In the fall of 2025, hundreds of students at the University of California, San Diego (UCSD), found themselves heading to classes that seemed unrelated to their majors. For instance, Hannah Jenny, an economics and math major, was walking to a sustainable development course. Meanwhile, Angelica Pulido, a history major hoping to work in museums, was preparing for a class on gender and climate justice. Later that evening, many would attend a lecture focused on the economics of the environment, exploring questions like how much extra consumers would spend on gas to protect marine life from oil spills.
Even though most of these students are not looking to become climate scientists, UCSD believes it’s crucial for every student to grasp the complexities of climate change. The university is pioneering a requirement for all undergraduates to take a climate-related course to earn their degree. This initiative began with first-year students and reflects a broader commitment to ensure future employees are prepared for a world fundamentally shaped by climate issues.
Global warming leads to alarming events—like droughts, floods, and fires—impacting every job sector. UCSD’s administration argues that understanding climate change is now as essential as mastering traditional subjects. Although President Trump has dismissed climate change, other institutions are following suit, with Arizona State University also requiring sustainability classes and San Francisco State introducing a climate justice requirement.
“You can’t escape climate change,” notes Amy Lerner, a professor at UCSD. She emphasizes that students should be equipped to navigate its repercussions across various industries.
UCSD, serving approximately 35,000 undergraduates, doesn’t mandate a single course; instead, students can satisfy the requirement through any of over 50 courses spanning 23 disciplines. These include topics like sustainable development, psychology of the climate crisis, and energy economics. The university plans to expand these offerings, integrating a range of subjects that touch on climate issues.
Expert Bryan Alexander from Georgetown University observes that while climate change has historically been confined to ecology and environmental science courses, more disciplines are now addressing the topic. He argues that learning about climate change should be akin to acquiring a new language in liberal arts education.
At UCSD, provost K. Wayne Yang reinforces that every career will be influenced by climate change. Health professionals will need to know how to treat patients affected by extreme temperatures, while business owners must understand how environmental conditions impact their products. This perspective encourages students like Jenny to think critically about the balance between economic growth and environmental sustainability. “How can we grow economically without harming the planet?” she wonders.
Though Pulido’s career in museums may not directly relate to climate change, she signed up for the gender and climate justice course because it intrigued her. She recognizes the importance of understanding climate issues in shaping her future career.
Across the country, different colleges are adopting unique methods for teaching about climate change. Arizona State covers human and environmental well-being through the lens of sustainability, while San Francisco State’s requirement focuses on the unequal impacts of climate change on marginalized communities. Autumn Thoyre, co-director of the Climate HQ at San Francisco State, stresses the importance of understanding broader systems of oppression to enact meaningful change.
Amid political debates, UCSD has received minimal pushback about its climate requirement. This is partially due to its longstanding reputation as a leader in climate education, rooted in its connection to the Scripps Institution of Oceanography, founded over a century ago.
Meeting the graduation requirement involves ensuring that courses have at least 30% content on climate change. For example, a class with 20 sessions must dedicate at least six to climate-related topics. This structured approach helps students engage more deeply with complex issues.
When Professor Lerner gathers her students, they often come equipped with scientific knowledge but lack understanding of the societal implications of climate change. “It’s astonishing how often they have no clue about potential solutions,” she comments. Her classes aim to bridge that knowledge gap, instilling a sense of urgency among students to tackle climate issues creatively.
Another professor, Mark Jacobsen, emphasizes the economic implications of environmental decisions. He challenges students to consider whether investing in renewable energy now can save money in the long run by reducing disaster recovery costs later.
In this educational landscape, Jenny reflects on the significance of confronting climate issues directly. “It’s easy to ignore big problems. But those discussions are essential,” she asserts. By pushing students to engage, UCSD aims to foster a generation equipped for the challenges ahead—all amid a climate crisis that affects everyone, regardless of major or career choice.
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