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

• Limited resources. Several universities may lack the financial or human resources required to address the issue of climate change adequately [19]. • Unclear goals. Without well-defined goals, universities may find it challenging to prioritize their efforts and determine which strategies and initiatives are most effective in addressing climate change [34]. • Costs. Some initiatives for mitigating and adapting to climate change involve costs, and there could be political pressure from diverse stakeholders to avoid undertaking them [22]. • Short-term focus. Universities may prioritize short-term objectives, such as boosting enrol- ment or enhancing rankings, over long-term goals, such as reducing GHG emissions [19]; • Lack of continuity. It is noted that certain initiatives at universities have a short-lived dura- tion, whereas a long-term perspective is essential [19]. In the broader context, universities are increasingly offering substantial support for various climate-related activities initiated and led by both their staff and students. This multifaceted engagement underscores a collective effort within the academic sphere to not only acknowl- edge the gravity of climate change but to actively contribute to sustainable practices, advocate for climate resilience, and foster a culture of environmental responsibility [35]. This preliminary study aimed to investigate these relationships and examine the extent to which current provisions for education and training on the connection between climate

change and health are being considered and met in the context of HEIs. A research question was posed, specifically: How are HEIs addressing climate change and health issues in an inte- grated manner? To answer this question, a mixed method approach was used. It combined a review of recent literature on the role of HEIs in addressing the connection between climate change and health, an international survey, and a set of selected case studies. The results of this research provide some useful lessons that may be applied by researchers, policymakers, and managers and staff in HEIs for improving their educational and research outcomes, as well as their social outcomes. The article is structured as follows. First, the relationship between HEIs and climate change is explored from a comprehensive perspective. The subsequent section details the methods used in this research and provides information about the survey and the criteria used for iden- tifying the case studies. This is followed by a thorough explanation of the results, which are cross-checked against the literature. The final section presents the main conclusions of this research and provides some recommendations for enhancing the role of HEIs in addressing the multiple relationships between climate change and human health. 2. Methodology This preliminary investigation aimed to understand how HEIs are addressing climate change and health issues in a comprehensive manner. To answer this research question and ascertain the degree to which existing provisions for education and training on the nexus between cli-

mate change and health have been explored, along with identifying needs for policy develop- ment, research, and training, several methods have been applied. First, a survey has been conducted. The target population was teaching staff and researchers of HEIs working on the connection between climate change and health. In addition to this, a set of case studies were identified by the research team to better illustrate the areas in which universities are dealing with the connection between climate change and global health from different perspectives. PLOS ONE Climate change and health in HEIs PLOS ONE | https://doi.org/10.1371/journal.pone.0304019 May 21, 2024 4 / 21