Climate literacy for students in higher education: a case study from the University of the West of England (UWE), Bristol, in the United Kingdom

Purpose: One of the crucial roles of universities is to encourage students to learn about climate change issues and put strategies into practice to enhance climate literacy. Despite the urgency of the situation, implementing climate change education in universities has not yet achieved the required success. This study aims to examine the significance of climate literacy activities and sustainability practices for students on campus to support them in transferring their knowledge into action. Design/methodology/approach: This research involved a case study from the University of the West of England (UWE), Bristol, in the United Kingdom, which serves to investigate inner educational transitions that efficiently embed climate literacy activities into the curricula. Data collection was designed around semi-structured qualitative interviews, including postgraduate students and staff, to develop a list of recommendations for universities to strengthen their students’ climate literacy. Findings: The findings illustrate that students still face challenges translating their understanding of climate change science into action. Climate literacy should extend beyond basic knowledge about climate science to building students’ skills via activities that will support them in making sound decisions in adapting to climate change concerns and empower them to create concrete action. Originality/value: This paper has identified the university’s significant role in developing a teaching and learning strategy to legitimise climate literacy activities in the curriculum and provide a resource bank of quality teaching materials to effectively deliver sustainability and climate literacy in all provisions. The paper’s recommendations are not only beneficial for universities at an institutional level but also for the individual stakeholders involved, including students and staff.