Rahul Chopra, Sanjana Singh, Sanchit Sant, 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
In this chapter, we document programs and initiatives in climate change education at FLAME University—a liberal education university in Pune, India. In recent times, the University offers several courses in climate change through its Environmental Studies undergraduate program. Inter- and transdisciplinary in nature, these courses emphasize documenting climate and environmental change at local and global levels through project-based learning. Guided by the thinking that it is critical for the current generation of learners to understand its implications, the University also offers an introductory course on climate change to all incoming students titled The Climate Crisis: A Citizen’s Guide to Global Warming. The significance of this is further underscored by the Centre for Sustainability, Environment, and Climate Change anchored at FLAME University that leads efforts in addressing climate change through education via Project TROP ICSU. In partnership with the International Union of Biological Science, TROP ICSU is a global project that aims to make quality climate change education accessible to all. The free-to-use TROP ICSU platform contains more than 800 teaching resources for educators of all disciplines and includes lesson plans and teaching tools that integrate climate change in the everyday teaching of all teachers. Project TROP ICSU has trained more than 1000 teachers in 11 countries. Project partners include several international science unions, national academies, research centers, and UN agencies. The chapter will describe the situated integration of these resources demonstrating a curricular response to the climate emergency. It further documents the need for climate action through education, innovative pedagogical approaches by the University and challenges, limitations, and future opportunities to mainstream climate change education in India. © Springer Nature Switzerland AG 2026.
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; Centre for Sustainability, Environment, and Climate Change, FLAME University, Maharashtra, Pune, India; Project TROP ICSU of the International Union of Biological Sciences, Cedex, Orsay, France; Environmental Studies Program, Department of Physical and Natural Sciences, FLAME University, Maharashtra, Pune, India; Center for Food Security Studies, College of Development Studies, Addis Ababa Univesity, Addis Ababa, Ethiopia
