Perspectives on Climate Change and Sustainability Education in the Interprofessional Setting: A Single-Institution Experience

Abstract

Climate change presents a multifaceted challenge with profound implications across various sectors, necessitating a comprehensive response from educational institutions. This study aims to investigate the perspectives of graduate and professional students at The Ohio State University (OSU) regarding sustainability education within their curriculum and the impact of educational symposiums related to sustainability and climate change. Utilizing a questionnaire at an interprofessional sustainability-focused event, we gathered insights into students’ viewpoints on climate change and sustainability, identified potential gaps in integrating these topics into higher education, and observed the role of topic-focused seminars in educational settings. Thirty-six graduate and professional students completed a 28-item questionnaire related to sustainability and climate education after a sustainability-focused event. Only 25% of students felt their academic program offered adequate engagement with climate change, and over 70% of students were either unaware of or did not believe that their specific programs’ learning objectives included content related to sustainability and climate. Additionally, 47% did not feel adequately prepared to effectively navigate sustainability-related challenges within their profession. After the event, 94% of students felt that more interprofessional events are needed to better educate students on the effects of climate change on their respective careers. Additionally, 94% of students reported feeling more confident about integrating sustainability into their future professions and felt inspired to lead workshops or webinars of their own. This study highlights the pressing need for enhanced integration of sustainability and climate change education within graduate and professional curricula at academic institutions, while underscoring the importance of interdisciplinary collaboration and the role of large-scale educational events in fostering students’ understanding and engagement with climate-related topics.