Educating for a sustainable future: faculty and student perspectives and a review of environmental sustainability in medical education – an EAU endourology study

PURPOSE OF REVIEW: Environmental sustainability is increasingly relevant to urology, yet its structured integration into medical and specialty education remains limited. This review examines faculty and student perspectives on sustainability and evaluates current approaches to environmental sustainability in medical training. RECENT FINDINGS: Current evidence demonstrates high awareness and strong willingness among urologists and trainees to participate in sustainability initiatives; however, institutional metrics and formal educational frameworks are lacking. Most documented activities are brief, elective, and primarily knowledge based. Data from urologic practice reveal considerable variability in emissions associated with imaging, endoscopic technologies, and perioperative workflows, highlighting the necessity for specialty-specific educational strategies. Integrating sustainability into clinical decision-making and quality improvement processes appears more effective than isolated lectures. Nevertheless, there is limited evidence linking training interventions to behavioral change and measurable environmental outcomes. SUMMARY: Sustainability education in urology is evolving but fragmented. Faculty engagement, trainee involvement, and competency-based integration into operative workflows are essential for durable implementation within specialty training frameworks.