Academic Perspectives
Professor Zeenath Khan University of Wollongong Dubai, UAE
Leadership Spotlight
Professor Nathalie MartialBraz, Chancellor of Sorbonne University Abu Dhabi, UAE
Multilingual Global Exclusive
Student Voice
Salima Almuete Loutfi, Abu Dhabi University, UAE Trends
Dr. Muhammad Usman Tariq, Abu Dhabi University, UAE
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March 2025
Dr. Natalia Bussard, Simon Fraser University, Canada Special Topics
A Note from the Editor in Chief
By Laura Vasquez Bass
More Languages, More Possibilities: Your Life, Amplified
By Dr. Natalia Bussard, MSc. Program Leader, Science, Environment and Health Sciences Programs Cooperative Education, Work Integrated Learning Simon Fraser University, Canada
Leveraging Generative AI for Ethical Learning and Academic Integrity
By Professor Zeenath Reza Khan University of Wollongong Dubai, UAE, Founding President, ENAI WG Centre for Academic Integrity in the UAE
“I have never truly stopped being a professor”: Balancing the Roles of Educator, Legal Scholar and Chancellor of Sorbonne University Abu Dhabi, UAE
An Interview with Professor Nathalie Martial-Braz
Transforming Healthcare for a Sustainable Future Through My Doctoral Journey
By Salima Almuete Loutfi Doctor of Business Administration Student, Abu Dhabi University, UAE Manager-Customer Happiness Sheikh Khalifa General Hospital, Emirate of Umm Al Quwain
Enhancing Student Engagement at Abu Dhabi University: A Transformative Initiative
By Dr. Muhammad Usman Tariq Associate Professor of Quality Management, Team Lead – Advance HE Change Academy Abu Dhabi University, UAE
Learn about how learning multiple languages will open your mind and increase your empathy skills Page 10 Page 22 Page 30
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As ever, we hope you find the broad variety of topics in this issue equally enjoyable and inspiring.
Those of you who’ve been following UniNewsletter since we launched last year will be keenly aware of our commitment to offer our content to our readers in their preferred language. Since the inception of the magazine, multilingualism was always understood by everyone involved to be a central tenet of our DNA as a publication. You can probably appreciate my delight, therefore, when I got the opportunity to speak with Dr. Natalia Bussard, MSc., Program Leader, Science, Environment and Health Sciences Programs at Simon Fraser University about her research on plurilingualism. As opposed to multilingualism, a variety of spoken languages, plurilingualism more precisely refers to “an individual’s repertoire of several languages that they can use for self-expression or communication,” as she describes it. The necessity behind this distinction the various emotional and contextual connotations that differentiate various languages in an individual speaker’s repertoire and what we can learn from it is the subject of her article, opening this issue in our Special Topics section. Given our commitment to this subject, this issue’s title comes from Dr. Bussard’s expertly explained answer as to why plurilingualism matters.
On yet another important issue that has been dominating discussions in higher education in a major way since 2023 is Dr. Zeenath Reza Khan from the University of Wollongong Dubai,
UAE, who is also the founding president of ENAI WG Centre for Academic Integrity in the UAE. For those of us who understand the context of teaching during both the COVID-19 pandemic and also when ChatGPT exploded, Professor Zeenath’s article, “Leveraging Generative AI for Ethical Learning and Academic Integrity” will be particularly resonant. Against this backdrop, she highlights efforts in the UAE to integrate AI into education ethically, focusing on upskilling educators through initiatives like the “AI in My Classroom – Teacher Incubator Program” and addressing policy implications via the Green Paper Initiative. Professor Zeenath emphasizes that AI, when responsibly adopted with institu tional support, can enhance learning and integrity rather than undermine it.
This issue’s Leadership Spotlight section features a truly inspirational interview with Professor Nathalie Martial-Braz, Chancellor of Sorbonne University Abu Dhabi, UAE. Professor Nathalie traces her academic trajectory from completing a doctoral thesis in intellectual property law in France to her appointment as Chancellor in 2023. With expertise in financial, intellectual property and digital law, she has played a key role in shaping legal education to address the challenges of AI, cybersecurity and digital transformation. She highlights the need for interdisciplinary collaboration, adapting curricula to evolving technologies and foster ing a leadership style that prioritizes teamwork over hierarchy. Under her guidance, SUAD is strengthening its research initiatives, embrac ing transdisciplinary approaches and prepar ing students to navigate the complexities of a complex global landscape.
We are very pleased to introduce Salima Almuete Loutfi, who is a Doctor of Business Administration Student at Abu Dhabi University (ADU), UAE, as our Student Voice writer for this issue. As she outlines, telemedicine is transforming the UAE’s healthcare sector by improving accessibility, efficiency and sustainability. As a DBA student and also a healthcare manager, Salima explores telemedicine’s role in enhancing patient outcomes and supporting the UAE’s sustainability goals. Her research, guided by ADU faculty, has been recognized in national forums and contributes to integrating telemedicine into sustainable healthcare models. With the UAE’s focus on smart healthcare, ongoing research is essential to maximize telemedicine’s impact and drive innovation in the sector.
