INCORPORATING DISCUSSIONS OF CLIMATE CHANGE AND ENVIRONMENTAL

SUSTAINABILITY INTO HIGHER EDUCATION: A SCOPING REVIEW

Ma. Angelica Vianca Zapata

ABSTRACT
Environmental sustainability is important to public health and of particular significance
considering the rapidly growing climate change. While progression in chemical science has added an
upgraded satisfaction for life, expanding levels of synthetic contamination and the effect of synthetic
compounds on human well being and the climate have prompted serious concern. It's tied in with
making a harmony between consumerist human culture and the living scene. We can do this by living in
a manner that doesn't squander or pointlessly drain normal assets. The deterioration of ecological
quality has been to a great extent because of substance contamination and the old gathering are more
defenseless to the risky impacts of modern synthetics and airborne poisons. It has likewise introduced
uphill difficulties to the advancement of sound maturing which requires a manageable clean climate,
contributed by the headway of supportable and green science. In any case, developments in green
science require a frameworks thinking metal compounds on human well being and the climate. The
adoption of the Sustainable Development Goals (SDGs) by the United Nations has called for immediate
actions in adopting the SDGs as a central concern in the reform of different domains for the invention of
a sustainable future. The work presented illustrates the potential of systems thinking in sustainable
education and adds to the collections of educational resources for incorporation of systems thinking in
teaching and learning.

I. INTRODUCTION

Two of the most important concerns facing the globe today are climate change and environmental
sustainability. As time goes on, the situation only grows worse. Concerns about climate change and
environmental sustainability have grown more urgent in recent years, and many people have called
for immediate action to be taken to address these issues. Because of the impacts of climate change,
which are already being felt throughout the world, inaction on these issues could have catastrophic
results, including rising sea levels, more frequent and severe weather events, food and water
shortages, and the extinction of biodiversity. As a result, society must act now to reduce and
accommodate these problems. It is becoming more and more obvious that a complete solution will
need a diversified approach that incorporates people, organizations, and governments at all levels as
the global community struggles to cope with the severe repercussions of environmental degradation.

Given that they imperil the health and well-being of both present and future generations, the
seriousness and urgency of these challenges cannot be emphasized. In order for students to be
successful change agents and advance sustainable development, higher education institutions must
provide them with the knowledge, abilities, and values they need. By implementing sustainable
practices on their campuses, such as lowering energy and water usage, promoting waste minimization
and recycling, and fostering sustainable mobility, they may set an example for others to follow.
Higher education institutions can contribute to the development of an informed and active citizenry
that is capable of enacting significant change by incorporating topics of climate change and
environmental sustainability into their curricula.

In the present scenario the world is facing adverse effects of climate change and in future may
face big crisis that will affect all life forms on earth, (Neha Chausali a a , Jyoti Saxena a , Ram Prasad
2023). The universities’ climate change education programme is vital for equipping students with
basic and advanced skills and knowledge and for influencing their behaviour and lifestyle, resulting
in actions to adapt and mitigate climate change impacts throughout their lifetime that can also
influence future generations (Choi et al., 2017; ----vb Given their knowledge and societal influence,
universities have a special obligation to support sustainable development. Sustainable development
has become a significant field of research that describes how universities should contribute and fulfil
their responsibilities Nanotechnology as a sustainable approach for combating the environmental
effects of climate change

According to the study of David J. Hess & Brandi M. Collins (2017), the role of universities and
colleges is important specially in areas of the world where some opinion leaders and media outlets
have created confusion among the public about environmental issues such as climate change. Due to
misinformation promoted by some opinion leaders and media sources, there is confusion among the
general public in some regions of the world about environmental issues, particularly climate change.
The promotion of critical thinking and evidence-based reasoning is the responsibility of universities
and colleges. Through study, instruction, and outreach initiatives, they can impart correct knowledge
about the causes, effects, and potential remedies of climate change. By doing this, they can support
individuals in taking activities and making decisions that lead to a more sustainable future. Providing
children with a clear understanding of climate change drivers and their mitigation is crucial for their
roles as future earth stewards (Prashant Kumar & Jeetendra Sahani et. Al. 2023).Therefore, in
addition to increasing knowledge, climate change education should encourage students to “re-
evaluate [their] worldview and everyday behaviour” in light of what is necessary for climate change
mitigation (UNESCO, 2017 p. 36).

