Lina María Escobar Ocampo, Ana Elena Builes-Vélez, 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
Higher Education Institutions (HEIs) play a crucial role in educating future professionals with the knowledge and awareness needed to address climate change issues effectively. It is essential to provide climate literacy education to students at all levels, both in formal and informal settings. Incorporating Education for Sustainable Development (ESD) and Climate Change Education (CCE) across all HEIs in Colombia and worldwide is fundamental in cultivating a society that is informed about environmental and climate-related issues. Climate and environmental literacy are vital for the future environmental and technical decisions that students will make as professionals, especially in fields like architecture, urban planning, and landscape design. Without a solid understanding of the relationship between climate change and human activities, it is difficult to ensure that future professionals will take appropriate actions to address critical environmental and climate issues in their daily work. This chapter focuses on a research course within the Faculty of Architecture at the School of Architecture and Design at Universidad Pontificia Bolivariana, which aim is to understand and address SDG 13: Climate Action, specifically target 13.3, which involves building knowledge and capacity to tackle climate change, within the undergraduate architecture program. © Springer Nature Switzerland AG 2026.
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; School of Architecture and Design, Universidad Pontificia Bolivariana, Medellín, Colombia; 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
