Climate Change Education and Gender Equity: A Challenge for Higher Education Institutions in Latin America

Juliana Restrepo Jaramillo; Ana Elena Builes-Vélez; Danny Jean Paul Mejía Holguín; Juan Diego Martínez Marín; Luz Patricia Rave Herrera

doi:10.1007/978-3-031-86985-3_1

Climate Change Education and Gender Equity: A Challenge for Higher Education Institutions in Latin America

Research output: Chapter in Book/Conference proceeding › Book chapter as a result of research › peer-review

Abstract

Climate and environmental literacy are crucial for the upcoming environmental and technical decisions students will take as future professionals, such as architects, designers, and educators. Assume students do not understand the relationship between climate change and gender equity; in that case, there is no simple method to ensure they will take adequate actions against critical environmental and climate issues in their everyday lives. Therefore, this chapter aims to evidence the interconnectedness of climate change, education, and gender equity. The chapter is structured into three parts to achieve its goal. The first one explores education on climate change in Latin American Higher Education Institutions (HEIs). The second section discusses the theories of gender equity and equality and their—links with climate change education (CCE). The study's findings underscore the relevance of these issues, which align with SDGs 4, 5, and 13, while also addressing the challenges of incorporating climate change and gender equity conversations and initiatives within the university setting.

Original language	English
Title of host publication	Education for sustainable development: The contribution of universities
Publisher	Springer Science and Business Media Deutschland GmbH
Pages	1-18
Number of pages	18
ISBN (Electronic)	978-3-031-86985-3, 2199-7381
ISBN (Print)	978-3-031-86984-6, 2199-7373
DOIs	https://doi.org/10.1007/978-3-031-86985-3_1
State	Published - 3 Jul 2025

Publication series

Name	World Sustainability Series
Volume	Part F819
ISSN (Print)	2199-7373
ISSN (Electronic)	2199-7381

Bibliographical note

Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 13 Climate Action

Keywords

Climate change
Education
Gender equity
Latin America
SDGs

Types Minciencias

Capítulos en libro resultado de investigación

Access to Document

10.1007/978-3-031-86985-3_1

Cite this

Jaramillo, J. R., Builes-Vélez, A. E., Holguín, D. J. P. M., Marín, J. D. M., & Herrera, L. P. R. (2025). Climate Change Education and Gender Equity: A Challenge for Higher Education Institutions in Latin America. In Education for sustainable development: The contribution of universities (pp. 1-18). (World Sustainability Series; Vol. Part F819). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-031-86985-3_1

Jaramillo, Juliana Restrepo ; Builes-Vélez, Ana Elena ; Holguín, Danny Jean Paul Mejía et al. / Climate Change Education and Gender Equity: A Challenge for Higher Education Institutions in Latin America. Education for sustainable development: The contribution of universities. Springer Science and Business Media Deutschland GmbH, 2025. pp. 1-18 (World Sustainability Series).

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abstract = "Climate and environmental literacy are crucial for the upcoming environmental and technical decisions students will take as future professionals, such as architects, designers, and educators. Assume students do not understand the relationship between climate change and gender equity; in that case, there is no simple method to ensure they will take adequate actions against critical environmental and climate issues in their everyday lives. Therefore, this chapter aims to evidence the interconnectedness of climate change, education, and gender equity. The chapter is structured into three parts to achieve its goal. The first one explores education on climate change in Latin American Higher Education Institutions (HEIs). The second section discusses the theories of gender equity and equality and their—links with climate change education (CCE). The study's findings underscore the relevance of these issues, which align with SDGs 4, 5, and 13, while also addressing the challenges of incorporating climate change and gender equity conversations and initiatives within the university setting.",

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Jaramillo, JR , Builes-Vélez, AE , Holguín, DJPM , Marín, JDM & Herrera, LPR 2025, Climate Change Education and Gender Equity: A Challenge for Higher Education Institutions in Latin America. in Education for sustainable development: The contribution of universities. World Sustainability Series, vol. Part F819, Springer Science and Business Media Deutschland GmbH, pp. 1-18. https://doi.org/10.1007/978-3-031-86985-3_1

Climate Change Education and Gender Equity: A Challenge for Higher Education Institutions in Latin America. / Jaramillo, Juliana Restrepo ; Builes-Vélez, Ana Elena ; Holguín, Danny Jean Paul Mejía et al.
Education for sustainable development: The contribution of universities. Springer Science and Business Media Deutschland GmbH, 2025. p. 1-18 (World Sustainability Series; Vol. Part F819).

Research output: Chapter in Book/Conference proceeding › Book chapter as a result of research › peer-review

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AU - Builes-Vélez, Ana Elena

AU - Holguín, Danny Jean Paul Mejía

AU - Marín, Juan Diego Martínez

AU - Herrera, Luz Patricia Rave

PY - 2025/7/3

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AB - Climate and environmental literacy are crucial for the upcoming environmental and technical decisions students will take as future professionals, such as architects, designers, and educators. Assume students do not understand the relationship between climate change and gender equity; in that case, there is no simple method to ensure they will take adequate actions against critical environmental and climate issues in their everyday lives. Therefore, this chapter aims to evidence the interconnectedness of climate change, education, and gender equity. The chapter is structured into three parts to achieve its goal. The first one explores education on climate change in Latin American Higher Education Institutions (HEIs). The second section discusses the theories of gender equity and equality and their—links with climate change education (CCE). The study's findings underscore the relevance of these issues, which align with SDGs 4, 5, and 13, while also addressing the challenges of incorporating climate change and gender equity conversations and initiatives within the university setting.

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Jaramillo JR , Builes-Vélez AE , Holguín DJPM , Marín JDM, Herrera LPR. Climate Change Education and Gender Equity: A Challenge for Higher Education Institutions in Latin America. In Education for sustainable development: The contribution of universities. Springer Science and Business Media Deutschland GmbH. 2025. p. 1-18. (World Sustainability Series). doi: 10.1007/978-3-031-86985-3_1

Climate Change Education and Gender Equity: A Challenge for Higher Education Institutions in Latin America

Abstract

Publication series

Bibliographical note

UN SDGs

Keywords

Types Minciencias

Access to Document

Fingerprint

Cite this