Empowering climate justice: integrating EDI and climate pedagogy in higher education for sustainable futures

Tania Dias Fonseca

doi:10.34737/x586v

Empowering climate justice: integrating EDI and climate pedagogy in higher education for sustainable futures

Tania Dias Fonseca

Academic Services

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

The impacts of climate change are evident globally. However, its negative consequences are not equally experienced: the Global South and BIPOC communities are disproportionately affected. Higher education institutions share the responsibility to find solutions while preparing graduates to be sustainability leaders. Using the concepts of ‘free riders’ and ‘forced riders’, it explores how historical and structural factors intersect with race, gender, class and geography to shape climate vulnerability. The paper presents strategies for engaging students in transformative learning that fosters civic agency, social justice and green skills, preparing graduates to lead equitable and sustainable transitions.

Original language	English
Title of host publication	Redefining education
Subtitle of host publication	IUT 2025 conference proceedings
Place of Publication	London, U.K.
Publisher	University of Westminster
Pages	67-75
Number of pages	9
DOIs	https://doi.org/10.34737/x586v
Publication status	Published - 2025
Event	51st International Conference on Improving University Teaching: Navigating Sustainability and Innovation in a VUCA World - University of Westminster, London, United Kingdom Duration: 16 Jul 2025 → 18 Jul 2025 Conference number: 51 https://iutconference.com/

Conference

Conference	51st International Conference on Improving University Teaching
Country/Territory	United Kingdom
City	London
Period	16/07/25 → 18/07/25
Internet address	https://iutconference.com/

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@inproceedings{2b3146a90d064293a3f2f648e31196c7,

title = "Empowering climate justice: integrating EDI and climate pedagogy in higher education for sustainable futures",

abstract = "The impacts of climate change are evident globally. However, its negative consequences are not equally experienced: the Global South and BIPOC communities are disproportionately affected. Higher education institutions share the responsibility to find solutions while preparing graduates to be sustainability leaders. Using the concepts of {\textquoteleft}free riders{\textquoteright} and {\textquoteleft}forced riders{\textquoteright}, it explores how historical and structural factors intersect with race, gender, class and geography to shape climate vulnerability. The paper presents strategies for engaging students in transformative learning that fosters civic agency, social justice and green skills, preparing graduates to lead equitable and sustainable transitions.",

author = "\{Dias Fonseca\}, Tania",

year = "2025",

doi = "10.34737/x586v",

language = "English",

pages = "67--75",

booktitle = "Redefining education",

publisher = "University of Westminster",

note = "51st International Conference on Improving University Teaching : Navigating Sustainability and Innovation in a VUCA World ; Conference date: 16-07-2025 Through 18-07-2025",

url = "https://iutconference.com/",

}

Dias Fonseca, T 2025, Empowering climate justice: integrating EDI and climate pedagogy in higher education for sustainable futures. in Redefining education: IUT 2025 conference proceedings. University of Westminster, London, U.K., pp. 67-75, 51st International Conference on Improving University Teaching, London, United Kingdom, 16/07/25. https://doi.org/10.34737/x586v

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AU - Dias Fonseca, Tania

N1 - Conference code: 51

PY - 2025

Y1 - 2025

N2 - The impacts of climate change are evident globally. However, its negative consequences are not equally experienced: the Global South and BIPOC communities are disproportionately affected. Higher education institutions share the responsibility to find solutions while preparing graduates to be sustainability leaders. Using the concepts of ‘free riders’ and ‘forced riders’, it explores how historical and structural factors intersect with race, gender, class and geography to shape climate vulnerability. The paper presents strategies for engaging students in transformative learning that fosters civic agency, social justice and green skills, preparing graduates to lead equitable and sustainable transitions.

AB - The impacts of climate change are evident globally. However, its negative consequences are not equally experienced: the Global South and BIPOC communities are disproportionately affected. Higher education institutions share the responsibility to find solutions while preparing graduates to be sustainability leaders. Using the concepts of ‘free riders’ and ‘forced riders’, it explores how historical and structural factors intersect with race, gender, class and geography to shape climate vulnerability. The paper presents strategies for engaging students in transformative learning that fosters civic agency, social justice and green skills, preparing graduates to lead equitable and sustainable transitions.

U2 - 10.34737/x586v

DO - 10.34737/x586v

M3 - Conference contribution

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BT - Redefining education

PB - University of Westminster

CY - London, U.K.

Y2 - 16 July 2025 through 18 July 2025

ER -

Empowering climate justice: integrating EDI and climate pedagogy in higher education for sustainable futures

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