At the inaugural Climate-U Conference, held at Kenyatta University in Kenya, Christina Torres, a PhD candidate in Science Education and Research Associate at the Center for Sustainable Futures, presented her research, "Bridging educational divides: A research-practice partnership to empower teachers to integrate climate change across subjects." The conference, which attracted an international audience, focused on climate and sustainability efforts within higher education institutions (HEIs). Torres's presentation was part of a broader discussion exploring the integration of climate education across multiple disciplines.

The session featured four other papers, each addressing the challenges and opportunities HEIs face in embedding sustainability into their frameworks. Topics ranged from interdisciplinary approaches to climate interventions to the specific barriers encountered when attempting to integrate sustainability methods into schooling curricula. The session fostered a rich dialogue on how institutions of higher learning can play a more active role in supporting teaching and learning about climate change, touching on diverse subjects and perspectives. Torres’s research, developed through an on-going research-practice partnership (RPP) between the Center for Sustainable Futures at Teachers College, Columbia University, and the New York City Public Schools (NYCPS) Office of Energy and Sustainability, addresses significant barriers to climate change education in K-12 schools. 

In response to these challenges, the RPP developed professional learning opportunities for NYCPS teachers, aiming to deepen their knowledge of climate change, connect climate impacts to the local context of New York City, and empower educators to integrate climate change discussions across various disciplines. Torres explained how these programs were offered in two formats: a summer institute and a mid-winter institute. The summer institute provided a week-long intensive workshop, allowing 40 teachers from the same school level to develop transdisciplinary climate-focused lesson plans for the school year. Meanwhile, the mid-winter institute offered a three-day program for 500 teachers, giving them access to curriculum experts and local partners around climate change education. Both initiatives engaged curriculum development specialists along with a variety of NGOs, CBOs, and community-based organizations.

The research presented by Torres outlined the findings from these two programs and discussed potential directions for the partnership. Ultimately, the research demonstrated how collaborative efforts between K-12 systems and HEIs could serve as a model for advancing climate change education. Torres is thankful to have had the opportunity to present at the inaugural Climate-U conference, and hopes this is the start of more HEIs looking critically at their role in climate action and sustainability.