Empower the learners to become agents of change, capable of identifying and addressing the
problems that arise from unsustainable human activities. The educator’s role is that of a facilitator,
supporting learners to reflect on and understand their activities as they relate to sustainability so that
they can contribute to mitigating the problems arising from unsustainable human activities and
become agents of change (Colonna, 2020). Universities are possible agents of change for
sustainability through the education of future professionals who will directly or indirectly influence
their environment through their knowledge, values, and attitudes (Peer and Stoeglehner,
2013).Educators may contribute to the development of a generation of people who are devoted to
preserving the environment and building a more sustainable future by assisting learners in developing
a thorough understanding of sustainability and their own role in supporting it.

According to the study of Meredith Ralph & Wendy Stubbs (2014), Universities play a
fundamental role in addressing global environmental challenges as their education, research and
community involvement can produce long-lasting environmental effects and societal change.
Universities have a significant impact on society through their operations, research, and teaching.
Although the significance of environmental sustainability in higher education is becoming more
widely acknowledged, there is still a paucity of knowledge about how sustainability and climate
change are being incorporated into higher education curricula and institutional activities. Mugambiwa
and Dzomonda (2018) indicated that a lack of climate change literacy was found in some cases, with
university students not actively participating in formal programs and organized activities aimed at
dealing with climate change. Universities must connect all parts of their operations with a “learning
for sustainability” strategy in order to effectively promote sustainability. The emphasis here should be
on teaching and learning strategies that support sustainability across the board for the institution.
Through demonstrating best practice, researching solutions to problems, educating future
communities and leaders and promoting sustainability, universities have both multiple and multiplier
effects on the sustainability of today’s and future society (Ferrer-Balas et al. 2008; Fisher and
Bonn2011; Tilbury et al. 2005).
 In 2015 James Powell contended for this more extensive definition, calling attention to that the C13
philosophy, whenever applied to other logical exploration regions like plate tectonics or development,
would neglect to find agreement since few creators of papers in the master writing want to re-express
their adherence in the two cases to what has for quite some time been generally acknowledged hypothesis.
In a reply to this scrutinize, a few C13 creators contended that their smaller meaning of agreement was as
yet pertinent in other deeply grounded fields in the event that both certain and express understanding was
incorporated [11]. In another model, we gave rating '2' ('express support without measurement') to all
papers referring to future outflows situations in their digests, since discharges situations by definition
suggest an assessment of humankind's job in GHG emanations and their ensuing effect on environment.
Hence the creators decision of phrasing on discharges situations or different issues suggesting human
causation to environmental change in the digests of their environment influence studies could prompt
discretion in the event that these were taken as the sole signs of the creators' adherence to the agreement
on ACC.

The temperatures we experience locally and in brief periods can vacillate fundamentally because of
unsurprising, recurrent occasions (night and day, summer and winter) and difficult to-anticipate wind and
precipitation designs. In any case, the worldwide temperature essentially really relies on how much
energy the planet gets from the Sun and the amount it emanates once again into space. The energy coming
from Earth's environments anticipated by our exploration features the worldwide basic to speed up
progress toward safeguarding biodiversity by settling Earth's environment.g from the Sun vacillates very
little by year, while how much energy transmitted by Earth is intently attached to the compound creation
of the climate — especially how much intensity catching ozone depleting substances.These are not
outright temperatures, but rather transforms from the standard for every area. The information reflect how
much hotter or cooler every district was contrasted with a base time of 1951-1980. (The worldwide mean
surface air temperature for that period was 14°C (57°F), with a vulnerability of a few tenths of a degree.)

