In January 2026, the governing bodies of Politecnico di Milano (Polimi) approved the university’s Climate Change Adaptation Plan (CCAP), marking an important milestone in strengthening campus resilience to the impacts of climate change. As one of the first climate adaptation plans adopted by an Italian university, it represents a significant step forward for both the institution and the wider higher education sector in Italy.

Climate change is an increasingly urgent challenge for universities, whose infrastructure, communities, and environmental assets are increasingly exposed to heatwaves, flooding, droughts, and other extreme weather events. These risks are already affecting campus life and are expected to have growing implications for safety, spatial quality, and the well-being of academic communities in the years ahead. In response, universities around the world are adopting adaptation strategies to protect infrastructure, enhance open spaces, retrofit buildings, and equip their communities with new skills and knowledge.

Polimi’s CCAP builds on the university’s broader sustainability agenda, aligned with its 2023–2025 Strategic Plan and Sustainability Strategic Plan. It complements the existing CO₂ Emissions Mitigation Plan by addressing the impacts of climate change: while mitigation focuses on reducing the causes of climate change, adaptation addresses the impacts already being experienced and those expected in the coming decades.

The plan is structured around three main objectives:

1. Strengthening knowledge of climate risks and their impacts on people, buildings, infrastructure, and campus ecosystems;
2. Enhancing the resilience of university spaces and communities through management solutions, physical interventions, and behavioural change;
3. Promoting a culture of climate adaptation by advancing the university as a Living Lab for research, experimentation, awareness, and shared innovation.

In its first year, the CCAP established the climatic and regulatory context, carried out a climate risk assessment focused on flooding and heatwaves, and identified 116 potential adaptation actions, including 16 priority measures selected for their urgency and feasibility.

The focus now shifts to implementation: translating strategy into projects, actions, and everyday decisions that strengthen campus resilience to heatwaves, flooding, drought, and other climate risks. Universities have a vital role to play—not only in studying climate change, but also in transforming their own campuses into living laboratories for climate action and innovation.

Read Climate Change Adaptation Plan (CCAP) [Italian].
Read Executive Summary [English].

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Big Idea(s) for Advancing Sustainability in Higher Education

What does the world need most right now?

We live in challenging times: climate and biodiversity crises, wars and genocide, growing inequalities, democratic backsliding, and increasing pressure on universities themselves (just to name a few). It is quite an overwhelming amount of issues we are facing, and it can be difficult to see how to move forward. Besides, many of these issues don’t have linear solutions and require society to reflect on how it wants to move forward.

Therefore, I think what the world needs is (democratic) spaces where co-creation, knowledge exchange, values, empathy, and imagination come together to enable and envision change. I strongly believe that universities can create these spaces for change. But I don’t think universities are there yet. For example, I think knowledge can be generated more in collaboration with society instead of extracted from society. To be able to create these spaces for change, I therefore think universities should re-envision how they view their role in society. If you ask me, science should go out of the labs and into the streets more.

Leadership and Inspiration

What does effective leadership look like to you?

Working at a university comes with significant privilege: access to knowledge, strong networks, and many opportunities. This privilege comes with a duty to act accordingly. Or, as often attributed to Albert Einstein: ‘Those who have the privilege to know have the duty to act.’ I believe effective leadership is acknowledging this and taking the needed action.

For universities, I believe, that means standing up for scientific integrity and shared values. For example, it means preparing our students for the future, practising what we preach by showing that the energy transition on campus is possible, and speaking truth to decision-makers even if the science is politically sensitive.

Tenacity and Perseverance

The climate emergency feels like the greatest challenge of our lifetime – what keeps you inspired?

What keeps me inspired, in the face of the climate crisis, is the commitment and drive of students and the many colleagues across faculty and staff who put in so much time and effort to work on sustainability. At its core, I think that addressing the climate crisis is a collective effort. I think this also happens when you create these spaces for collective involvement at the university, in which, on the basis of trust, we re-envision a hopeful future. This kind of involvement doesn’t just inspire me, it gives me hope that together, we can actually make it happen!

Fun Fact

What is your favourite activity you do in your spare time?

