Environmental Education

The EE1 - Academic Reputation in Earth and Environment indicator measures the extent to which a university is recognised by the global academic community for excellence in teaching and research within the fields of Earth and Marine Sciences and Environmental Sciences. It is based on the averaged Academic Reputation scores from the most recently published QS Subject Rankings in these two disciplines and therefore provides a focused assessment of institutional standing in areas that are directly relevant to environmental sustainability and climate-related knowledge.

The indicator captures the collective judgement of academics worldwide regarding which institutions are making the strongest contributions to environmental scholarship, scientific discovery, and the education of future environmental leaders. Rather than measuring institutional inputs or self-reported activity, it reflects peer recognition from subject specialists who are actively engaged in research and teaching within these fields.

Within the Environmental Education Lens, the indicator serves as a measure of educational quality and academic standing. It recognises universities that have established strong reputations for advancing understanding of environmental systems, climate science, sustainability challenges, natural resources, and the interactions between human activity and the natural world. As environmental issues become increasingly central to global policy, economic development, and societal wellbeing, academic excellence in these disciplines plays an important role in preparing graduates with the expertise required to address complex environmental challenges.

The indicator is derived from the QS Global Academic Survey, which gathers expert opinions from academics across a wide range of countries, regions, and disciplines. Respondents identify institutions they regard as demonstrating outstanding performance within their areas of expertise, allowing the indicator to reflect informed international peer recognition. As a result, EE1 provides an externally validated view of a university's reputation in environmental education and research, complementing other Environmental Education indicators that assess curriculum provision and graduate impact.

The indicator is closely aligned with SDG 13: Climate Action, reflecting the importance of environmental knowledge, climate science, and sustainability research in supporting global efforts to address climate change. It also supports SDG 5: Gender Equality through its contribution to a broader framework that promotes inclusive participation and leadership within sustainability-related education and research.

The EE2 - Alumni Impact for Environmental Sustainability – Public and Third Sector indicator measures the extent to which a university's graduates go on to contribute to environmental sustainability through careers in government, public bodies, charities, non-governmental organisations (NGOs), and other mission-driven organisations. It recognises that universities play an important role not only in providing environmental knowledge and skills, but also in preparing graduates who apply that expertise to address environmental challenges and advance sustainable development throughout their professional lives.

The indicator focuses on the real-world impact of alumni working in organisations and sectors that influence environmental outcomes through policy development, regulation, advocacy, conservation, environmental protection, climate action, public engagement, and community programmes. By assessing graduate achievement in these areas, the indicator provides insight into how effectively institutions develop individuals who are able to generate positive environmental change beyond the university setting.

Within the Environmental Education Lens, EE2 serves as the principal measure of graduate outcomes and societal impact. While other indicators assess academic reputation and curriculum provision, EE2 examines whether environmental education translates into meaningful contributions to society after graduation. It therefore recognises institutions whose graduates are helping to shape environmental policy, support sustainable practices, protect natural ecosystems, address climate-related challenges, and promote environmental awareness at local, national, and international levels.

The indicator reflects the principle that the value of environmental education extends beyond classroom teaching and research activity. Universities that equip students with the knowledge, skills, values, and leadership capabilities needed to address environmental issues can produce graduates who become influential contributors within public-interest organisations and the wider sustainability sector. Measuring alumni impact provides an outcome-based perspective on the effectiveness of environmental education and its long-term contribution to society.

The indicator is closely aligned with SDG 13: Climate Action, recognising the importance of developing graduates who contribute to climate mitigation, adaptation, environmental stewardship, and broader sustainability objectives through their professional activities. It also supports SDG 5: Gender Equality through its inclusion within a wider sustainability framework that promotes inclusive participation, leadership, and representation across environmental and public-service careers.

By assessing the achievements of graduates working within the public and third sectors, EE2 complements measures of academic excellence and curriculum provision, helping to provide a more comprehensive understanding of how universities contribute to environmental sustainability through the education, development, and long-term impact of their alumni.

The EE3 - Climate Science and/or Sustainability Courses indicator measures the extent to which a university provides students with formal learning opportunities in climate science, environmental sustainability, and related subject areas. It assesses the emphasis an institution places on developing environmental literacy by examining the availability of relevant courses, the academic recognition attached to those courses, and whether they lead to qualifications specifically focused on climate science or sustainability.

The indicator recognises that access to high-quality sustainability-focused education is a fundamental component of environmental impact. As climate change, biodiversity loss, resource management, and environmental resilience become increasingly important global challenges, universities have a critical role in ensuring that students can acquire the knowledge, skills, and competencies needed to understand and address these issues. Providing accredited courses and recognised qualifications demonstrates an institutional commitment to embedding environmental sustainability within educational provision.

Within the Environmental Education Lens, EE3 serves as the primary measure of curriculum provision. While other indicators assess academic standing and graduate outcomes, EE3 evaluates whether students have access to structured and formally recognised opportunities to study climate science and environmental sustainability. It therefore reflects the degree to which sustainability education is supported through institutional resources, programme development, and recognised pathways for academic achievement.

The indicator assesses three key dimensions of provision: the availability of courses relating to climate science, environmental sustainability, or related environmental topics; whether these courses lead to officially recognised academic credits; and whether they contribute towards the award of a formally recognised qualification that explicitly references climate science or environmental sustainability. Together, these elements provide evidence that sustainability education is embedded within the institution's academic offering and supported through recognised educational frameworks.

The indicator aligns closely with SDG 13: Climate Action by recognising institutions that equip learners with the knowledge and expertise required to contribute to climate mitigation, adaptation, environmental stewardship, and sustainable development. It also supports SDG 5: Gender Equality by contributing to a broader educational environment that promotes inclusive access to sustainability-related learning opportunities and future leadership pathways.

By evaluating the availability and recognition of climate science and sustainability-focused courses, EE3 complements measures of institutional reputation and alumni impact. Together with the other indicators in the Environmental Education Lens, it helps provide a comprehensive assessment of how effectively universities prepare students to understand environmental challenges and contribute to sustainable solutions throughout their careers.