Dar es Salaam. In an era defined by climate change, economic uncertainty, and social inequality, integrating sustainability into Tanzania’s higher education system is no longer a choice but an urgent imperative, experts have said.
As the nation grapples with growing challenges that threaten its development trajectory, universities and colleges are being urged to become not just centres of academic excellence, but champions of sustainable transformation.
From wasteful campus practices and outdated curricula to underutilised renewable energy and limited climate literacy, Tanzania’s higher learning institutions face a pivotal choice: remain reactive or lead the charge towards a sustainable future.
Despite several government commitments and international development support, sustainability practices within Tanzania’s universities remain fragmented and underdeveloped.
Few institutions have integrated sustainability into their teaching, operations, or governance.
“A few institutions are making commendable efforts, but we lack a coordinated national policy that mandates sustainability as a foundational principle,” said a higher education policy analyst at the University of Dar es Salaam (UDSM), Dr Rehema Mushi.
“This creates pockets of progress, but not the systemic change we need,” she added.
A 2023 study by the Tanzania Education Network (TEN/MET) found that fewer than 30 percent of universities had environmental or sustainability policies in place, and even fewer had implemented green technologies such as solar power or rainwater harvesting.
The implications of inaction are sobering. As climate change continues to disrupt agricultural cycles, displace communities, and strain water and energy resources, Tanzania’s youth—many of whom pass through higher education—risk being unprepared to respond, innovate, or lead.
“Our future engineers, teachers, economists, and policymakers must be sustainability-literate,” said Mr Amrone Kayombo of Ardhi University.
“Without embedding these principles into education now, we risk producing graduates who are irrelevant to the demands of the 21st century,” added Mr Kayombo.
Beyond academics, campuses are major consumers of energy and generators of waste.
With Tanzania’s student population projected to double by 2040, the carbon footprint of the education sector could rise significantly unless systemic reforms are made.
Opportunities for transformation
However, the current moment also presents an opportunity, as the recent global and regional developments have opened the door for meaningful action.
The African Union’s Agenda 2063 and the United Nations’ Sustainable Development Goals (SDGs) both emphasise the central role of education in driving sustainability.
Furthermore, funding mechanisms such as the European Union’s Horizon Europe programme—which has allocated over €500 million to science and innovation in Africa—underscore the increasing alignment between sustainability and research.
“We can no longer afford to wait. Universities must become living labs for sustainability,” said an education sustainability consultant with UNESCO, Ms Faiza Komba, adding: “This means changing how we teach, build, procure, and lead.”
UDSM recently launched a Green Campus Initiative, which includes installing solar panels and promoting environmental awareness among students.
Similarly, the Nelson Mandela African Institution of Science and Technology (NM-AIST) has positioned itself at the forefront of climate research and sustainable agriculture innovation.
Experts, however, argue that sustainability must go beyond isolated projects. It requires a policy overhaul, leadership commitment, and active student involvement.
“Universities must embed sustainability in their strategic plans, curricula, research agendas, and infrastructure decisions,” said a science and technology advisor, Dr Edwin Mbise.
“They also need to foster partnerships—with government, the private sector, and international agencies—to scale solutions,” he added.
Curriculum reform critical
Curriculum reform is particularly crucial as most current programmes do not equip students with the interdisciplinary skills needed to tackle sustainability challenges.
Courses on climate science, green entrepreneurship, waste management, and the circular economy remain rare.
Moreover, students, who form the largest segment of the university community—must be empowered as agents of change.
“We are ready to be part of the solution, but we need platforms, mentorship, and support,” said a student leader at Sokoine University of Agriculture, Ms Angela Magoti.
To achieve meaningful transformation, experts are calling for collaborative action with stakeholders—from government ministries and university leadership to donor agencies and civil society, who are challenged to work in concert.
The Ministry of Education, Science and Technology is being urged to lead with a national framework on education for sustainable development (ESD), supported by investment and clear accountability mechanisms.
“Time is of the essence. Tanzania has the intellectual capital and youthful energy to drive a sustainability revolution. But without urgent action, we risk falling behind,” said Dr Mbise.
As the climate clock ticks and resource pressures intensify, higher education must become part of the solution—not only in theory, but in practice. The time to act is now.
