TY - JOUR
T1 - Education in a warming world: Trends, opportunities and pitfalls for institutes of higher education
AU - Kelly, Orla
AU - Illingworth, Sam
AU - Butera, Fabrizio
AU - Dawson, Vaille
AU - White, Peta
AU - Blaise, Mindy
AU - Martens, Pim
AU - Schuitema, Geertje
AU - Huynen, Maud
AU - Bailey, Susan
AU - Cowman, Sian
PY - 2022/7/7
Y1 - 2022/7/7
N2 - Higher education institutes (HEI) face considerable challenges in navigating how to respond to the escalating and intertwined socio-ecological sustainability crises. In response growing numbers of HEIs are declaring climate emergencies. Further, many dedicated individuals working in the sector are already driving meaningful action through rigorous research, teaching, knowledge sharing, and public engagement. There is a growing consensus that sector-wide change is needed to ensure that aspirational declarations and positive individual actions translate into sustainable and transformative change. This article seeks to contribute to such efforts by illustrating a number of trends, examples, and reflections on how third-level educational institutes can act sustainably. Drawing on Tristan McCowan’s framework we highlight the potential of five strategies HEI could employ to support the creation of a more sustainable future namely, i) innovative approaches to climate change education; ii) research agendas for societal transformations; iii) providing climate change education for professional development; iv) supporting public intellectuals; and iv) investing in whole-systems approaches to greening the campus. The insights are the product of an interdisciplinary working group with members from across Europe, Australia, and the UK. These international examples provide insight and a sense of possibility for future application.
AB - Higher education institutes (HEI) face considerable challenges in navigating how to respond to the escalating and intertwined socio-ecological sustainability crises. In response growing numbers of HEIs are declaring climate emergencies. Further, many dedicated individuals working in the sector are already driving meaningful action through rigorous research, teaching, knowledge sharing, and public engagement. There is a growing consensus that sector-wide change is needed to ensure that aspirational declarations and positive individual actions translate into sustainable and transformative change. This article seeks to contribute to such efforts by illustrating a number of trends, examples, and reflections on how third-level educational institutes can act sustainably. Drawing on Tristan McCowan’s framework we highlight the potential of five strategies HEI could employ to support the creation of a more sustainable future namely, i) innovative approaches to climate change education; ii) research agendas for societal transformations; iii) providing climate change education for professional development; iv) supporting public intellectuals; and iv) investing in whole-systems approaches to greening the campus. The insights are the product of an interdisciplinary working group with members from across Europe, Australia, and the UK. These international examples provide insight and a sense of possibility for future application.
KW - Climate change education
KW - sustainability organisations
KW - higher education
U2 - 10.3389/frsus.2022.920375
DO - 10.3389/frsus.2022.920375
M3 - Article
SN - 2673-4524
VL - 3
SP - 1
EP - 8
JO - Frontiers in Sustainability
JF - Frontiers in Sustainability
M1 - 920375
ER -