{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,22]],"date-time":"2026-01-22T22:42:21Z","timestamp":1769121741975,"version":"3.49.0"},"reference-count":39,"publisher":"Emerald","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2026,1,22]]},"abstract":"\n Purpose<\/jats:title>\n This study aims to identify and describe the nature of higher education institutions\u2019 (HEIs) engagement with climate change (CC) education, exploring their contributions to addressing the multifaceted challenges associated with the phenomenon.<\/jats:p>\n <\/jats:sec>\n \n Design\/methodology\/approach<\/jats:title>\n By using a dual methodological approach consisting of an expert-driven literature review with supporting cases, the study provides a novel perspective of university involvement in CC education, emphasising theoretical insights and practical applications.<\/jats:p>\n <\/jats:sec>\n \n Findings<\/jats:title>\n The study asserts that universities contribute significantly to CC education through the development of specialised teaching programmes, innovative research initiatives and the establishment of interdisciplinary collaborations. However, challenges abound, including limited financial resources, institutional inertia and the complexity of integrating CC topics across diverse academic disciplines. By fostering partnerships with external stakeholders, implementing innovative teaching methodologies and strengthening governance frameworks, universities can further enhance the effectiveness and reach of CC education initiatives.<\/jats:p>\n <\/jats:sec>\n \n Research limitations\/implications<\/jats:title>\n While the study offers valuable insights, it acknowledges potential limitations, including the scope of example studies and the specificity of findings to certain institutional contexts, which impedes generalisation. Avenues for further research to understand university contributions to CC education have been advanced.<\/jats:p>\n <\/jats:sec>\n \n Practical implications<\/jats:title>\n The paper provides practical insights for universities to optimise their engagement in CC education, emphasising the mobilisation of student involvement and the promotion of transdisciplinary approaches, amongst others.<\/jats:p>\n <\/jats:sec>\n \n Social implications<\/jats:title>\n While emphasising the role of universities in CC education, the study underscores the broader societal impact of informed and engaged HEIs to drive positive change by instilling awareness and promoting sustainable practices.<\/jats:p>\n <\/jats:sec>\n \n Originality\/value<\/jats:title>\n The findings offer original perspectives on the importance of university engagement in CC education and provide practical measures for optimising their contribution to a sustainable future via pedagogical, programme and strategic\/whole institutional levels.<\/jats:p>\n <\/jats:sec>","DOI":"10.1108\/ijshe-11-2023-0542","type":"journal-article","created":{"date-parts":[[2024,12,12]],"date-time":"2024-12-12T23:58:32Z","timestamp":1734047912000},"page":"94-113","source":"Crossref","is-referenced-by-count":0,"title":["Addressing climate change education: relevant contributions from universities"],"prefix":"10.1108","volume":"27","author":[{"given":"Walter","family":"Leal Filho","sequence":"first","affiliation":[{"name":"Manchester Metropolitan University Department of Natural Sciences, , Manchester, and European School of Sustainability Science and Research, Hamburg University of Applied Sciences, HAMBURG, Germany","place":["UK"]}]},{"given":"Baba Libasse","family":"Sow","sequence":"additional","affiliation":[{"name":"University of the Gambia WASCAL \u2013 West African Science Service Centre on Climate Change and Adapted Land Use, , Serrekunda,","place":["Gambia"]}]},{"given":"Ana 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