Dr. Muhammad Usman Tariq, Associate Professor of Quality Management, outlines ADU’s participation with the UK-based organization, Change Academy, which is a student engagement project, and his role as team lead in this initiative. Against a context of the common yet problematic trend in higher education of student disengagement, Dr. Muhammad outlines the proactive and collaborative approach that ADU are taking to combat this problem, in-line with Change Academy recommendations. He offers up many strategies for solutions, as well as outlines actionable goals for yet further improvement in the future, which will prove instructive reading for higher education faculty and leadership alike.
As ever, we hope you find the broad variety of topics in this issue equally enjoyable and inspiring.
Dr. Natalia Bussard, MSc.
Program Leader, Science, Environment and Health Sciences Programs
Cooperative Education, Work Integrated Learning
Simon Fraser University, Canada
Languages and cultures have always interested me and have made me who I am. I will start by sharing my experience with different languages and cultures, and then explain how multilingualism—or as I prefer to call it, plurilingualism—can benefit you. In the diverse world of language research, European and North American scholars often resort to differ ent terms to describe similar concepts; however, there are some distinct differ ences. As Jasone Cenoz, Professor of Edu cation at the University of Basque Coun try, Spain observes, European research ers frequently use “plurilingualism,” while their North American counterparts prefer “multilingualism.” Professor Cenoz outlines that multilingualism dominates the global linguistic landscape, with approximately 7,000 languages spoken worldwide as of 2025. The majority of these languages’ speakers are concentrated in Asia, followed by Africa, and then Australia and Oceania. Globalization has significantly enhanced the value of multilingualism, promoting linguistic diversity and cross-cultural communication. Conversely, plurilingualism refers to an individual’s repertoire of several languages that they can use for self-expression or communication. An individual may have learned these languages simultaneously from birth or acquired them at various stages of their life.
In my research exploring the intersection of applied linguistics and transformative learning, I use the term “plurilingualism” to acknowledge individuals’ varying proficiency levels across different languages and their ability to seamlessly switch between them as needed. Plurilingualism acknowledges that the languages within an individual’s linguistic repertoire operate as an interconnected network rather than as separate, isolated systems.
Plurilingualism: Opening Doors to Unimagined Opportunities
Growing up in socialist Czechoslovakia, I was simultaneously exposed to two languages: Czech through television and
Plurilingualism acknowledges that the languages within an individual’s linguistic repertoire operate as an interconnected network rather than as separate, isolated systems.
Dr. Natalia Bussard, MSc. Simon Fraser University, Canada
radio, but also through occasional family visits from Prague and Plzeň, and Slovak was the language of everyday family discourse. Czechoslovakia, which split to form the Czech Republic and Slovakia in 1993, was bordered by Poland to the northeast, Germany to the west, Austria to the south and Slovakia to the east. As such, living there provided exposure to Polish, German, Austrian-German and Slovak languages. Despite the limited opportunities to learn languages other than Russian in elementary school, Slovak, Czech and Russian served as catalysts for my curiosity in linguistics and sparked my desire for future language learning. As I was finishing elementary school, a charismatic Canadian guest volunteer language teacher in our school ignited my passion for English. Her mesmerizing accent opened my eyes to a world of linguistic possibilities.
Fast forward to post-university life, and I found myself embracing the vibrant Spanish culture in Murcia. There, I dove headfirst into learning Spanish while simultaneously sharing my love for English as a teacher at Colégio La Milagrosa in the picturesque town of Totana, Andalucía. This dual-language adventure not only broadened my horizons but also reinforced the power of cultural immersion in language acquisition.
After returning to Slovakia, I leveraged my diverse experiences by working as a training manager in the banking sector, teaching English and Slovak at the Canadian Bilingual Institute, contributing to Business Slovakia magazine as a journalist and serving as a translator and interpreter at conferences for government and non-profit organizations. These multifaceted roles allowed me to collaborate with professionals and students across different fields and reinforced my aspiration to explore life as an expatriate in Canada.
My experience in Canada includes administrative and scholarly roles at The University of British Columbia (UBC) and Simon Fraser University (SFU). At SFU, I lead the Science, Environment and Health Sciences Cooperative Education Programs, where I collaborate with a team of expert coordinators and advisors to facilitate knowledge exchange between academia and industry partners. At UBC at Faculty of Education, I conducted my research study in Educational Leadership and Policy, focusing on how knowledge of plurilingualism transforms individuals’ identities, interpersonal relationships and worldviews.