I love doing sports in nature! Hiking, (trail) running or biking through the hills and mountains, I find it fantastic! Unfortunately, we don’t have many of those in the Netherlands.

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Developed through close collaboration among ISCN Latin American Chapter members, the Research and Independent Non-Governmental Organizations (RINGO) Constituency to the UNFCCC, the Higher Education Climate Network of Networks, and a coalition of global partners, the Pavilion was designed to elevate the critical contributions of higher education while strengthening representation from institutions—particularly those in Latin America and the Global South.

Across two weeks, the Pavilion became a dynamic hub for interdisciplinary dialogue, bringing together universities, researchers, and practitioners to showcase climate innovation, share lessons from campus-based action, and advance the role of higher education institutions as drivers of transformative change. Cross-regional sessions, collaborative workshops, and solution-focused discussions highlighted the increasing importance of academic networks working collectively to meet the accelerating demands of climate mitigation, adaptation, and climate communication. The impact of this joint effort extends beyond COP30, strengthening alliances and setting a new precedent for coordinated higher-education engagement on the international stage.

We extend our sincere appreciation to the Pavilion’s key sponsors and organizing partners, whose leadership and commitment made this initiative possible. In particular, we acknowledge the essential contributions of our colleagues at Universidade Estadual de Campinas (Unicamp) and Tecnológico de Monterrey, whose dedication and coordination were instrumental in shaping and championing the Pavilion. Their partnership and support were integral to the success of this effort.

The reflections shared by Paola Visconti, Director of Sustainability and Social Impact, and Valeria Soto, Lead of Sustainability and Climate Action Projects at Tecnológico de Monterrey, capture the collective spirit and impact of this milestone initiative:

“For us at Tecnológico de Monterrey, the Higher Education for Climate Action Pavilion was one of the most inspiring outcomes of COP30, as it stood out as an example of what collective effort can achieve. Over ten days in Belém, Brazil, the Pavilion served as a dedicated global space to showcase the essential role universities play in driving climate action and sustainable development, while intentionally amplifying the voices and leadership of Latin American institutions.

This initiative was only possible thanks to a remarkable collaborative effort: 16 sponsors came together to support the space, 58 events were delivered, and more than 50 universities from around the world contributed their knowledge, innovations, and commitment. The Pavilion demonstrated not just the power of higher education, but the power of networks working together toward a shared climate agenda.

We want to give a special recognition to the teams that worked throughout 2025 to make this project possible: Roberto Donato, Thalita Dalbelo, Patricia Nunes and Thyago Lins from University of Campinas (Unicamp), Robert Orttung from George Washington University, Victoria Smith and Pato Gonzalez-Marquez from the International Sustainable Campus Network (ISCN), Stephen Davison and Kristy Faccer from the Higher Education Climate Network of Networks, and Beth Martin from the Research and Independent Non-Governmental Organizations (RINGO) Constituency to the UNFCCC.”

Looking ahead, ISCN remains committed to strengthening collaboration across global higher education networks and ensuring that universities continue to play an influential and solutions-driven role within the UNFCCC process. The success of the Pavilion at COP30 demonstrates what is possible when institutions work collectively toward shared goals, and it provides a strong foundation for continued joint action in the lead-up to COP31 and beyond.

Pavilion Sponsors

The Pavilion was possible due to the collaboration and support of:

Universidade Estadual de Campinas (Unicamp)
Tecnológico de Monterrey
Cambridge University Press and Assessment
University of Connecticut
Politecnico di Torino
The George Washington University
Universidade de São Paulo
Fundação Euclides da Cunha
Universidade Estadual Paulista
Universidade Federal Fluminense
Middlebury College
Emory University
International Sustainable Campus Network Latin American Chapter (ISCN-LATAM)
Rede Brasileira de Instituições de Ensino Superior para o Desenvolvimento Sustentável (UniSustentável)
The Higher Education Climate Network of Networks (NoN)
Research and Independent Non-Governmental Organizations (RINGO) Constituency to the UN Framework Convention on Climate Change (UNFCCC)

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Released in 2024, the McGill Climate Risk Assessment provides a comprehensive understanding of the University’s vulnerability to climate change and lays the foundation for effective risk management and adaptation strategies. The assessment was a collaboration between the Office of Sustainability and the Internal Audit Unit responsible for risk management. It involved a cross-cutting committee of administrative departments in partnership with a local consulting firm. Supported by a working group of faculty, staff, and students, key adaptation actions were subsequently incorporated into the McGill Climate & Sustainability Strategy 2025–2030, ranging from raising awareness about extreme weather events to updated design standards.

