Tannen Neil Lincoln, 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
Climate change stands as one of the most intricate and urgent challenges of our era. In response, higher education institutions (HEIs) are increasingly tasked with equipping students with the interdisciplinary knowledge and skills essential for fostering sustainable development. This chapter delves into the integration of climate literacy within Indian HEIs, set against the backdrop of rapid environmental shifts and socioeconomic transformations. It traces the journey of environmental education in India, from its early legal foundations to the emergence of advanced interdisciplinary programs, offering a thorough analysis of curricular innovations, digital and experiential teaching methods, and the pivotal role of faculty development. The discussion also addresses institutional hurdles such as rigid curricula, resource limitations, and the constraints imposed by an exam-focused academic culture. Furthermore, this chapter examines government policies and international partnerships that support the mainstreaming of climate education. Through detailed case studies from institutions like Gujarat University, TERI School of Advanced Studies, IIT Bombay, and others, it highlights best practices. Drawing on a wealth of scholarly sources, this chapter concludes with actionable recommendations to incorporate climate content across various disciplines, increase curricular flexibility, harness digital innovations, and implement robust monitoring and evaluation frameworks. Ultimately, it presents a strategic roadmap to transform Indian HEIs into vibrant hubs of sustainability and innovation, preparing graduates to lead in tackling the global climate crisis. © 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; Department of Political Science, St. Joseph’s University, Bangalore, India; 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