Human exercises, a changing environment and catastrophic events are quickly modifying the
substance of our planet. Presently, with NASA's Pictures of Progress iPad application, clients can get an
intuitive when perspective on these changes. The application presents coordinates or sets of pictures of
spots all over the planet that have changed decisively. A portion of these areas have experienced a
catastrophe, like a fire or wave, or show the impacts of human exercises, for example, dam building or
metropolitan development. Others archive effects of environmental change like diligent dry spell and
quickly subsiding icy masses.

The 25-year NASA veteran Rebecca Lindsay (2007) has made a profession concentrating on
examples of plant development on the planet's seas and the way that they connect with environment and
biological system change, first from ships, then, at that point, from airplane, lastly from satellites.
However, for as far back as year, he's been engrossed with his colonies, what began as a family project
around 1990 when his child was in the Cub scouts. As per his bumble bees, large changes are in progress
in Maryland woods. The main occasion in the existence of blooming plants and their pollinators —
blossoming itself — is occurring a whole lot sooner in the year than it used to.

Sustainability and climate change are interrelated ideas that are essential to the health of our world.
Because of their interdependence and interconnection, climate change and sustainability are related on
two different levels, with the actions we take to address one having an effect on the other. For our world
to remain sustainable throughout time and to meet the demands of both the present and the future
generations, it is imperative that we combat climate change through sustainable practices. On the o ther
hand, climate change influences key natural and human living conditions and thereby is the basis for
social and economic development; while on the other hand, society’s priorities on sustainable
development influence both the greenhouse emissions that are causing climate change and the vulnerable
(IPCC, 2018).Thus, universities need to inspire both students and staff to become involved with the
challenges brought by climate change so that they become active agents, promoting research, developing
solutions for climate change mitigation/adaptation, and even taking a leading role in the political field
(Molthan-Hill et al., 2019). Addressing climate change through sustainable practices like using renewable
energy, reducing waste, and protecting natural ecosystems can help ensure the long-term sustainability of
our planet.

Therefore, universities need to broaden their educational efforts to ensure that graduates
understand the commonly accepted scientific concept of climate change and its causes in order to
become part of the solutions (Wachholz et al., 2014). This scoping review intends to emphasizes the
significance of including climate change and environmental sustainability in higher education. Even
though there are difficulties to be overcome, higher education has a great chance to contribute to the
solution of these pressing problems and examine the state of knowledge at the moment regarding the
inclusion of climate change and environmental sustainability topics in higher education. The review will
specifically look at the literature on the scope and character of climate change and environmental
sustainability education in higher education, the opportunities and challenges associated with
incorporating these topics into the curriculum, and the tactics and best practices that have been used to
promote their integration into higher education. This review aims to provide insights for educators and
policymakers on how to most effectively incorporate discussions of climate change and environmental
sustainability into higher education to prepare the next generation of leaders to address these crucial
issues. It does this by synthesizing the existing research in this area.

II. MATERIALS AND METHODS

The method was based on scoping review recommendations and PRISMA guidelines.

2.1 Eligibility Criteria

The scoping review aimed to find the existing research on incorporating climate change and
environmental sustainability into a higher education. Peer-reviewed studies that addressed climate change
and environmental sustainability in higher education were published between 2005 and 2023 were among
the requirements for candidacy. Universities, academic staff, and students made up the study population.
The tactics, strategies, and instruments employed as well as the perceived advantages, difficulties, and
results of these attempts to debate climate change and environmental sustainability in higher education
were the main outcomes of interest.

2.2 Information Sources and Search Strategy

Electronic databases, such as Science Direct and Google Scholar, were thoroughly searched. The
search strategy included a mix of keywords and phrases relating to teaching, higher education,
environmental sustainability, and climate change. Only articles released in English between 2005 and
2023 were included in the search.
2.3 Selection Process

All retrieved papers’ titles and abstracts were examined separately. Full-text articles that met the
eligibility requirements were retrieved and evaluated for inclusion, whereas papers not dealing with these
issues will not.

