the quantity of published research particularly in environmental and sustainability fields, the availability of open-access research, the number of undergraduates’ research, research collaborations, and participation in scientific events. The assessment also delves into assessing Academic Freedom and the institutional reputation via accreditations, average world rankings, and green organization memberships. The pillar also considers the existence of research centers, industry partnerships, support programs for social innovation, entrepreneurship, and green innovation.
| Green Research and Innovation | Weight | |
|---|---|---|
| 1 | Number of published research over the past two years across all faculties and research centers of the university. | 2% |
| 2 | Number of published research over the past two years in environmental and sustainability fields. | 2% |
| 3 | Number of open access research across the university. | 1% |
| 4 | Number of undergraduates’ published research. | 1% |
| 5 | Existence of research centers in Environmental and Sustainability fields. | 2% |
| 6 | Research collaboration between universities and participation in international research groups | 1% |
| 7 | Existence of collaborative research partnerships between the university and industry. | 1% |
| 8 | Participation in international scientific conferences, fairs, and scientific competitions. | 1% |
| 9 | Assessing institution reputation based on number of international and national accreditations. | 1% |
| 10 | Assessing institution reputation based on the average of world universities rankings. | 1% |
| 11 | ِِAcademic freedom assessment among faculty, students, and staff. | 1% |
| 12 | Membership in an officially recognized green organizations and associations. | 1% |
| 13 | Existence of innovation centers to promote and transfer scientific engineering discoveries into successful startups. | 2% |
| 14 | Existence of Social innovation and entrepreneurship support programs. | 1% |
| 15 | Existence of green innovation support programs. | 1% |
| Total | 19% |
4- Green Facilities
The fourth pillar, Green Facilities, holds a substantial weight, constituting 15% of the total ranking evaluation. This pillar is evaluated through 13 standards, each assigned a weight of 1 or 2, reflecting the varying significance of individual criteria. This pillar comprehensively evaluates the institution’s commitment to sustainability and green transformation in its infrastructure and operational practices. That encompasses reduction in energy consumption, water consumption, renewable energy usage, waste management strategies, the availability of healthy food options and the commitment to green procurement practices. Additionally, the pillar examines the presence of green spaces, and sustainable transportation options. It also delves into assessing cleanliness and safety of the institution’s buildings, the presence of healthcare facilities, and the effectiveness of the emergency response system.
| Green Facilities: | Weight | |
|---|---|---|
| 1 | Existence of Annual reduction plan in energy consumption within university buildings and facilities. | 1% |
| 2 | Annual consumption measurement of renewable and clean energy compared to the total consumption of energy in the institution. | 1% |
| 3 | Annual reduction plan in water consumption and the efficacy of water recycling programs. | 1% |
| 4 | Annual reduction measurement for emissions, discharges and greenhouse gasses. | 1% |
| 5 | Annual waste management plan, including recycling, composting, and other sustainable disposal methods. | 1% |
| 6 | University commitment to green procurement practices by allocating expenditures to products and services meeting sustainable and ethical standards. | 1% |
| 7 | Percentage of university campuses with integrated green spaces, promoting biodiversity and environmental conservation. | 1% |
| 8 | Implementation of sustainable transportation options for students and staff, measuring the annual percentage increase in beneficiaries. | 1% |
| 9 | Assessment of overall cleanliness and safety of university buildings through regular inspections and feedback surveys. | 1% |
| 10 | The efficiency of the educational institution’s emergency response system in handling health-related crises, accidents, or contagious disease outbreaks. | 1% |
| 11 | The availability of water dispensers and healthy food options across university campuses. | 1% |
| 12 | Accessibility to Health Service on campus and the collaborations with external healthcare providers and local hospitals. | 1% |
| 13 | The availability and accessibility of well-being facilities on campus, including gyms, sports fields, and outdoor spaces. | 2% |
| Total | 15% |
5- Green Human Capital
The fifth pillar, Green Human Capital, holds 19% of the total ranking weight. This pillar consists of 16 standards, each assigned a weight of either 1 or 2, reflecting the varying significance of the criteria. It evaluates students’ demographics, including undergraduate, graduate, international students, and those with disabilities, implementation of eco-literacy assessments, tracking ecological footprints and the active participation of students and staff in green initiatives and eco-friendly projects. It also delves into student engagement in union activities, and student-led green societies. The pillar emphasizes alumni engagement, dedicated Alumni Affairs positions, and the Career Center’s role. It also evaluates Graduate Employment Rate and Entrepreneurial Graduates to measure post-graduation success, while mental health support and initiatives promoting healthy lifestyles ensure holistic student well-being.
