Author: Chloe Schuber, Research & Operations Assistant : Strengthening Democracy Desk
Why Universities and Why Climate?
Universities are uniquely positioned to tackle the climate crisis by fostering climate citizenship, which includes building awareness, skills and responsibility. This dual mission not only benefits students by equipping them to lead on climate issues but also strengthens universities’ role in creating a sustainable future. By reforming curricula, fostering community partnerships and promoting sustainable campus practices, universities can shape future generations of leaders armed with the habits and tools to combat climate change.
Higher Education Institutions (HEIs) play a transformative role in shaping students during a critical period in their lives. Beyond issuing degrees and preparing students for jobs, universities have a broader societal responsibility. They act as catalysts for change, influencing students to become active, informed participants in society. Addressing climate change is an essential part of this mission. Climate change poses an unprecedented and urgent challenge; every institution, from global governance to grassroots organisations, must contribute to finding solutions. In the wake of COP29, the critical need for systemic and collective action is reinforced. Universities must lead these efforts by embedding climate consciousness across all aspects of their mission—research, teaching and community engagement.
Implementing Climate Change into the Curriculum
Integrating Climate Change Education (CCE) into the curriculum is a vital step for Higher Education Institutions. This process involves embedding climate literacy into academic programmes, equipping students with knowledge and tools to address environmental challenges. Universities must ensure that graduates not only understand climate change but also recognise its relevance to their fields of study and future professions, empowering them to create meaningful change.
For instance, a mainstreaming approach—integrating climate topics across all disciplines—proves most effective. Business students can learn sustainable finance, exploring strategies for reducing carbon footprints in corporate practices, while engineering programmes might focus on developing renewable energy technologies. Similarly, humanities students could engage with climate ethics, understanding the social justice implications of environmental decisions. To support this integration, universities can establish specialised departments for CCE to provide resources, faculty training and curricular guidance.
Interdisciplinarity is key to this effort. Collaborative research and teaching initiatives between science, arts and social sciences departments can foster innovative solutions to climate challenges. For example, the University of Edinburgh has implemented interdisciplinary sustainability courses that bring together students from diverse fields to develop solutions for real-world climate problems. (for example, their Masters in Climate Change Finance and Investment) Such programmes not only broaden students’ expertise but also prepare them to work in multidisciplinary teams, a critical skill for addressing complex climate issues.
Connecting Students, Universities and Communities
Creating meaningful connections between students, universities and local communities is another cornerstone of fostering climate citizenship. Real-world action not only equips students with practical skills but also strengthens their understanding of how climate issues impact the world around them. These connections can be forged through collaborative projects that involve students in local sustainability efforts.
Universities can create partnerships with local businesses, governments and non-profits to give students hands-on experience. For example, the University of Northampton collaborates with the Social Enterprise Town initiative to foster a sustainable social enterprise ecosystem, advancing Sustainable Development Goals 11 (Sustainable Cities and Communities) and SDG 17 (Partnerships for the Goals), while offering students practical experience in addressing community sustainability challenges. Students studying environmental science might collaborate with city councils to design greener urban spaces, while architecture students could work with community organisations to develop energy-efficient housing prototypes. Initiatives like these not only offer students practical learning opportunities but also address tangible community needs.
Leadership opportunities for students are also essential. Universities can provide platforms for students to spearhead sustainability projects, whether through student unions, societies or campus boards. Incentivising participation with academic credits or funding for innovative projects can encourage greater involvement. For instance, the University of Leeds has a “Sustainability Service“ which funds student-led initiatives aimed at reducing carbon emissions on campus and in the local community.
Fostering local identity through sustainability projects further reinforces these connections. Hosting events like local food fairs or farmers market can showcase the benefits of sustainable eating while emphasising the importance of supporting regional farmers. By linking sustainability to the immediate environment and non-human animals, universities can inspire students to take pride in protecting their local ecosystems, creating a deeper commitment to environmental stewardship.
Promoting Campus Sustainability
Finally, universities must lead by example by transforming their campuses into models of sustainability. Engaging students in campus-based sustainability efforts cultivates a sense of purpose and empowerment, showing that environmental practices can be both effective and practical. HEIs can become leaders in renewable energy use, waste reduction and sustainable sourcing, showing how large institutions can operate sustainably while benefiting their reputation, finances and longevity.
For example, universities can implement comprehensive waste management programmes, including recycling, composting and electronic waste disposal systems. These initiatives not only reduce the university’s environmental impact but also provide students with concrete examples of sustainability in action.
Transportation is another critical area for promoting campus sustainability. HEIs can encourage eco-friendly commuting by offering public transport discounts, building bike-sharing programmes or installing electric vehicle charging stations. For example, the University of Warwick has implemented a campus-wide bike rental scheme that has significantly reduced carbon emissions from student and staff commutes.
Campus housing also presents an opportunity to encourage greener living habits. Universities can provide energy-efficient accommodations, support recycling and composting programmes and promote behaviours such as reducing water and energy consumption. Involving students in the design and implementation of these initiatives can foster greater buy-in and creativity.
Building a Sustainable Future
By embedding climate change education into curricula, connecting with local communities and transforming campuses into sustainability leaders, UK universities can equip students with the knowledge and tools to combat the climate crisis. These strategies not only prepare students to become climate-conscious leaders but also ensure that universities remain at the forefront of solving global challenges. As hubs of innovation and education, HEIs have a unique opportunity and responsibility to lead the charge toward a sustainable future.
Through these efforts, universities can inspire the next generation to embrace climate citizenship, creating a ripple effect that extends far beyond the confines of academia. By fostering awareness, responsibility and action, UK universities can cement their role as pioneers in climate education and stewards of a sustainable tomorrow.
