Students’ perspectives on Higher Education in a climate impacted world

This project aims to listen directly to the student voice on higher education to inform pedagogical approaches of HE institutions around learning and wellbeing in the context of the climate crisis.

This project explores how universities can better support student wellbeing and agency in the face of the climate crisis. Centring student voices, it uses a participatory research model to co-produce insights into how higher education can prepare students to live, learn, and work in a climate-changed world. Drawing on self-determination theory, the project investigates how students experience climate-related education and how it affects their sense of agency, competence, and belonging. Through collaborative inquiry, students and researchers will develop materials and recommendations to inform pedagogical approaches and institutional policy.

The project contributes to UCL’s sustainability goals and addresses a critical gap in climate education by foregrounding student perspectives. Outputs will include co-created resources, policy recommendations, and a foundation for future research bids. Ultimately, the project aims to foster more resilient, hopeful, and engaged learning environments that empower students to navigate and shape a sustainable future.