Michèle Martin, Julia Burke, Daniel Scott, Mark Seasons, Desalegn Yayeh Ayal, Ulisses M. Azeiteiro, Henri-Count Evans, Inga Grinfelde, José Baltazar Salgueirinho Osório de Andrade Guerra, Jasenka Gajdoš Kljusurić, João Carlos Correia Leitão, Chunlan Li, Newton R. Matandirotya, Bethwel Mutai, Gustavo J. Nagy, Thierry Razanakoto, Jame Schaefer, Goran Trbic, Roberto Ariel Abeldaño Zuñiga, Sane Pashane Zuka, Charles Galdies, Adriana Consorte-McCrea, Francisco Platas, Mittul Vahanvati, Pedi Obani, Safwatun Nida, Lucas Gabriel Zanon, Mayara Régia Sousa de Melo, Alison Glover, Roman Vakulchuk
This chapter reflects on efforts by the University of Waterloo in Ontario, Canada, to integrate climate change education (CCE) into its program offerings over the past three decades. Waterloo has been a pioneer in CCE, through the early introduction of climate change courses in the early 1990s, the establishment of the Waterloo Climate Institute in 2008, and the introduction of several specialized programs. More recently the University has embarked on the integration of CCE across all disciplines. The chapter shares case studies from diverse program areas with reflections on pedagogy, strategy, and lessons learned from faculty and staff members engaged in this work. Case studies are organized into four categories based on the Molthan-Hill et al.’s (J Clean Prod 226:1092–1101, 2019) framework for embedding CCE in the curriculum: piggybacking, mainstreaming, specializing, and connecting. The chapter concludes with reflections on the way forward highlighting student voices along with a new climate complexity initiative that interweaves multiple ways of knowing. © Springer Nature Switzerland AG 2026.
Center for Food Security Studies, College of Development Studies, Addis Ababa Univesity, Addis Ababa, Ethiopia; The Centre for Environmental and Marine Studies (CESAM) and Department of Biology, University of Aveiro, Aveiro, Portugal; Department of Journalism and Mass Communication, University of Eswatini, Manzini, Kwaluseni Campus, Matsapha, South Africa; Institute of Landscape Architecture and Environmental Engineering, Latvia University of Life Sciences and Technologies, Jelgava, Latvia; Center for Sustainable Development (Greens), Universidade do Sul de Santa Catarina (Unisul), Santa Catarina, Florianópolis, Brazil; School of Urban and Regional Sciences, East China Normal University, Shanghai, China; Climate Change Adaptation and Resilience Centre, Beitbridge, Zimbabwe; Kgotso Development Trust, Beitbridge, Zimbabwe; Facultad de Ciencias, Universidad de la República Uruguay, Montevideo, Uruguay; CERED, University of Antananarivo, Antananarivo, Madagascar; Marquette University, Milwaukee, United States; University of Sierra Sur, Oaxaca, Mexico; University of Helsinki, Helsinki, Finland; Department of Land Economy, University of Malawi, The Polytechnic, Blantyre 3, Malawi; Institute of Earth Systems, University of Malta, Msida, Malta; Academy for Sustainable Futures, Canterbury Christ Church University, Kent, Canterbury, United Kingdom; Casa de Cultura de la UAEMéx en Tlalpan, Universidad Autónoma del Estado de México, Ciudad de México, Mexico; School of Global, Urban and Social Studies, RMIT University, Melbourne, VIC, Australia; University of Bradford, Bradford, United Kingdom; Science Education Department of Universitas Negeri Malang, Malang, Indonesia; University of São Paulo, São Carlos, Brazil; State University of Campinas (UNICAMP), Campinas, Brazil; The Open University, Cardiff, United Kingdom; Norwegian Institute of International Affairs, Oslo, Norway; Climate Training Program Specialist, Waterloo Climate Institute, University of Waterloo, Waterloo, ON, Canada; Continuing and Professional Learning, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada; Department of Geography and Environmental Management, Faculty of Environment, University of Waterloo, Waterloo, ON, Canada; School of Planning, Faculty of Environment, University of Waterloo, Waterloo, ON, Canada
