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Background and Importance Antimicrobial resistance (AMR) represents one of the most significant threats to global public health, making it essential that future healthcare professionals are adequately prepared to combat this challenge. Despite the publication of the World Health Organization (WHO) curricula guide for training and education of health workers in AMR, there is currently a limited understanding of how AMR education is integrated within healthcare curricula across Higher Education Institutions (HEIs).Aim and Objectives To explore the current state of integration of AMR education in undergraduate medicine, pharmacy and nursing curricula across HEIs.Material and Methods A cross-sectional survey (mix of open and close ended questions) was developed and adapted from the WHO AMR curricula guide exploring (1) the integration of core knowledge of AMR in curricula, (2) the pedagogic approaches and assessment strategies and (3) the facilitators and barriers influencing this integration. Survey was reviewed for face and content validity by experts on the topic then piloted to test for reliability. Teaching-faculty and programme heads/chairs/deans from nationally accredited medicine, pharmacy and nursing programmes in HEIs were approached through work emails provided by the regulatory body during August and September 2025. Descriptive statistical analysis was employed.Results A total of 18 responses out of 27 programmes were received (Medicine (n=6), Pharmacy (n=6) and nursing (n=6)), majority of which reported inclusion of AMR foundation and appropriate use of antimicrobials, yet only 30% addressed diagnostic stewardship and ethics, leadership and governance. Both didactic (72%) and interactive lectures (67%) were frequently reported, while less use of case-based approach (50%), simulation (28%) and interprofessional education (22%) were reported. Assessment included written exams (78%), objective structured clinical examination (OSCE) (44%) and placements’ evaluation (50%). Barriers reported include limited curriculum time (43%), limited clinical exposure (23%) and resource constraints (12%). While facilitators included: integration with clinical courses (19%), access to guidelines (14%), collaboration with hospitals (12%) and faculty development programmes (8%).Conclusion and Relevance The integration of AMR topics is evident across reviewed programmes yet remains uneven. There is a need to collaborate with hospitals to enhance students’ learning through clinical exposure. Additionally, facilitating access to the required guidelines and support for faculty development can foster AMR education.Conflict of Interest No conflict of interest