Universities’ urban planning programs vary in climate change education

Preparing Urban Planners for Climate Change: A Divergent Approach in North America

As climate change becomes an increasingly critical issue, the role of urban and community planners is gaining importance in adapting cities to these challenges. However, a recent study conducted by researchers at the University of Kansas reveals a wide variation in how North American university programs are equipping future planners with the necessary skills to tackle climate change.

Recognizing the pressing need to integrate climate change into urban planning, researchers Elisabeth Infield from the University of Massachusetts Amherst, Mark Seasons from the University of Waterloo, and Ward Lyles from the University of Kansas conducted a comprehensive survey of over 100 universities in the United States and Canada. Their findings, published in the journal Planning Practice & Research, highlight the diverse approaches these institutions take in addressing climate change within their curricula. Read the full study here.

In Canada, planning programs typically introduce climate science basics and emphasize active learning and context-specific solutions. These courses often focus on justice, equity, and vulnerability, with an emphasis on solutions rather than the physical sciences. “We see that as an understandable area of focus the last 20 years, because the science is fairly settled and we’re not having to catch people up,” said Lyles. He noted a shift from mitigating climate change to adapting to its effects, especially after events like Hurricane Katrina.

In the United States, the number of programs offering dedicated climate change courses has nearly doubled from 2010 to 2023, transcending political divides across states. The survey also found that more than 60% of programs offered semester-long courses on climate change, with adaptation receiving more attention than mitigation. Faculty and students, rather than administrators or alumni, largely drive the push for increased inclusion of climate topics.

Despite progress, the studies reveal challenges in uniformly integrating climate change into urban planning education. Programs often grapple with the depth of coverage and the balance between adaptation, mitigation, and resilience. “We don’t believe you should be able to come out of a planning program without addressing climate change,” Lyles emphasized, advocating for standalone courses and a broader integration across all planning disciplines.

To advance climate education in urban planning, the authors recommend core climate change courses, monitoring compliance with educational standards, fostering international collaboration, and enhancing perspectives on equity and justice in planning. Lyles highlighted the importance of engaging young planners with emotional intelligence to lead community conversations about climate change, acknowledging the challenges they face.

“We found little focus on asking, ‘How do you talk to young people whose relative contribution to the problem is negligible and have been constantly told the world is struggling?’ How do we teach them about the issue? Despondency is rarely a good motivator,” Lyles reflected, emphasizing the need for training planners to handle difficult discussions effectively.

For more insights into the study and recommendations, refer to the following source.