One of the main responses to the deteriorating state of the global environment is the formal education curriculum that facilitates quality teaching and learning of climate change education ((Damoah & Omodan, 2022); (Damoah & Adu, 2019)). The threat of global temperature rises above 1.5 degrees Celsius can be mitigated through climate change education (Damoah & Omodan, 2023). The most current Global Education Monitoring Report by UNESCO in 2020 highlights the role that education plays in reducing climate change and adapting to it, yet many nations do not acknowledge the significance of climate change education (CCE) or make major investments in it (Molthan-Hill et al., 2022). (tevenson et al., 2017) assert that universities all around the world are becoming more aware of their obligation to educate students and the general public so that they may actively participate in climate change adaptation and mitigation. Universities adopting and supporting carbon-neutral objectives and behaviors are part of this responsibility, inside this bigger framework. These days, more and more higher education institutions adopt a dual approach. In implementing low-carbon operating procedures, universities first want to achieve carbon neutrality as an institution. In addition, academic institutions are creating curricula and pedagogical strategies to teach students about reducing climate change's effects and adapting to it (Kiehle et al., 2023).

(Pee & Vululleh, 2020) argue that Future environmental auditors, community leaders, corporate executives, engineers, practitioners, technical professionals, policymakers, and, most importantly, the general public can all benefit from the education provided by higher education institutions (HEIs), which also helps to spread social and governmental reforms. Practical environmental initiatives have a trajectory that is influenced by the responsibilities that civil society groups and institutions play in society (Damoah & Adu, 2022). The cumulative increase in societal awareness gradually permeates and shapes the policies and procedures of the business sector, community stakeholders, and local and federal governments on how to manage better climate change mitigation and adaptation in their many spheres of influence, including through advocacy, daily actions, and professional careers (Kelly et al., 2015).

(Leal Filho et al., 2019) contend that universities are now aware of their obligation to develop climate change education modules and prioritize carbon neutrality, but sometimes organizational complacency, operational complexity, and an abundance of regulatory requirements that have an impact on governance in the higher education sector can stymie these efforts. Among other ways, nature-immersive field projects, international case studies, and higher degree research can all be used in climate change education (CCE) at universities, which can take the shape of formal, informal, or non-formal learning and teaching methods.

Over the past ten years, there has been a progressive global trend away from a limited focus on environmental preservation in curriculum toward broader aims and innovative teaching techniques, as shown by a literary study of university education on climate change and sustainability. Corporate social responsibility, multiculturalism, community involvement, and ethics are some of these programs. They also take the form of recycled materials, greening campuses, embodied pedagogies, and outdoor education that immerses students in the natural world (Kromydas, 2017).

Climate change education requires immediate attention due to global environmental challenges (Damoah, 2023). Universities need to orient themselves dynamically going forward. This will significantly close the knowledge gap between the generation and sharing of crucial information concerning climate change that has the potential to spread throughout many other areas. Engagement in this area has become increasingly important to higher education providers in recent years. There have been more instances of institutions adopting responsibility for funding environmentally friendly initiatives to meet sustainability goals (Saeed et al., 2019). In addition, recent trends have seen an increase in the number of universities worldwide deciding to actively divest their endowments from interest in fossil fuels. The road toward climate-driven education is strategic, integrative, and gradually integrates the SDGs (Leal Filho et al., 2021).

Hou and Jacob (2017) intimated that the Times Higher Education Impact Rankings are a mechanism for outlining the parameters that institutions employ to accomplish certain UN SDGs. SDG 13 (climate action) is one of them. This assesses whether or not universities engage in climate change research, how they utilize low-carbon energy, and whether or not they offer educational initiatives targeted at achieving carbon neutrality. (Leal Filho et al., 2021) argue that 376 universities from 70 different countries are included on the most recent list for the year 2020. The top five institutions are all located in New Zealand, Australia, or the United States; no African universities made the list.

The world community is primarily concerned with climate change and climatic variability. Critical inquiries together with reflexive and transformational educational techniques are required due to the complex interconnections between the earth's socio-ecological systems and the global climate. Regarding sustainability issues and the difficulties posed to learning and pedagogy, this may assist in meeting the need for more radical social learning-centered reform (Leal Filho et al., 2021). Therefore, there is a need to move away from basic, silobased approaches to education and toward more systemic and in-depth research that combines biophysical, sociopg. 3 economic, and socio-psychological conceptions (White & Delaney, 2021). In this context, ideas like Education for Sustainable Development (ESD), a crucial instrument for sustainable development and a crucial component of high-quality education, have acquired international traction. ESD equips individuals to modify their perspectives and practices to move toward a sustainable future. By expanding chances for top-notch education on sustainable development, this may be achieved. Through the reform of educational pedagogies and the empowerment of individuals to acquire the information, abilities, attitudes, and behaviors necessary for sustainable development which will foster social transformation. This emphasizes the importance of including sustainable development concepts in the curriculum, such as climate change (U.N.E.S.C.O., 2020-02-27). Universities all around the world must make an effort to provide advanced curricula, programs, capacity building, and multidisciplinary collaboration to encourage meaningful learning on Climate Change.

Furthermore, since climate change is largely the result of interactions between humans and the environment, schools can help us do more than just understand these changes to our habitat and help us adapt to them (Damoah et al., 2023). They can also help us slow down these changes and lessen their impact as we adopt sustainable practices and, possibly, even reverse them as we develop technologies that change the factors that cause climate change. People need to be prepared to adopt sustainable behaviors to lessen both their contribution to climate change and the effects of climate change on their daily lives (Feola, 2015). This is accomplished through educating people about more sustainable ways to interact with their environment. When we make decisions about our consumption and way of life, these activities may be personal to us.

