Abstract
This review brings together recent literature and evidence, alongside short case study examples, to understand the state of climate education in England. With an ultimate focus on challenging the role of universities in delivering a climate education, this publication looks at who is influencing the climate education agenda, how climate education is being delivered, and existing challenges and potential opportunities for climate education. It calls for a place-based, holistic approach to climate education, in which universities can work collaboratively to achieve a common goal and contribute to addressing the climate emergency.