Assessing climate change and health provisions among staff in higher education institutions: A preliminary investigation

This study has some limitations. The first one is the fact that the empirical part was under- taken over a short period of time. A further limitation is related to the fact that the sample, with 120 participants, was not large enough to allow a more robust statistical approach to be used. Nonetheless, this study provides a welcome contribution to the literature since it has ana- lysed and documented trends related to the ways in which HEIs in 42 countries currently han- dle provisions related to climate change and health, which makes this study one of the most comprehensive ones on the topic, while limited to the sample. It is challenging to collect infor- mation on the topic among so many countries. The geographical distribution of the sample, including 42 countries from all the continents, offers a rough profile of international trends, hence helping to foster a broader understanding of the international implications of this important topic. Future studies may aim to collect a wider range of responses, thus catering to more complex statistical analyses. To effectively tackle the challenges pinpointed in the study and foster the seamless integra- tion of climate change and health into higher education curricula, several recommendations can be proposed. For instance: • There should be a heightened emphasis on developing interdisciplinary programmes and courses that seamlessly integrate the intricate dimensions of climate change and health. This approach ensures a comprehensive educational experience that transcends disciplinary boundaries.

• To enhance the educational landscape, there is a need to integrate climate change and health topics into existing courses, especially those in environmental science, public health, and biology. This incorporation enriches the curriculum by infusing relevant content into estab- lished academic domains. • Pioneering the creation of new interdisciplinary courses dedicated to the exploration of cli- mate change and health is imperative. These courses should draw upon insights from various disciplines, fostering a holistic understanding of the multifaceted relationship between cli- mate change and health. • Establishing experiential learning opportunities, such as field trips and research projects, is crucial for a hands-on exploration of climate change and health topics. These opportunities provide students with real-world exposure and deepen their understanding through practical engagement. • To further enrich the educational experience, it is essential to develop avenues for students to directly engage with experts and practitioners in the field. This interaction facilitates a direct exchange of knowledge, insights, and experiences, enhancing students’ comprehen- sion of the complex issues at the intersection of climate change and health. • Facilitating meaningful conversations among students, faculty, and practitioners about the interconnectedness of climate change and health is vital. Creating spaces for dialogue fosters a collaborative learning environment, encouraging the exchange of perspectives and the development of well-rounded insights into the subject matter.

By implementing these recommendations, universities can not only address the identified challenges but also contribute significantly to preparing future professionals with a compre- hensive understanding of the critical nexus between climate change and health. Finally, greater provisions should be made for training, so that teaching staff and research- ers may become more familiar with the connections between climate change and health and, by doing so, feel encouraged to handle these issues in their study programmes and research. In PLOS ONE Climate change and health in HEIs PLOS ONE | https://doi.org/10.1371/journal.pone.0304019 May 21, 2024 17 / 21