How did embracing multiple languages enrich
Drawing on the work of Enrica Piccardo, Professor in Languages and Literacies Education at the University of Toronto, Canada, I observed in my research participants an increase of creativity. Some creative plurilingual practices included: identifying similarities in Spanish rhythms and adapting them to fit other dialects; reciting sentences from one language in another language as calming mechanisms during difficult moments; engaging with dictionaries to enhance their ability to convey messages more effectively; and shifting between languages depending on which feature of their personality they wished to showcase for a particular audience.
In line with the research of Philip Bamber, Professor of Education at Liverpool Hope University, UK, my study showed that plurilingualism can lead people to become more empathetic, open and accepting of other people’s views. Childhood experiences of being
effective communication and cultivate empathy towards others’ linguistic struggles. A plurilingual journey can enhance one’s understanding of diverse cultures and instill a passion for lifelong learning, continuously expanding one’s cognitive horizons and global perspective.
Based on extensive research and personal experience, I can confidently say that learning multiple languages can have a transformative effect on your life. This pursuit can equip you with increased perseverance, confidence and creativity. Moreover, it often fosters a less judgmental and more compassionate approach to others, enhancing empathy and improving listening skills. These combined benefits inevitably lead to improved relationship-building skills, which are essential for successful functioning in our increasingly complex and interconnected global society. Therefore, I encourage everyone to expand their horizons by learning an additional language, which allows one to view the world from at least one other perspective.
“A plurilingual journey can enhance one’s understanding of diverse cultures and instill a passion for lifelong learning, continuously expanding one’s cognitive horizons and global perspective.”
Professor Zeenath Reza Khan University of Wollongong Dubai, UAE Founding President, ENAI WG Centre for Academic Integrity in the UAE
Given what seems to be our romance with artificially intelligent beings largely governed by science fiction and larger-than-life Hollywood movie stories and characters, it is fascinating to see how fellow colleagues have been approaching AI around the world. The conversations range from outright rejection to cautious optimism, some governed by fear, some by curiosity; but what remains clear is that AI is
here to stay. As an academic passionate about integrity and ethical education, my research has focused on harnessing AI’s power while maintaining pedagogical and ethical rigor. At the ENAI WG Centre for Academic Integrity in the UAE, we have been leading initiatives that shift the conversation from restriction to responsible adoption, ensuring that both educators and students understand the value of AI literacy.
One of the key challenges in integrating AI into classrooms is ensuring that educators are equipped to guide students in ethical AI use. If the pandemic’s emergency distance learning experience taught us anything, it’s that teachers’ roles are increasingly demanding and their skillsets have needed to swiftly adapt. We weren’t equipped, we lacked the time or bandwidth to become equipped, and yet, overnight, it was imperative that we master new technologies, redesign our courses and deliver seamless lessons to ensure student learning didn’t suffer. What was the impact of this tumultuous period? Globally, the experience revealed gaps in educator preparedness and posed questions regarding the expectations placed on teachers. It also made clear that investment in faculty development would be paramount.
Three years on, in 2023, we found ourselves in another quandary. With OpenAI’s content generating tool ChatGPT shooting to fame almost overnight, the conversation around AI in classrooms became all-encompassing, dominating every academic space. Again, teachers and faculty had to rapidly catch up and try to navigate the sudden shift in dialogue while still managing their regular demanding workloads. AI in education was no longer a future consideration—it was an immediate challenge for everyone, not in the least teachers who were responsible for guiding students in its use. As we settle into 2025, the bar of expectation remains high: we must adapt, adjust and quickly develop fluency to best support students. However, sustainable and ethical integration of AI in education requires time, training and institutional support.
In this regard, I am fortunate to be in the UAE, a country with a progressive and ambitious vision for its future generations. From Dubai’s Education 33 strategy, which aims to transform traditional classroom teaching into dynamic, learner-centric discussions, to the UAE AI Strategy 2031, which seeks to position the country as a global leader in AI by embedding artificial intelligence across key sectors—the commitment to AI-driven innovation is clear. The latest UAE AI Seal further reinforces this vision, ensuring trustworthi-
conversations. These initiatives are not just about adopting AI but about embedding it responsibly and ethically into education, preparing students and educators alike for a future where AI literacy is fundamental.
After the AI Retreat in 2024, inspired by HH Sheikh Hamdan Bin Mohammed’s emphasis on upskilling educators, I worked alongside Ms. Veena Mulani from Al Diyafah High School Dubai and with the guidance of the Centre’s Board members, to launch the AI in My Classroom – Teacher Incubator Program last year. This initiative brought together 50 schoolteachers in a supportive and safe
“As we settle into 2025, the bar of expectation remains high: we must adapt, adjust and quickly develop fluency to best support students. However, sustainable and ethical integration of AI in education requires time, training and institutional support.
AI could be an ally in fostering critical thinking, creativity and integrity among students rather than a shortcut that could potentially lead to academic misconduct. “
environment, where they could openly discuss, experiment with and understand AI’s role in pedagogy. The program focused on providing educators with the confidence and skills to meaningfully integrate AI into their classrooms, ensuring that discussions around AI remained rooted in ethics, responsibility and student success.
