Edgar Rendon Eslit , George Michael

The aim of this study is to explore how climate change education is delivered and received in higher education at SMC.  As a qualitative study, the study was conducted in the first semester of 2022-2023 and involved 30 students and teachers who participated in semi-structured interviews and focus group discussions. The data analysis revealed the themes that emerged from the students’ complex views and deep knowledge of climate change, as well as the teachers’ experiences, challenges and effectiveness in teaching this topic. The study also suggested some recommendations for improving climate change education, emphasizing the need for holistic and transformative teaching methods. The study drew on relevant theoretical frameworks to inform the discussion and contribute to the literature. The findings of this study have implications for the wider field of climate change education and invite further research and action in this area.