Integrating climate change education in higher education: insights from lecturers and students across disciplines in the Mekong Delta

Abstract

This article examines the integration of climate change education (CCE) within the curricula of agriculture, biology education, and environmental studies majors at a university in the Mekong Delta, Vietnam. The study employs a qualitative approach, utilizing semi-structured interviews and focus groups with lecturers and students to explore their perceptions and experiences. The findings reveal diverse pedagogical strategies, such as hands-on experiences and interdisciplinary projects, but highlight significant challenges including rigid curricula, resource constraints, and limited interdisciplinary collaboration. Students expressed a need for more mandatory and practically oriented CCE, emphasizing the relevance to their local environment. The discussion contextualizes these findings within international perspectives, comparing them to global trends and highlighting the necessity for curriculum transformation to address the identified challenges. The article concludes by advocating for a more integrated and flexible curriculum that leverages digital platforms and community engagement to better prepare students for the multifaceted challenges of climate change.