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Bringing together experts from diverse disciplines and industries across Canada, the University of ��ݮ��Ƶ Climate Institute’s National Forum: Accelerating Climate Education for the Next Generation of Professionals was a unique opportunity to explore and engage in conversations about climate change education.  On April 8th, 2025, close to 200 participants joined the virtual conference event, to learn about building climate education into professional degree programs and identify emerging trends related to the integration of climate education, skills, and competencies into academic curriculum. 

To explore these topics, participants were offered a packed agenda. After opening remarks by U��ݮ��Ƶ’s Indigenous Knowledge Keeper Myeengun Henry, the day started with a keynote presentation by Elizabeth (Shirt) Gamble, President of the GLOBE Series and a recognized sustainability, energy and cleantech leader. The remainder of the day included opportunities to dive into the results of the ��ݮ��Ƶ Climate Institute’s recent study on climate change education in professional degree programs, and interactive sessions to network with colleagues and discuss the alignment of climate education in accounting, architecture, engineering, and planning programs.  The day wrapped up with a panel discussion where experts explored innovative and cross-curricular approaches to implementing climate education within Canadian universities.  

The forum created a platform to share knowledge and ideas across sectors and academic disciplines, promoting conversations around the importance of advancing climate change education beyond environment-focused courses and degree programs. Participants gained a better understanding of current progress as well as glaring gaps in curriculum and were given the space to make suggestions and share critical feedback to support the advancement of climate change education on a bigger scale.  

From the wealth of knowledge shared at the forum, here are 5 key takeaways from the discussions: 

Increase collaboration between post-secondary institutions:  Participants recognized the need to share knowledge and resources between academic institutions. This can include sharing curriculum materials and teaching strategies and supporting networking across institutions. Institutions can share guidance and adaptable, base course materials to help instructors integrate climate change into their lectures and courses. Improving student access to specialized climate courses offered at other institutions (and increasing their availability online) will also help to accelerate the availability of climate change education.  

Advance interdisciplinary teaching and learning: Within their own institutions, instructors and their students need to explore opportunities to break down silos and collaborate with colleagues across disciplines, reflecting the “wicked” nature of climate change and potential of interdisciplinary solutions.  Advancing interdisciplinary approaches within disciplines will help prepare students for climate work where technical, social, financial, health and other perspectives intersect.   

Support climate student leaders: Post-secondary students are interested in climate action and need more opportunities to help shape and drive the work of integrating climate change education within their programs. To do this, instructors can make space for student input and feedback and create opportunities for students to explore climate research and solutions as they relate to their own interests and disciplines both within courses and as extra-curricular initiatives.  

Implement practical and applied learning:  To enhance skill building and solutions-focused learning and to counteract climate anxiety, climate change curriculum needs to be taught through an applied lens relating to real-life problems and solutions, in addition to traditional theoretical approaches. Additionally, professors and teachers should frame curriculum through approaches that normalize uncertainty, systems thinking, and broad thinking.  

Enhance leadership through existing institutional statements and policies: To build leadership, climate champions (including students, staff, instructors and administration) should capitalize on their institution’s existing climate and sustainability statements/pledges and policies to build momentum.  

The forum is part of the Accelerating Climate Education for the Next Generation of Professionals (ACE) project being implemented by the University of ��ݮ��Ƶ Climate Institute, with funding support from Natural Resources Canada’s Climate Change Adaptation Program.  

The ��ݮ��Ƶ Climate Institute invites you to read our recent report on the status of climate education in Canada’s professional degree programs and to stay in touch as we continue to implement the Accelerating Climate Education project over the next couple of years.