Nonkanyiso Pamella Shabalala, Sikhulile Bonginkosi Msezane, 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
The Sustainable Development Goals are an international initiative to put an end to poverty, safeguard the environment and climate, and guarantee that everyone can live in peace and prosperity. The improvement of education, awareness-raising, institutional and human capacity on climate change mitigation, adaptation, impact reduction, and early warning is one of the aims of Sustainable Development Goal 13 (climate change). To achieve this goal, educational institutions need to play their role to ensure that all their programs address Sustainable Development Goal 13. In this qualitative research approach study, the coverage of climate change education content at St. Peter’s University was investigated utilizing a case study research design and document analysis. This study gathered pertinent information from three modules that covered education for sustainable development using the convenience sampling method. Realist social theory was employed as an analytical and theoretical framework. The study’s conclusion unveiled that the modules’ coverage of climate change risks, hazards, mitigation, resilience, and adaptation measures is lacking. However, the discussion is not explicit; rather, it is generalized in terms of the definition of climate change and the number of countries affected by it. Even though climate change was discussed inequitably, the implication is that students would not be able to cascade climate change education content to citizens during teaching practice, inhibiting awareness, and acting toward a behavioral change that encourages risk identification, climate change injustices, mitigation, adaptation, and resilience. © Springer Nature Switzerland AG 2026.
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; University of South Africa, Pretoria, South Africa; Department of Science and Technology Education, University of South Africa, College of Education, Pretoria, South Africa; 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