2.4 Data Collection and Synthesis

Using a standardized data extraction form, information was taken from the included papers. Author
and publication year were among the extracted data. The findings were summarized using a thematic
analysis, which also helped to pinpoint the tactics, plans, and resources employed to bring environmental
sustainability and climate change topics up in higher education. Additionally, an analysis and report were
made on the perceived advantages, difficulties, and results of these efforts.

III. RESULTS

The initial search identified total of 80 combined studies and articles. After removing duplicates and
applying the inclusion criteria, 16 articles met inclusion criteria on title/abstract screening reporting on
climate change (CC) and environmental sustainability issues in Higher Education in this scoping review.
Of these 16 it has met the specific criteria for the present review, advocating for the inclusion of CC and
environmental sustainability in Higher Education programs. This had provide enough facts, information,
and methods in supporting the incorporation of climate change through higher education.

3.1. Leadership

The literature review recognized a few examinations that zeroed in on the job of initiative in
integrating conversations of environmental change and ecological maintainability into advanced
education. These examinations featured the significance of solid authority at different levels, including
institutional pioneers, division heads, and employees. Compelling authority was viewed as vital in driving
change, laying out institutional strategies, allotting assets, and advancing interdisciplinary cooperation.
The writing underlined the requirement for pioneers to have a profound comprehension of environmental
change and natural maintainability issues and to be focused on coordinating these subjects into the
educational program and grounds rehearses.
 Identification of studies via data bases

Identification

Records identified from Databases Records removed before screening:

Duplicate records removed
(n=80)
(n=30)

Screening
Records screened Records excluded
(n=45) (n= 35)

Reports sought for retrieval

(n=27)

Reports excluded (n=11)

Not Related to CC and ES (n=7)
Studies assest eligibility
Disarter management (n=2)
(n=27)
Other (n=2)

Studies addressing CC in
Higher Education

Studies in review included

(n=16)

Reference: Page MJ, McKenzie JE, Bossuyt PM, Boutron I, Hoffmann TC, Mulrow CD, et al. The PRISMA 2020 statement: an
updated guideline for reporting systematic reviews, BMJ 2021;372:n71. doi: 10. 1136/bmj.n71
Lead Author Title (journal) Discipline Message of article Themes
(Year) (Level of discussed
Implementation
education), LeadershipScopeBarriers

Country

Neha Chausali a Nanotechnology College Level Nanotechnology is a field of science * * * *

a , Jyoti Saxena as a sustainable and engineering that focuses on the
a , Ram Prasad approach for design and manufacture of extremely
(2023). combating the small devices and structures. They
environmental are proposing this idea because they
effects of climate believe that storing oxygen can help
change reduce greenhouse gasses.
(Choi et al., International * * * *
Plants and living Future generations might get affected
2017; United university
practices for the with the lifestyle we continue to live
Nations scholar
green campus of today. Students are the most
Educational,
Portland State vulnerable to influence. If we have
2010).
University. the power to guide and teach them
the necessities to change for a best
cause.
(Burkholder et Longitudinal Undergraduate The identity and perceptions of * * * *
al., 2017) study of the climate change are believed to be
impacts of normalized and accepted without any
climate change actions. Educators from various
curriculum on institution must recognize the
undergraduate concept of climate change. A short-
student learning term influence for a change in
lifestyle practice may have a long-
term result in the future.
David J. Hess Climate Change College Students play an important role in * * *
& Brandi M. and Higher University climate change. With the use of
Collins (2017) Education: social media tools, students are able
 Assesing Factors Journalists to spread news, facts, and even fake
that affect news that leads to misconceptions
curriculum and confusions about climate change.
requirements
Prashant Kumar College Level There should be critical awareness in * * *
Using empirical
& Jeetendra climate change. Their theory is to
science education
Sahani et. Al. have a subject requirement in some
in schools to
2023). liberal arts programs to have an
improve climate
advance knowledge about science
change literacy .
and its background specially in
climate change.