The program was structured to foster hands-on engagement. With a barrel of bite-size training sessions covering different pedagogical concepts and relevant AI tools by amazing industry and academic partners from different start-up companies and higher education institutions, teachers worked in teams to develop project proposals that leveraged AI for ethical learning, assessment and classroom engagement. The best proposals were awarded cash prizes to fund implementation, ensuring that these ideas moved beyond theoretical discussions into real-world classroom applications. Ambassador School Sharjah and MSB Private School walked away as winners, with GEMS Cambridge International School Dubai as a runner up. The initiative demonstrated that with the right guidance, AI could be an ally in fostering critical thinking, creativity and integrity among students rather than a shortcut that could potentially lead to academic misconduct.
Beyond classroom-level interventions, one of the key considerations we had was around policy implications. From a chance discussion with Dr Stephen Wilkinson, UOWD Director of Research and industry partners as part of a Global Challenges RISE project on AI in Workplaces, we realized we needed to bring this discussion to the masses. We spent the better part of 2024 developing a Green Paper that examines AI’s role in education from a policy perspective. The aim was to propose questions on opportunities and challenges of AI in Education in the UAE, through the academic integrity lens—one that does not rely solely on detection and punishment, but instead raises questions on integration of AI literacy, assessment redesign and faculty development. This aligned well with existing research emphasizing the necessity of proactive, rather than reactive, policy interventions in AI ethics.
Roundtable discussions on the Green Paper and some of its proposed questions have already begun to provide clarity. For instance, our discussions with stakeholders earlier this year involving academic researchers, students and policy makers, indicated a reactive approach to AI and academic miscon-
duct is unsustainable. Instead, institutions must create structured frameworks that acknowledge AI’s presence while guiding students toward ethical usage. This requires shifts in assessment methodologies, moving away from memory-based evaluations to competency-based tasks where AI is a tool for deeper learning rather than a means to bypass intellectual effort. Those of us who work extensively in this space on academic integrity understand there is indeed no silver bullet that will guarantee assessment security, but we also know that it necessitates institutional support for faculty members, many of whom are navigating AI’s impact on education for the first time. This conversation is ever ongoing.
If there is one key lesson from our work, it is that integrity in education is not a singular effort but a continuous, collaborative and holistic process. AI does not erode integrity, involve turning a blind eye or burying our heads in the sand like proverbial ostriches. How we choose to integrate AI into education determines its impact. Our initiatives underscore the importance of empowering educators, engaging students in ethical AI discourse and shaping policies that
balance innovation with academic rigor.
As we move forward, the challenge is not in limiting AI’s capabilities but in ensuring that ethical considerations remain central to its use in education. Only then can we prepare students not just for AI-enabled learning but for a future where integrity and responsibility shape their professional and personal journeys.
“If there is one key lesson from our work, it is that integrity in education is not a singular effort but a continuous, collaborative and holistic process.”
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Professor Nathalie Martial-Braz, Chancellor of Sorbonne University Abu Dhabi, UAE
Professor Nathalie, we are overjoyed and honored that you’ve agreed to speak with us for this issue of UniNewsletter. As is customary for our Leadership Spotlight section, could you please begin by guiding our readers through your academic career trajectory, culminating in your appointment as the Chancellor of Sorbonne University Abu Dhabi (SUAD)?
I began my career by completing a doctoral thesis on security interests in intellectual property rights in Paris, after earning my bachelor’s degree at the University of Bordeaux in the south of France. During my PhD studies, I taught at Paris Descartes University (Paris V). After presenting my PhD in 2005, I was appointed as an assistant professor at the University of Rennes in western France, where I specialized in digital law. During this period, I prepared for the “Agrégation,” a diploma required in France to become a full professor. I was appointed as a full professor at the University of Franche-Comté (UFC), a small university in eastern France. There, I led a master’s program focused on IP law and digitalization.
Later, I was transferred to Paris, where I created a master’s degree in data protection law in 2014, collaborating with my colleague, who is the vice president of the French Regulatory Authority for Data Protection (CNIL). I continued my journey in digital law, publishing extensively in the field.
In 2021, I joined SUAD with the intention of working on the Sorbonne Center for Artificial Intelligence (SCAI) and AI regulation, as I have led a research project on AI regulation since 2019. My goal here was to lead transdisciplinary research with all the teams from different fields, humanities, sciences, law around AI at SCAI. In 2023, I was appointed chancellor of the university.