McGill now has a target to address 100% of its critical climate risks by 2030, establishing climate resilience as a strategic institutional commitment. Adaptation actions have begun to be implemented, including offering eco-anxiety workshops and designating libraries as cooling centres during heatwaves.

To accelerate regional adaptation efforts, McGill partnered with eight other Quebec universities to share its approach and co-develop a common methodology for climate risk assessments. Launched at the 2025 Montreal Climate Summit, the resulting guide pools knowledge and shares best practices in the hopes of accelerating regional adaptation initiatives. McGill continues to share knowledge gained in the process to further spur climate adaptation, including presenting the assessment and methodology in numerous venues, to audiences such as the College of Internal Auditors of Quebec.

Learn more about McGill’s Climate Risk Assessment.

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Measuring sustainability should never be only about counting emissions or tracking recycling rates. The real challenge lies in understanding the link between the intangible: the beliefs, attitudes, and values and the tangible: how individuals and communities act toward the environment. How can we measure a culture of sustainability? How can we tell if pro-environmental behavior and a culture of sustainability have truly become part of who we are?

To answer these questions, Tecnológico de Monterrey, one of Latin America’s leading universities, developed the Sustainability Culture Index (SCI), an instrument designed to make the invisible visible. Now, in its second measurement cycle (2024–2025), the SCI has evolved from a diagnostic tool into a roadmap for cultural transformation, connecting data with action and understanding with impact.

The SCI was first developed in 2021 with the help of professors Florina Arredondo and Gabriel Cué from the School of Humanities and Education, under the academic leadership of Luis Fernández-Carril, Academic Manager of Sustainability. From the beginning, the project sought to build upon the relevant scientific literature existing on pro-environmental behavior to design the survey, including New Ecological Paradigm, as well as the Attitudes, Behavior Context model among other frameworks and conceptual approaches in the literature review, and what other universities were implementing on sustainability culture. The objective was to understand how knowledge, values, attitudes relate to sustainability behaviors, how they take root within a university community, how are these being measured, particularly with intangible elements such as attitudes and ideologies, how to understand different mindsets and ultimately, to motivate action and develop a culture of sustainability. The results of these actions include the design of educational and training courses for staff and faculty, a guideline for the inclusion of education for sustainable development in undergraduate programs, the design of competencies for the update in the educational model, among other actions. The findings have also guided the development of projects and programs, as well as key institutional decisions shaping sustainability policy, for example, the results informed the creation of guidelines for the design of sustainability courses and the design of competencies in all undergraduate programs, as well as the relevant expansion of credits given to sustainability.

In the curriculum design for the 2026 update of the undergraduate educational model, a total of 960 disciplinary credits—representing 29% of all credits—will explicitly incorporate the sustainable development approach. These credits are distributed across 205 courses, equivalent to 20% of all undergraduate programs. Each course will be developed following the course design guidelines informed by the SCI.

The 2025 edition marks a significant evolution of that initial effort and reflects a broader scope, a broader institutional collaboration, a big deployment effort and a more detailed, in-depth analysis. In this second survey cycle, the SCI broadened its thematic scope, refined its questions and expanded the level of analysis to capture a more comprehensive and nuanced understanding of sustainability culture in different topics, including willingness, knowledge of other visions or sustainability frameworks such as regeneration and local and indigenous knowledge, as well as more precise understanding of specific behaviors and level of engagement with institutional  initiatives regarding sustainability.

This expansion was achieved through the inclusion of new team members: Jorge Zenil, leader of strategic projects; Kitzia Rodríguez, sustainability specialist; Luis Rojas, faculty member of the School of Humanities; and Eva Guerra, expert statistician from EGADE Business School. Together, they carried out detailed analyses, refined methodologies, classified information, and developed tools to interpret results, draw conclusions, and design strategies to drive action. The project also benefited from knowledge exchange with the University of Michigan and the Pontificia Universidad Católica de Chile.

