Leveraging Higher-Education Instructors in the Climate Literacy Effort: Factors Related to University Faculty’s Propensity to Teach Climate Change

In this study, we explored the relationship between university teaching faculty’s knowledge, concern and feelings of responsibility toward climate change and their propensity to address this topic in their classroom curriculum. We sent surveys containing 30 questions to approximately 3,150 faculty a...

The International Journal of Climate Change: Impacts and Responses

Common Ground Research Networks