The role of a full professor at a university encompasses multiple responsibilities rather than a single job. I truly enjoy teaching and cherish the relationships formed with my students. There’s a particularly fulfilling moment in teaching foundational courses, such as contract law to second-year students, when you can see the spark of understanding in their eyes—a moment that signifies their ability to grasp the material and apply it in practice. Moreover, teaching at the master’s level is equally
The role of a full professor at a university encompasses multiple responsibilities rather than a single job. I truly enjoy teaching and cherish the relationships formed with my students.
exhilarating, as you engage with highly motivated students. In this setting, we can delve deeply into complex topics, encouraging reflection, analysis and debate across various systems of thought. I also appreciate working with graduate students over several years during their PhD, as this nurtures a different kind of relationship—one that develops over time. And, in addition to teaching, I have a strong passion for writing and research.
You are particularly renowned for your expertise in financial, intellectual property and digital law. Could you please reflect on how your specific background, training and intellectual profile influences how you perform the role of chancellor, as well as your style of leadership?
My specialization in financial law significantly helped me in performing the role of chancellor. I am comfortable dealing with contracts, management, budget-related matters and organizational issues of a company. In the past, I served as counsel in a law firm, which exposed me to the management of companies; this is not a new function, it’s simply the first time I’ve had to apply it within an international university context. Moreover, throughout my career, I have had the opportunity to oversee various university structures, particularly research laboratories, which has enabled me to develop a deep understanding of the administrative mechanisms of a university. My expertise in law is likely my most significant advantage in this position. While my specializations in intellectual property and digital law may not be directly applicable to my daily activities as chancellor, my long-term involvement with startups and small companies in the digital sector has likely influenced my leadership style. I do not consider myself a traditional, authoritative leader; instead, I adopt a more collaborative approach, which stems from my background of working in a more horizontal context with various individuals rather than in a vertical, hierarchical manner.
Additionally, my experience as a full professor at the institution has provided me with a broader perspective and the capacity to step back and manage effectively. This background, along with my long-standing experience at Sorbonne since 2014 as a visiting professor, has given me a deep
understanding of the institution, which I believe greatly assists me in my role. I thrive on interaction with students, and I strive to foster a positive working environment; for me, the spirit of community is paramount. My legal expertise remains ever-present, providing me with the rigor needed to lead a team and make strategic decisions essential to managing a dynamic institution such as Sorbonne University Abu Dhabi.
As we’ve touched on, your research has explored digital law and data protection. How do you see legal education evolving to equip students with the skills needed for an era dominated by AI, cybersecurity concerns and digital transformation?
In my opinion, it is crucial that we educate the young generation on the new tools, as AI will be a daily tool in their jobs. We need to ensure they use it properly, which includes educating them on data protection. This is important not only because it is a regulation that could restrict their access, but also because it is essential for their understanding of privacy. These individuals, who are active on social media and the network, must learn how to protect themselves and use information from various sources respectfully, ensuring that they safeguard the privacy of others. We also have to train them in all the aspects surrounding AI, as cybersecurity
is important to ensure that we have systems protected by design.
Additionally, we need to prepare this generation to use these tools responsibly and remain vigilant about the capabilities provided by AI. It is crucial that they continue to learn how to interact with AI and exercise control over the use of algorithms. The challenge is that algorithms are smart and can provide answers, but we must ensure those answers are accurate. Students need to think critically and modify responses or incorporate additional elements to arrive at the right conclusion. We must also consider how algorithms will impact the future and integrate them into our teaching approach. In law, for example, some roles in firms will vanish as algorithms will efficiently handle tasks that were once done by junior staff, like data collection. This shift will occur across various fields, including medicine and history. We need to educate this generation because some jobs will disappear.
Lastly, we need regulation to ensure we don’t lose the battle against AI and digital advancements, not to hinder progress but to provide discipline for its use and help us anticipate potential collateral effects that may arise from the misuse of technology.
And given your experience in banking law and intellectual property, how should
I do not consider myself a traditional, authoritative leader; instead, I adopt a more collaborative approach, which stems from my background of working in a more horizontal context with various individuals rather than in a vertical, hierarchical manner.
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universities evolve business and law curricula to better prepare students for careers in fintech, AI-driven commerce and digital law?
We’ve already adapted our curriculum to prepare students for the digital age, particularly in intellectual property (IP) and banking law. The emergence of digital technologies first affected the IP field, where online access to protected works became a reality. To address this shift, we've been updating our curriculum for over 15 years to ensure students are well-equipped to handle digital-related subjects in their careers. Regarding banking law, we have also implemented significant changes, evolving our former finance and banking law courses into a more comprehensive program covering finance, fintech and digital banking law. Our faculty members actively contribute to shaping regulations in Europe, particularly with the adoption of a new framework on digital assets. By engaging in these regulatory discussions, we strive to ensure that the emerging digital finance ecosystem, which currently lacks sufficient oversight, is guided by well-informed and balanced regulation.