Meanwhile, to coordinate the extensive logistics of the ICS, Dariela Parra served as the strategic lead for its implementation in her role as Culture Projects Manager. The overall leadership of Paola Visconti and Jaime Dorantes of Ruta Azul (Tec’s Climate Change and Sustainability Plan), together with the Direction of Operations and campus sustainability teams, ensured its successful implementation across Tec’s network.

A Deeper and Broader Measurement

The new edition engaged over 22,000 participants including students, faculty, collaborators, and health personnel from TecSalud (the university’s healthcare and hospital system). The results feed directly into institutional and campus sustainability plans and align with STARS (Sustainability Tracking, Assessment & Rating System) indicators, a global framework used by universities such as MIT, Stanford, and Berkeley. This second survey created a sustainability culture baseline in 20 campuses of Tec de Monterrey, a specific score for these campuses. The information resulted in an overall analysis of the Institution and analysis per campus, per faculty.

The 2025 results show an encouraging overall increase in the overall score (+3 points), a notable improvement from 2022 (66 points to 69 points /100). Yet they also reveal a persistent challenge in the gap between what people know, believe, and do. Sustainability has become a shared value but translating that awareness into everyday action and in its different social and cultural dimensions remain key challenges.

What the Data Reveals

The SCI’s four pillars, literacy, ideologies, attitudes, and behaviors, offer insight into a cultural gap:

• Sustainability Literacy: there is an elementary understanding of environmental issues and limited systemic thinking shaping a view of sustainability as merely an environmental topic, rather than an interconnected social and economic issue.
• Ideologies: There is a recognized concern for the need of social justice though poorly understood outside of a generalized basic concept. Technological optimism remains dominant throughout populations. Belief in technology and innovation as the main solution reflects confidence in progress or the belief in silver bullet solutions overshadowing the need to acknowledge an ethical and cultural transformation.
• Attitudes: There is widespread recognition of planetary limits, residual anthropocentrism and disposition, although disposition or willingness to participate in initiatives decreases as they progressively require more effort. Campus communities recognize that nature has limits, but often lack a deeper understanding of the web of life and struggle to embody non-anthropocentric ways of being in practice
• Behaviors: There is a strong willingness across campus populations to act sustainably, yet this intention is often limited by a misunderstanding of the social and structural dimensions that shape individual choices. In general, people want to live sustainably, but as decisions related to mobility, food, and consumption become more complex or inconvenient, their willingness to act tends to decline. Researchers describe this as

Correlation analyses also confirmed that knowledge alone does not drive behavior; rather, ideologies and values. Particularly sensitivity to justice and systemic change, are the strongest predictors of sustainable action.

Further analysis revealed additional insights and applications of the data. For instance, through a combination of quantitative and qualitative methods, the team identified four cultural archetypes within the community: Actors Without Conviction, the Disengaged, Passive Believers, and Sustainability Ambassadors, each requiring distinct strategies for engagement. These archetypes help profile behaviors, target specific actions, and classify different stages of sustainability culture adoption across the institution. These and other findings will guide the design of future strategies, goals and projects to move toward deeper cultural understanding, a more holistic engagement with students, faculty and staff.

From Data to Transformation

Building on the SCI’s findings and detailed analysis, the results are informing how Tec de Monterrey teaches sustainability, guiding course design and strengthening the development of competencies in futures thinking, ethics, and innovation for both students and faculty.

Regarding operations, each campus now has a Sustainability Culture score, along with resources to create specific action plans and goals toward a more transformative and systemic approach to sustainability culture across the operational and academic levels.

Through the SCI, Tec de Monterrey seeks to cultivate new ways of seeing, thinking, and acting to foster a sustainability culture. The results can inform projects and decision-making, encourage sustainable behaviors, and enhance how the institution teaches sustainability, among other actions, fostering more effective engagement, motivation, and empowerment across diverse groups to take meaningful action and live sustainable lives.

Learn more about Tec’s Sustainability Culture Index.

