Denmark should implement mandatory climate education in universities to ensure a common understanding of the climate crisis among future leaders. This call to action emphasizes that technology and taxes are insufficient to address the climate challenge, highlighting the crucial role of education in shaping informed decision-makers. A mandatory climate module across subjects, with a minimum of 3 ECTS credits, should focus on establishing a shared understanding of the problem, including the implications of exceeding 1.5 degrees Celsius, the cascade effects and tipping points threatening societal stability, and the importance of biodiversity and ecosystems for food security and health.

The proposed module aims to provide a scientific basis and ecological reality for understanding the climate crisis, rather than promoting specific political solutions. This is deemed essential because solutions depend on political orientation and values; discussing them without a common understanding of the problem is considered unproductive. The focus is on university students because they will soon be in positions to influence policy, lead companies, and manage legislation. Without a solid understanding of the climate crisis, decisions at all levels risk being made without considering the most significant societal challenge of the 21st century.

The author argues that while universities are considered bastions of academic freedom, this freedom is already limited by factors like funding, grants, and evaluations based on measurable KPIs. This focus on measurable outcomes weakens the space for education, critical thinking, and insight for their own sake. As a result, many students complete their education without adequately understanding the climate crisis. While a mandatory climate module will not solve the entire problem, it can lead to students choosing greener electives, asking critical questions about the curriculum, and pursuing careers where their knowledge can make a difference. It may also empower academic environments that already recognize the importance of climate education but lack the resources and support to integrate it into their teaching.

The author believes that implementing a national requirement for climate education would provide universities with a mandate and resources to prioritize what they already know is important. The alternative is to wait for external pressure to force action, while starting now with mandatory climate education is a reasonable step. If society does not allow knowledge to shape its culture, ignorance will shape its choices. Benjamin Bøgen Pedersen, BSc in International Business at CBS & board member of SAGA, advocates for this approach.