(Colonna, 2020 Barier’s to Teacher It is indicated that there are behaviors * * *

learning for that should be practiced in order to
sustainability: A adapt a manner of sustainability.
Teacher’s From her perspective these are:
perspective *Systems thinking
*Anticipatory
*Normative
*Strategic
*Collaboration
*Critical thinking
*Self-awareness
*Integrated Problem Solving
Peer and College Scholar A life long learning may contribute to * *
Universities as
Stoeglehner, the exploration and expansion of
change agents for
2013) sustainability. The study provides
sustainability –
cooperative ways in accordance to
framing the role
giving a long-term knowledge and
of knowledge
practice for the generation a head.
transfer and
generation in
regional
development
processes

Meredith Ralph Integrating College Level Utilizing semi-organized interviews, * * *

& Wendy environmental this exploration investigated the
Stubbs (2014) sustainability into variables that impact the combination
universities of maintainability into the tasks,
instructing and research exercises.

Mugambiwa Handling climate College Level Through curiculum innovations, * * * *

and Dzomonda change education barriers from limitation in training
(2018) at universities: teacher staff may be prevented. This
An overview may result in a further facilitation of
exercises in handling climate
changes.
(Ferrer- Teaching College Level Discipline in cooperative learning * * * *
Balas et al. sustainability helps build a more sustainablesystem.
2008; Fisher The three spheres of sustainbility ha
and its properties. They are:
Bonn2011; 1. Environmental Sustainability
Tilbury et - These are the natural resources
al. 2005) where raw materials came from.
 *Land
*Air
*Water
They are prone to pollution,
contamination and even destruction if
not handles properly or used in a
abusing and selfish way.
2. Social Sustainability
- The standard of living education
community
3. Economic Sustainability
-These are the:
*Profit
*Cost & Savings
*Economic Growth
*Research and Development
James Powell An Information NASA He states that the plate tectonics are * * * *
2015 Statement of the Specialist affected by climate change. When
Amreican glaciation takes place, it reduces the
Meteological Earth’s crust underneath causing it to
Society have sudden and unusual movements.
Rebecca Buzzing about NASA Bees plays an important role in * * * *
Lindsay (2007) climate change. Specialist pollination. They help majority of
fruits, vegetables and herbs in their
blooming cycle. Due to the massive
production and consumption of can
sprays such as perfumes, aerosol
freshener and pest sprays, bees are
more likely to reproduce and are
living less than their life expectancy.
Without these little soldiers, the cycle
of the plants are disrupted.
(Molthan-Hill et Student College Level He promoted a research in * * * *
al., 2019 awareness developing possible solutions for
through climate change. Student awareness
education is through education is crucial in
crucial in fostering active participation to
fostering active promote climate change actions.
participation to
promote climate
change actions.
Wachholz et Student College Level He promoted a research in * * * *
al., 2014 awareness developing possible solutions for
through climate change. Student awareness
education is through education is crucial in
crucial in fostering active participation to
fostering active promote climate change actions.
participation to
promote climate
change actions.
UNESCO, 2017 University A website; climate.now was * * * *
Changes in
Researchers introduced as an instrument for
students’
reliable information about the
knowledge,
climate’s conditions in most
values,
vulnerable areas. The utilization of
worldview, and
this website was used by some multi-
willingness to
disciplined experts in their
take mitigate
experiments and as wellas the study
climate action
of the climate itself.
after attending a
course on holistic
climate change
education.
3.2. Increasing Scope of Recommended Climate Change and Environmental Sustainability Content in
Higher Education

The literature review revealed a growing consensus among scholars and experts regarding the need to
expand the scope of climate change and environmental sustainability content in higher education. Several
studies highlighted the importance of interdisciplinary approaches, integrating climate change across
various disciplines, and promoting cross-cutting themes such as social justice and equity. The literature
emphasize the requirement for colleges to foster exhaustive and reasonable educational programs that
give understudies a strong groundwork in environment science, ecological morals, strategy examination,
practical turn of events, and related subjects. Furthermore, there were proposals for consolidating
experiential learning open doors, hands on work, and local area commitment to improve one
comprehension understudies might interpret genuine difficulties and arrangements.