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Yale Bird-Friendly Building Initiative: Creating Bird-friendly Buildings on Campus and Beyond

Glass collisions kill up to 1 billion birds every year in North America. These bird deaths are preventable. The Yale Bird-Friendly Building Initiative was established in 2021 to accelerate the development and adoption of bird-safe building design and materials on Yale’s campus and beyond. The Initiative is a collaboration of the Law, Environment & Animals Program at Yale Law School, the Yale Peabody Museum, the Yale Office of Facilities, the Yale Office of Sustainability, and American Bird Conservancy, with funding provided by Yale Planetary Solutions. Our first project focused on monitoring bird strikes on Yale’s campus and developing a data-driven action plan to significantly reduce bird-window collisions at Yale. Our second project focused on identifying and evaluating bird-friendly building policies at the city, state, and national levels to accelerate the adoption and development of bird-friendly building design and materials.

Currently, hundreds, and likely thousands, of birds are killed by window collisions every year on our campus. At a single Yale building where bird strikes were monitored from April 2018 to April 2022, more than 400 birds of more than 50 species were killed or injured due to window-strikes. By retrofitting problematic facades with bird-friendly film and updating our design standards to require that new buildings follow rigorous bird-friendly standards, the university is accelerating efforts to save countless wild birds and to become a model for how institutions can support wildlife-friendly design. With more than 22 million gross square feet of space spanning more than 530 buildings, Yale has the opportunity to save thousands of birds from unnecessary deaths on our campus.

In partnership with American Bird Conservancy’s Glass Collisions Campaign experts, Yale researchers focused on identifying and evaluating city, state, and federal policies and strategies to accelerate the adoption of bird-safe building design at scale beyond Yale’s campus. Over the past two decades, more than a dozen cities and towns across America—most notably New York City—have adopted bird-friendly design requirements, usually by modifying building or zoning codes for certain types of new buildings. Legislation aimed at reducing bird mortality has also been proposed at the state and federal levels. These efforts are significant but remain limited in reach and rarely apply to pre-existing buildings.In 2023, we published the report “Building Safer Cities for Birds” as a resource for the public, advocates, and policymakers, along with a database of bird-friendly building policies in the U.S. Today, the Yale Bird-Friendly Building Initiative continues to analyze the effectiveness and impacts of existing bird-friendly policies with a goal to propose new policy strategies to accelerate the development and adoption of bird-friendly technologies for both new and existing buildings.

Learn more about the Yale Bird-Friendly Building Initiative.

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The Hong Kong University of Science and Technology (HKUST)’s Net-Zero Action Plan is a transformative and comprehensive roadmap that steers the entire university community towards an ambitious 2045 net-zero carbon target. This is not merely a climate pledge but an actionable framework that integrates sustainability across all university functions—governance, operations, research, teaching, and partnerships.

The plan is structured around five strategic pillars:

1. Designing all new buildings as net-zero carbon
2. Creatively funding investment in energy conservation and renewable sources
3. Enhancing climate resilience
4. Creating pathways for net-zero research and education
5. Establishing sensible cost-recovery funding mechanisms

Demonstrable Impact & Momentum

Since its launch, the Net-Zero 2045 Action Plan has released its 2024/25 Progress Update, which demonstrates the delivery of concrete, impactful outcomes to the campus and our ways-of-working:

• Pioneering Policies: Established Hong Kong’s first institutional Net-Zero Building Standards, incorporating embodied carbon requirements and a shadow carbon pricing mechanism to guide decision-making.
• Funding Innovation: Allocated HK$30 million, funded by Feed-in-Tariff revenues, to pilot cutting-edge technologies, transforming our campus into a living lab.
• Engaging a Broader Ecosystem: Launched targeted net-zero training for contractors, partnered with startups to pilot green technologies, and formed a 16-university Carbon Neutrality Collaboration to drive industry change.

Going forward, HKUST will conduct regular reviews of the Net-Zero Action Plan, with updates provided regularly to ensure transparency on progress towards goals.

Collaboration as a Core Principle

The plan was co-created and is being implemented through deep collaboration with stakeholders and external partners, ensuring alignment with real-world needs and fostering shared ownership of sustainability goals.