| Green Human Capital | Weight | |
|---|---|---|
| 1 | Number of undergraduate students at the university. | 1% |
| 2 | Number of graduate students at the university. | 1% |
| 3 | Number of international students at the university. | 1% |
| 4 | Number of students with disabilities | 1% |
| 5 | Implementation of eco-literacy assessment and tracking of the average ecological footprint of students and staff. | 1% |
| 6 | Student engagement and participation in student union activities, events, and elections. | 1% |
| 7 | Existence of student-led green societies and initiatives. | 1% |
| 8 | Students and staff’ participation in green initiatives and eco-friendly projects. | 1% |
| 9 | Existence of a dedicated position for Alumni Affairs to enhance alumni engagement and support. | 1% |
| 10 | Active alumni engagement in university events, mentorship, and support initiatives. | 1% |
| 11 | Assessment of the Career Center’s proactive role in identifying high-demand future jobs and contributing to job placements for graduates. | 1% |
| 12 | Graduate Employment Rate: The percentage of graduates securing employment within one year of graduation in positions related to their field of study. | 2% |
| 13 | Percentage of graduates securing employment in green jobs within three years of graduation. | 2% |
| 14 | Entrepreneurial Graduates: The percentage of university graduates who have successfully established their own Small and Medium-sized Enterprises (SMEs) or startups within five years of graduation. | 2% |
| 15 | Implementation of initiatives that encourage healthy lifestyles, such as fitness challenges, nutrition campaigns, and overall well-being. | 1% |
| 16 | Implementation of Mental Health Support programs, such as counseling services, mental health workshops, stress management sessions, peer support groups, and mental awareness campaigns. | 1% |
| Total | 19% |
6- Green Communities
The sixth pillar, Green Communities, holds a substantial weight, constituting 16% of the total ranking evaluation. This pillar is evaluated through 11 standards, each assigned a weight of 1 or 2, recording the varying significance of individual criteria. This pillar comprehensively evaluates the institution’s commitment to fostering sustainability and green transformation beyond its borders. It examines the institutions’ public engagement and outreach strategies and efforts, including research activities on national and international levels, community programs, awareness campaigns and digital engagement through its website and social media. The pillar also evaluates the institutions’ involvement in climate education initiatives, commitment to global environmental advocacy and local cultural initiatives with a final evaluation of its influence on nearby areas.
| Green Communities | Weight | |
|---|---|---|
| 1 | Existence of public engagement and outreach department. | 1% |
| 2 | Existence of public engagement and outreach strategy. | 1% |
| 3 | Implementation of Public engagement with research activities across the university. | 1% |
| 4 | Implementation of Public engagement with research activities within the national and international innovation community. | 2% |
| 5 | Existence of community engagement programs and awareness campaigns targeting schools and the wider public. | 2% |
| 6 | Digital Engagement through university website and social media platforms. | 1% |
| 7 | Participation in local cultural initiatives and events. | 1% |
| 8 | Participation in global environmental justice and climate action advocacy initiatives. | 1% |
| 9 | Existence of Climate Education initiatives. | 2% |
| 10 | Existence of free online courses on the university website. | 2% |
| 11 | Evaluation of university’s impact on nearby areas, encompassing community development, and local initiatives. | 2% |
| Total | 16% |