However, regulating the rapidly evolving landscape of fintech and AI-driven commerce remains an ongoing challenge. Regulations often emerge in response to new behaviors, requiring
us to adapt swiftly. Our approach is not to create regulations from the ground up but to build upon and adapt existing legal frameworks. In conclusion, universities must continue to evolve their business and law curricula to prepare students for the rapidly changing landscape of fintech, AI-driven commerce and digital law. Our focus should be on building upon existing regulations and principles to address the challenges posed by emerging technology, while also acknowledging the ongoing need for adaptation and training throughout a student’s career.
How does SUAD position itself within the broader higher education landscape in the UAE and beyond?
Since 2014, with the implementation of our new strategic plan, we have placed research and education at the core of our mission. This means we aim to establish more research centers to promote high-level research across various fields, including AI, marine biology, quantum physics and others. Our strategy involves conducting research that is object-driven rather than strictly field-based. For example, in the study of AI, we will not limit ourselves to its scientific or humanistic aspects but will adopt a holistic perspective to explore all dimensions of the subject. This transdisciplinary approach will ensure that our research encompasses various aspects. In practical terms, this means that in the realm of AI, we will look, for instance, at legal implications regarding regulations and algorithms, geographic considerations related to sustainability and medical applications for diagnostics. Similarly, with the launch of our Ocean Institute in December 2023, our focus will extend beyond marine biology to include interdisciplinary research on both the legal and biological implications of plastic pollution, for example.
We also seek to enhance our educational offerings to be more adaptable and develop more flexible teaching models, where we prepare our students to face the challenges posed by new technologies and globalization. However, we are committed to maintaining the DNA of Sorbonne University, which for centuries has been grounded in excellence and high standards for our students.
In the context of the UAE’s higher education landscape, SUAD occupies a unique position. While we are relatively small within the research ecosystem, we have the support of our partner
prestigious in the country. With access to over 25,000 researchers, we can nurture high-level research in Abu Dhabi by launching strategic projects that not only benefit SUAD but also align with national interests.
As higher education continues to evolve, what is one change or innovation you hope to see in global academia over the next decade, and how do you see Sorbonne Abu Dhabi contributing to that vision?
Over the next decade, I believe that the higher education sector will evolve to take into account the global challenges we are facing in the today’s world, including climate change, global warming and the urgent need for innovation in health and medicine. It is crucial to keep in mind the challenges confronting our society and adapt the higher education sector accordingly. By aligning our curriculum with both substantive knowledge requirements and modern pedagogical methods, we aim to equip future professionals with the skills and adaptability necessary to excel in an ever-changing landscape.
By continuing to emphasize critical thinking and teaching students how to engage with knowledge, we will ensure that they are well-rounded and able to tackle various challenges. I have experienced the limitations of this approach personally as a lawyer specializing in digital law. It can be complicated to communicate with scientists because our fields require different perspectives. Therefore, it is essential to train students who can understand both the legal and
scientific perspectives. By cultivating both specialized knowledge and the ability to collaborate, we can better prepare our graduates to become not only proficient experts but also responsible global citizens.
Thank you so much for answering our questions, Prof. Nathalie. In closing, throughout your career—as a legal scholar, educator and now chancellor—what has been the most rewarding aspect of your journey in higher education, and what advice
I believe that I have never truly stopped being a professor; I have always embraced the role of educator. Teaching and sharing knowledge are integral to who I am and what I do, and I am proud of the impact I can make through these interactions. My advice to students and young academics is to continue believing in their dreams; if you aspire to bring knowledge to society, you contribute to the solution. Persevere, even in the face of failure. Failure is an inevitable part of the journey; you cannot succeed without experiencing setbacks. In fact, I believe we learn more from our failures than from our successes. So, continue to dream, keep working
Salima Almuete Loutfi Doctor of Business Administration Student
The UAE healthcare industry is undergoing a major transformation, with telemedicine emerging as a key driver of change. Telemedicine has been a transformative force in the global healthcare landscape. As a person with experience in the healthcare industry, I have seen how telemedicine helps bridge the gap in healthcare access and promotes sustainable development goals (SDGs) in healthcare and beyond.
As an Emirati female, I have always been motivated to contribute to UAE society. Upon entering the workforce, my curiosity and commitment to serving the nation through sustainable initiatives grew stronger. As Manager, Customer Happiness, at Sheikh Khalifa General Hospital in Umm Al Quwain, I have always believed that people in healthcare management must be well equipped with the necessary skills to manage the sector’s challenges from both a practical and research-driven, evidence-based perspective. As I developed my managerial experience in the healthcare industry, I was attracted to the Doctor of Business Administration (DBA) offered at the College of Business Administration at Abu Dhabi University (ADU) here in the UAE. I saw this program as a valuable opportunity to deepen my knowledge and make a lasting impact on healthcare practices.