• Engaging Campus Operators: The Net-Zero Building Standards were developed jointly with the Campus Development Office, Campus Management Office, and building consultants to ensure practicality.
• Collaborating with Faculty: Climate resilience strategies are being designed with faculty experts to address site-specific risks.
• Partnering Industry: HKUST’s shadow carbon pricing is determined through dialogue with local corporate leaders, ensuring alignment with industry best practices. The university has partnered with initiatives like Carbonless to evaluate decarbonization technologies, collaborating with Hong Kong Science & Technology Parks Corporation to accelerate scalable solutions, and developed capacity-building modules for contractors and suppliers.

This plan redefines HKUST as a living lab for sustainability, where stakeholders contribute and mutually benefits, driving industry change.

Navigating Challenges with Innovative Solutions

HKUST is proactively addressing significant challenges to ensure the plan’s success:

1. Developing Sustainable Funding: To establish viable cost-recovery mechanisms, the university is learning from corporate partners to create a shadow carbon cost framework and a charging mechanism.
2. Accelerating Technology Adoption: With many net-zero technologies still emerging, the university is committed to creating a risk-tolerant “living lab” environment where new climate technology can be validated at scale.
3. Setting Ambitious Building Standards: The Net-Zero Building Standards surpass the highest green certifications yet remain practical through a “Comply or Explain” framework and mandatory data disclosure, balancing ambition with on-the-ground feasibility.

HKUST’s plan holistically aligns all university functions with a net-zero goal. It offers a financially innovative, technically rigorous, and collaboratively built model that is both locally relevant and globally scalable, providing a vital blueprint for institutions and organizations on the path to a net-zero future.

Learn more about HKUST’s Net-Zero Action Plan 2045.

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Big Idea(s) for Advancing Sustainability in Higher Education

What does the world need most right now?

What the world needs most right now is for universities to fully embrace their role as microcosms of society and drivers of transformation. They are unique spaces where diverse communities converge, innovative ideas are tested, and systemic solutions can be modelled before being scaled up to broader contexts.

Universities are also where future leaders are formed, gaining not only knowledge but also values of sustainability, equity, and responsibility. Just as crucial is the science generated through academic research, which provides evidence-based pathways to address global challenges such as climate change, public health crises, and social inequality. By advancing cutting-edge research and translating it into practical applications, universities bridge the gap between knowledge and action. When they align education, governance, operations, and outreach with global needs, universities demonstrate that change is possible, inspiring society while preparing new generations to co-create resilient, inclusive, and sustainable futures.

Leadership and Inspiration

What is the best advice you have ever been given?

The best advice I have ever been given is to always work collaboratively and inclusively. No matter how skilled or knowledgeable one person may be, true impact happens when diverse people come together, bringing different perspectives, experiences, and strengths.

Collaboration is not just about dividing tasks; it is about creating an environment where everyone feels valued, heard, and encouraged to contribute. Inclusivity makes the process lighter and more enjoyable because people are motivated when they see their ideas respected. I’ve learned that working in this way not only leads to better results but also builds trust, stronger relationships, and a sense of shared purpose. Challenges feel easier to overcome when carried collectively, and successes feel richer when celebrated together. For me, this advice is a daily reminder that the most meaningful achievements are rarely individual — they are the product of collective effort, openness, and mutual support.

Tenacity and Perseverance

The climate emergency feels like the greatest challenge of our lifetime – what keeps you inspired?

What inspires me most is the belief that my work can contribute, even in a small way, to addressing the climate emergency. In my role coordinating sustainability management at the university, I see the potential of higher education to act as a catalyst for change. Universities are not only centers of knowledge but also living examples of how societies can transform themselves toward more sustainable, inclusive, and resilient futures.

What drives me is knowing that the policies, projects, and collaborations we build today can leave a tangible legacy, shaping both the campus and the mindset of future leaders. On a personal level, I am deeply inspired by the responsibility I feel toward my son and his generation. My hope is to leave behind not only a healthier planet but also a culture of responsibility, collaboration, and care for people and the environment.

Fun Fact

What is a job you have had that would surprise your colleagues?