3.3. Implementation of Education Programs

The Literature review recognized different methodologies and techniques for executing training
programs zeroed in on environmental change and natural manageability in advanced education. These
incorporated the improvement of new courses and projects, combination of accountability standards
across the educational program, making of maintainability centered research places, and the foundation of
manageability workplaces or councils inside establishments. The literature emphasized the importance of
faculty development and support, including training programs and resources to enhance educators’
pedagogical approaches and content knowledge. Additionally, the review highlighted the role of
partnerships and collaborations between academia, government agencies, non-profit organizations, and
industry stakeholders in fostering successful implementation of education programs.

3.4. Barriers to Implementation of Educational Programs

The literature review found a few boundaries and difficulties that block the powerful execution of
instructive projects tending to environmental change and natural manageability in advanced education.
These boundaries incorporated an absence of institutional help, restricted monetary assets, contending
scholarly needs, disciplinary silos, and protection from change among workforce and staff. The survey
additionally featured the requirement for defeating curricular limitations, tending to personnel
responsibility concerns, and guaranteeing the accessibility of cutting-edge showing assets and materials.
Besides, the writing underlined the significance of tending to fundamental hindrances, for example, the
requirement for strategy changes and institutional rebuilding, to establish a steady climate for
incorporating environmental change and natural manageability into advanced education.

IV. DISCUSSION

The incorporation on environmental change and ecological support into advanced education is essential
for getting ready understudies to address the squeezing natural difficulties within recent memory. A
scoping review of the existing literature reveals several key themes and findings in this area.

Firstly, numerous studies emphasize the need for interdisciplinary approaches in higher education to
effectively address climate change and environmental sustainability. By integrating various disciplines
such as environmental science, economics, sociology, and policy studies, students gain a holistic
understanding of the complex issues at hand. Interdisciplinary education encourages critical thinking,
problem-solving, and collaboration, equipping students with the skills necessary to tackle the multifaceted
aspects of sustainability challenges.

Secondly, the review highlights the importance of experiential learning and practical engagement in
higher education. Experiential learning methods, such as fieldwork, internships, and community-based
projects, provide students with hands-on experiences that deepen their understanding of environmental
issues and allow them to apply theoretical knowledge to real-world contexts. Such approaches foster a
sense of personal connection to the environment and promote the development of a sustainability mindset.

Furthermore, the literature emphasizes the significance of incorporating sustainability into the
curriculum across various disciplines, rather than confining it to specialized environmental programs. By
integrating sustainability concepts and practices into diverse fields like business, engineering, and social
sciences, universities can equip graduates from all disciplines with the knowledge and skills necessary to
contribute to sustainability efforts in their respective fields. This broad based approach guarantees a more
complete and comprehensive reaction to ecological difficulties.

Moreover, the perusing audit distinguishes the requirement for solid institutional help and
administration to work with the joining of environmental change and manageability subjects into
advanced education. Colleges ought to lay out committed in liable workplaces, give workforce preparing
and assets, and make impetuses for educational program improvement and exploration in maintainability
related regions. Institutional responsibilities to manageability can catalyze a culture of connection inside
grounds and advance economical practices past the study hall.

IV. CONCLUSION

In conclusion, this perusing survey features the significance of consolidating conversations of

environmental change and natural manageability in giving an advanced education. By taking on
interdisciplinary methodologies, stressing experiential picking up, incorporating manageability into
different trains, and offering institutional help, colleges can actually get ready understudies to address the
complicated difficulties of environmental change and natural corruption. Advanced education
organizations assume a significant part in molding future pioneers, experts, and change specialists who
can add to a reasonable and versatile future. It is fundamental for colleges to focus on accountability
instruction and furnish understudies with the information, abilities, and mentality important to make an all
the more ecologically maintainable world.

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