My passion was further fueled when joining ADU’s doctoral program because it not only provided me with the necessary research skills related to analyzing workplace prob-
As a person with experience in the healthcare industry, I have seen how telemedicine helps bridge the gap in healthcare access and promotes sustainable development goals (SDGs) in healthcare and beyond.
lems, but also offered various platforms to connect my research with the UN SDGs. As I moved to the research phase, my close interactions with patients inspired me as a researcher to explore how telemedicine can truly optimize patient outcomes, satisfaction and overall healthcare delivery. My dissertation on telemedicine focuses on its potential to bridge important gaps and revolutionize healthcare delivery. More importantly, it aligns with the UAE’s sustainability vision, which emphasizes technology-driven, future-ready healthcare solutions.
The UAE has emphasized the importance of sustainable development in its long-term strategic plans, including the UAE Vision 2050 and the National Agenda for a healthier and more resilient nation. Through my experience in the healthcare sector, I have observed how extended wait times, overwhelmed hospitals, exorbitant costs and geographical obstacles render timely, high-quality care unattainable for many individuals. I have seen how telemedicine not only enhanced the efficiency and accessibility of healthcare but also reduced environmental impact, optimized resource usage, improved social equity and promoted preventive care. Telemedicine aligns closely with the UAE's sustainability vision, contributing to its broader goals of enhancing healthcare access, promoting technological innovation and supporting environmental sustainability, and by integrating
this synergy, the UAE is paving the way for a greener, more efficient healthcare system.
Pursuing my doctoral research at ADU’s College of Business was a turning point in my learning jour ney. The program’s focus on prac tice-oriented sustainability research was instrumental in ena bling me to develop real-world solutions for integrating telemedi cine into sustainable healthcare models and thus has been essen tial in shaping my career aspira tions. I was actively involved in innovative and creative programs that put patients first and enhanced their experience. During my coursework and dissertation, I developed strong research acumen that enhanced my critical thinking skills. This not only helped me better understand my research problems and find effective solu tions but also enabled me to think innovatively and develop research-based solutions in my professional work. For example, I was recognized as a top 10 finalist from a cohort of 3,000 innovative proposals in a nationwide compe tition, “Trailblazers,” led by a lead ing healthcare organization in the UAE. My transformative idea con tributed to the healthcare digitali zation process, incorporating a telemedicine perspective. This achievement is a true testament to the integration of theory and prac tice that I gained through ADU’s doctoral program.
With the valuable support from faculty and research mentors, I was able to develop a strategic framework for integrating sustainability into healthcare business models. My DBA supervisor, Prof. Fauzia Jabeen, Professor of Management and Director of Research Institute for Sustainable Futures, guided me on the most effective methodology for analyzing global
Research entitled “QUWA: Together Innovating to Shape the Future” at the University of Sharjah. For me this was an external confirmation that my research is both practically oriented and theoretically sound.
I have also had the opportunity to establish a connection with ADU’s Research Institute for Sus-
challenges, as well as to the multiple sustainable development policies that are shaping the future of healthcare. “ “
care. This has given me further confidence in my research findings. In addition, this cross-disciplinary approach ensures that my research supports the broader sustainability goals and objectives of the UAE.
developing a smart and sustainable healthcare system, telemedicine is expected to play an increasingly central role in shaping the future of healthcare delivery.
From my experience as a healthcare manager and research student I have learned that as the UAE moves forward, stake-
holders must work together to ensure telemedicine evolves as a dynamic field that adapts to technological advancements. Research is critical to unlocking the full potential of telemedicine and ensuring that it can be utilized effectively and sustainably across various healthcare settings. Now, as I progress toward completing my doctoral journey, I actively collaborate with the Research Institute for Sustainable Futures at ADU where one of the core sustainability themes is SDG 3. As both a doctoral researcher and practitioner, I am deeply involved in sustainability-related initiatives, and I strongly believe that research can provide innovative solutions to some of the existing barriers, as well as provide data-driven insights that inform better policy, practices and technological development.
Dr. Muhammad Usman Tariq
Associate Professor of Quality Management Team Lead – Advance HE Change Academy Abu Dhabi University, UAE
Student Disengagement: A Global Challenge
It is evident to administrators, faculty and students alike that the higher education student community is more diverse than ever, with many non-traditional students now finding a place in the classroom. This is a global phenomenon, in part due to the evolution of distance learning and completely remote instruction. Students enter higher education with different backgrounds, learning preferences and expectations. Some may thrive in traditional lecture-based settings, while others engage better through experiential or technology-enhanced learning. While a broader variety of perspectives and backgrounds is a welcome development, it brings with it challenges such as maintaining engagement across diverse student cohorts. Currently, Higher Education Institutions (HEIs) worldwide face a pressing challenge: student disengagement. Whether due to curriculum design, teaching methodologies or external pressures, disengagement can significantly impact learning outcomes, from hindering academic success to retention and overall student experience. The difficulty lies in creating a balanced learning environment that caters to all students.
