Who is taking climate action in university? Drivers of personal and professional climate action in higher education

Purpose: Climate change (CC) poses significant risks to society, but there are ways people can address it – including in their personal and professional lives. One professional context – higher education – has a unique role in tackling CC through educating future leaders and researching potential solutions. This study aims to identify the predictors that determine climate action in the university. Design/methodology/approach: The predictors of climate action (including both personal behaviour change and academic subject choice) are examined amongst both university students and staff at a UK university. The authors present the results of an online survey (N = 3,326). Findings: Climate education and research were associated with early and mid-career researchers, years working/studying and academic field, with engineering staff/students most involved. Climate anxiety and awareness of university climate emergency declarations and credible climate information sources significantly explain academic behaviour among students and academics. In addition, activities with substantial carbon footprints, such as driving and eating ruminant meat, could be associated with CC research and teaching. Originality/value: These results highlight the importance of improving climate literacy, and sustainability initiatives within higher education. To address the urgent issues of CC, higher education institutions must integrate climate education, research and sustainable practices.