Embedding climate education in universities: A review of institutional and pedagogical approaches

Abstract

Climate change has become an urgent global concern that demands meaningful, coordinated, and sustained responses from higher education institutions. Universities are increasingly expected to advance sustainability by embedding climate education across their academic, institutional, and community-based functions. As centers of knowledge production, innovation, and social transformation, they play a critical role in preparing graduates who are capable of addressing environmental challenges through informed, ethical, and action-oriented engagement. Despite this growing responsibility, the literature on climate education in higher education remains fragmented, often focusing on isolated initiatives, disciplinary practices, or program-level interventions rather than examining the broader institutional strategies that support its systematic and sustained integration. This study addresses this gap by conducting an integrative review of empirical, conceptual, and theoretical literature on how climate education is embedded within university systems. Using a systematic review process, relevant studies published between 2015 and 2025 were retrieved from major academic databases, including Scopus, Web of Science, ERIC, and Google Scholar. Following a rigorous screening, eligibility assessment, and critical appraisal process, 26 studies were included in the final analysis. Data were organized using a structured extraction matrix and synthesized through narrative and thematic analysis. The findings revealed five major themes: curriculum integration, institutional governance, faculty development, student engagement, and community linkages. Collectively, these themes demonstrate that embedding climate education in university systems requires a whole-of-institution approach characterized by policy alignment, interdisciplinary curriculum design, pedagogical preparedness, active student participation, and sustained external partnerships. The review also highlights persistent challenges related to implementation gaps, uneven faculty readiness, and difficulties in interdisciplinary coordination. Overall, the study provides a comprehensive synthesis of institutional strategies for climate education and offers valuable insights for higher education institutions seeking to strengthen their contribution to sustainability, climate action, and transformative learning.