This predicament, however, presents a unique opportunity. By analyzing student feedback,
learning analytics and course evaluations, we can pinpoint key engagement drivers and tailor interventions accordingly. Furthermore, technology—particularly AI-driven learning tools and adaptive assessment methods—is opening new doors for personalized engagement strategies. Recognizing this, Abu Dhabi University (ADU) has taken a significant step as the only university from the UAE to participate in the prestigious Advance HE Change Academy UK, an initiative that I lead. Change Academy focuses on enhancing student engagement across bachelor’s, master’s, and doctoral programs to improve learning outcomes and institutional success. Through this project, ADU is committed to understanding the root causes of student disengagement and implementing evidence-based strategies to enhance student motivation, participation and academic involvement.
My Background and the Change Academy
My academic journey spans overs 17 years, during which I have been deeply involved in higher education teaching, research and academic leadership. My experience includes working across multiple international higher education institutions, contributing to teaching excellence, research development and student-centered innovation.
Throughout my career, I have been passionate about improving learning experiences for students at all levels—bachelor’s, master’s, and doctoral programs. My expertise in curriculum design, educational leadership and student engagement strategies has shaped my approach to fostering dynamic, inclusive and participatory learning environments.
At ADU, I have had the privilege of leading sever al teaching and learning initiatives, and my current role as Team Lead for the Advance HE Change Academy project is a continuation of my commitment to transforming student engagement through innovative and research-driven practices. By leveraging evidence-based strategies, we aim to address barriers to success, ensuring that every student at ADU is actively involved in their learning jour ney.
The Change Academy’s primary objectives are to develop an institutional framework for student engagement that spans all degree programs. This includes:
• Identifying key factors contributing to student disengagement in higher education.
• Developing structured interventions that enhance engagement at different academic levels.
• Integrating student-centered approaches into course design and delivery.
• Leveraging data-driven insights from student feedback and course evaluations to drive improvements.
• Creating sustainable policies that institutionalize student engagement as a core academic value.
“At ADU, I have had the privilege of leading several teaching and learning initiatives, and my current role as Team Lead for the Advance HE Change Academy project is a continuation of my commitment to transforming student engagement through innovative and research-driven practices. “
At the heart of this project is a collaborative approach, ensuring that faculty, students and academic leaders work together to implement meaningful change, which aligns with ADU’s broader vision for academic excellence. At ADU, we strongly believe that student engagement is fundamental to academic success. Engagement goes beyond classroom participation—it involves intellectual curiosity, meaningful interactions and a sense of belonging within the academic community. This aligns with our institution-wide goals of fostering innovation, student empowerment and a dynamic learning environment that prepares graduates for real-world challenges.
The Change Academy provides a structured platform for us to systematically implement engagement strategies that can be scaled across different programs. Our work here will not only influence day-to-day teaching practices but also contribute to broader policy development in higher education. Subsequently, ADU is exploring the implementation of multiple engagement strategies, including:
• Active Learning Approaches: Encouraging problem-based learning, collaborative projects and interactive discussions.
• Technology Integration: Using digital tools to create engaging, student-driven learning experiences.
• Data-Informed Decision-Making: Analyzing student feedback and course evaluation data to refine teaching methodologies.
• Student Mentorship Programs: Enhancing peer-led learning and faculty-student interaction.
Our project at the Change Academy is an opportunity to test, refine and institutionalize these strategies, ensuring that they are scalable and sustainable within ADU’s academic ecosys tem.
ADU is the only institution from the UAE partici pating in this year’s Advance HE Change Acade my Cohort 2, which is a remarkable achieve ment. This positions ADU as a regional leader in higher education innovation and demonstrates our commitment to driving meaningful educa tional reform. By collaborating with international educators and higher education leaders, we are not only improving our internal student engage ment strategies but also contributing to global conversations on best practices in student engagement and higher education transforma tion.
Looking ahead, our goal is to create a lasting impact—not just within ADU but also across the UAE’s higher education sector. Key next steps include:
1. Expanding our engagement framework beyond pilot programs to institutional-wide adoption.
2. Publishing insights and case studies from our participation in the Change Academy.
3. Hosting workshops and knowledge-sharing sessions to support faculty in embedding engagement strategies into their teaching practices.
4. Engaging policymakers and academic leaders to drive broader educational reforms that prioritize student engagement.
Dr.
Muhammad Usman Tariq Abu Dhabi University, UAE
commitment to shaping the future of higher education through innovative, student-centered learning experiences.
I am thrilled about the transformative potential of this initiative. Student engagement is a key determinant of academic success, and through this project we have the opportunity to make a tangible impact on how students experience and interact with their education.
Moreover, the participation of ADU’s leadership in this initiative, especially our Provost Prof. Barry O’ Mahony, sets a precedent for institutions across the UAE and the wider region. I am confident that the strategies we develop will not only enhance student engagement within our university but also serve as a model for broader educational innovation.
This initiative is more than just a project—it is a commitment to shaping the future of higher education through innovative, student-centered learning experiences.
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