One job I had that might surprise my colleagues is that I volunteered as a Reiki practitioner in a hospital for children undergoing cancer treatment. It was a very meaningful experience, as it taught me the power of care, empathy, and presence beyond traditional professional roles.

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Stage 1 – Pre-Screen

The initial stage is a simple Expression of Interest (EOI) to determine which members are interested in hosting the conference prior to initiating the full application process.

Requirements

• ISCN member

EOI Submission

If interested, please complete this very short Expression of Interest form by Friday, November 21, 2025.

Stage 2 – Full Application

Shortlisted candidates will be asked to complete an application with more detailed questions.

Host Requirements

• Commitment from senior leadership of the institution to host the conference
• Institution has experience in hosting an international conference (of 100-150 people or larger)
• Identified coordinator who is responsible for conference planning and management
• Support team with financial and in-kind resources necessary to manage the conference process
•  representative of the university will attend 2026 ISCN Conference in Cape Town

Preferred

• A representative of the university has attended an ISCN conference
• A senior university leader who will act as conference chair
• Venues and facilities that exemplify sustainability principles and design
• A plan to incorporate innovative conference design and delivery methods

Roles and Responsibilities (to be confirmed with the selected host)

ISCN is responsible for:

• Overall conference planning framework
• Website
• Registration
• Budget

Conference hosts are responsible for:

• Venues
• Catering
• Planning local tours and events
• Cultural programming
• Transportation (if required)
• Audio visual and IT support
• Other logistics

ISCN and hosts to collaborate on:

• Keynote speakers
• Sponsorships
• Program development
• Engagement with external partners

Process and Timeline

2025

November

• Pre-screen submission deadline: Friday, November 21, 2025

December

• Review and evaluation by ISCN Secretariat and Advisory Committee
• Shortlisted candidates contacted for more detailed submission

2026

February 

• Full submissions deadline: Friday, February 6, 2026
• Final decision by ISCN Board
• Successful applicant advised

April

• Announcement of 2028 ISCN Conference Host at the 18^th ISCN Conference in Cape Town

June

• Conference planning kick-off

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Big Idea(s) for Advancing Sustainability in Higher Education

What does the world need most right now?

We live in an era of abundant scientific information—vast amounts of data, analysis, and projections about the challenges facing humanity, from climate change and biodiversity loss to numerous other environmental and social issues. Yet, we have still not made the necessary leap forward. I believe that what we need most today is a new planetary ethic—one rooted in an understanding of the interconnection and mutual dependence of all living beings. Only then can we, as a global society, move toward a new path of action that enables us to live in greater harmony. Of course, we need more ambition from governments and businesses, greater responsibility from civil society, and advanced technologies to help us transition to new ways of inhabiting the planet. However, none of this will be possible without a deep understanding of the living system to which we all belong.

Leadership and Inspiration

What is the best advice you have ever been given?

The most valuable advice—and lesson—I have received is that when tackling complex problems, the best first step is to ask meaningful questions. If you are fortunate to have engaged collaborators, these questions will steer collective intelligence toward higher levels of insight and innovation. I am deeply grateful for this wisdom and strive to apply it consistently.

Tenacity and Perseverance

The climate emergency feels like the greatest challenge of our lifetime – what keeps you inspired?

I believe my love for nature both moves and inspires me. Finding wonder in a mountain view, observing a bird in the city, or simply contemplating a plant in my office gives me the energy to continue working to preserve the beauty that surrounds us. I am fully aware of the scale of this challenge and recognize that, as humanity, shifting toward a new path will be difficult. Achieving it depends on all of us—each contributing, even in small ways. I deeply feel that we are part of a greater whole, and from that understanding comes a strong sense of responsibility to care for it—our shared home that sustains and nurtures life. On the other hand, when things feel discouraging—because we all have days like that—I find renewed energy in teaching. Seeing students engage with knowledge and embrace the call to be more conscious and take action revitalizes me.

Fun Fact

What is your favourite activity you do in your spare time?

I love hiking in the hills and mountains, and I feel very fortunate to live in a city surrounded by them. I enjoy exploring on foot or by bike—sometimes as a sport and other times as a birdwatcher. Lately, I have also been experimenting with watercolor painting.

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