Human competencies, or people's knowledge, motivation, and skills, are essential for climate change adaptation and mitigation. However, acquiring those skills is a very difficult task that calls for concentration and expertise. Climate change education, a branch of education for sustainable development, is a new educational area born out of the potential of education to influence human-environmental interactions. To help students comprehend, adapt to, and minimize climate change, a lot has been written and is being done in this area. To confront this grave peril that mankind faces, governments all over the world have created curricula and established policies in collaboration with civil society groups and other institutions (Huckle & Wals, 2015).

(Læssøe & Mochizuki, 2015) intimated that international organizations like UNESCO have made significant efforts to promote climate change education and have created and disseminated materials to do so. (Wynes & Nicholas, 2017) argued that despite these efforts, education has not yet been able to significantly reduce the impact that our species has on climate change, nor have we been able to adapt to these climatic changes. As a result, much like polar bears, we are witnessing the destruction of our habitat, much of which is due to our own doing, and we are unsure of whether we will survive these changes alongside other species. The fact that no one nation can resolve it independently and that no nation can protect itself from its repercussions makes it the defining global dilemma. However, it is extremely doubtful that the necessary collective response will be generated. Climate change may end up being the problem that defines the twenty-first century.

This paper thematically reviewed relevant literature on climate change education in institutions of higher learning and its implications.

This is a thematic literature review paper anchored on the Transformative Paradigm(PT). The revolutionization of the role of CCE in higher education is imperative to mitigate the effects of climate change, as argued in this paper. The philosophical foundation of the TP prioritizes social justice and human rights concerns, including the climate and environmental crises that are affecting communities worldwide (Mertens & Wilson, 2012). The Transformational paradigm assumes a complex world with various perspectives on reality emerging from socioeconomic and cultural viewpoints. Knowledge is produced within a framework of power and privilege, with repercussions tied to whatever version of knowledge is granted privilege. No one technique is preferred; rather, methodological choices are linked to the goals of social justice. The methodology includes a structural analysis that promotes a critical and reflexive interaction between the evaluator and stakeholders (Baker et al., 2021). behave in daily life, encompassing individual and societal transformation. This resonates with the philosophical view of social change theory.

The concept of change is broad, encompassing alterations in social relationships and structures. Social change involves observing changes in any social phenomenon over time. Parson Talcott's 1951 structural-functional theory is the basis for this paper. According to this theory, social structures have both structural and functional components. Structures have a direct impact on function, and society is viewed as a balanced system, like the human body. Social institutions make changes to stabilize the social order when external or internal events disturb it (Parson, 1951). Universities must implement policies that promote environmental advocacy and create a supportive atmosphere and defined curriculum to develop the necessary skills for a transformative society. Universities have a social contract of designing pedagogical strategies that integrate CCE into their curriculum and programs to bring the needed environmental and societal transformation. Moreover, universities should prioritize research on pressing climate change issues. This is crucial for developing an environmentally conscious young generation that can protect ecosystems and contribute to society. This paper reviews the literature on the following thematic areas: the importance of climate change education in institutions of higher learning, Strategies to Reinvigorate Climate Change Education

The paper thematically discussed the relevance of climate change education and the strategies to revive climate change education in institutions of Higher learning.

Higher Education Institutions (HEIs) play a critical role in advancing the Sustainable Development Goals (SDGs) and setting an example for other industries (Damoah, 2021) (Ketlhoilwe et al., 2020). They have the power to influence public discourse on the SDGs and are instrumental in achieving the 2030 Sustainable Development Goal Agenda. Although SDG 4 emphasizes quality and inclusive education, HEIs impact all the goals through research, teaching, and campus initiatives. They are a valuable source of ideas and solutions for global challenges, contributing to economic, environmental, and social development (U.N.E.S.C.O., 2020-02-27).

UNESCO (2020) further stresses that HEIs are situated at the center of networks of partners from the public sector, private sector, and business community, amplifying their potential to effect positive change. HEIs have already taken measures such as implementing campus greening and community engagement programs (Leal Filho et al., 2015). Universities are working collaboratively to achieve the SDGs, with a particular focus on SDG 4, while taking care to align their strategies with the SDGs. To further advance the SDGs, it is recommended that universities integrate the goals into their curricula and encourage Ph.D. candidates to research and write theses on SDG-related topics.

Education for social change should go beyond traditional teaching. It ought to promote involvement and active engagement, allowing people to use their knowledge in practical settings. Projects, neighborhood efforts, and collaborations with sustainability-focused groups can all fall under this category. To solve the complicated and pressing issue of climate change, it is important to empower individuals, foster a feeling of urgency and responsibility, and foster a sense of community. We can develop a resilient and sustainable society that can mitigate and adapt to climate change by incorporating these ideas into educational institutions and practices. The promotion of sustainable behaviors and the acceleration of societal change are both facilitated by climate change education. People may make wise judgments and take the necessary steps to lessen the effects of climate change by raising their level of awareness, comprehension, and knowledge about it. Implementing these techniques, universities may position themselves as centers for climate change education, research, and action, raising a generation of knowledgeable and engaged people who are prepared to lead the societal transformation toward a sustainable future.

Not applicable