With this important context in mind, we are very grateful that the Universidade de São Paulo will assume the Presidency and Secretariat of the Chapter, with Tecnológico de Monterrey co-leading in the Vice Presidency role in 2026. This new leadership arrangement reflects the continued strengthening of collaboration across the region and builds on the strong engagement and visibility the Chapter has achieved in recent international climate forums.

The ISCN LATAM Chapter has played an active role in advancing ISCN’s engagement on the global stage. At COP16, the Chapter hosted a pre-event webinar series bringing together university leaders and sustainability practitioners to explore emerging priorities for higher education in biodiversity. The development of the Cali Charter from Universities for Nature, led by ISCN Senior Fellow, Emilio Latorre, calls for actionable steps to address environmental challenges, and for universities to integrate biodiversity and sustainability more systematically into their operations, governance, and community engagement. At COP30, the Chapter further strengthened its presence by co-hosting the Higher Education for Climate Action Pavilion in the Blue Zone. The Pavilion served as a dedicated convening space for universities, networks, and partners to exchange knowledge, showcase initiatives, and elevate the role of higher education in accelerating climate solutions and driving systems-level change.

With Universidade de São Paulo and Tecnológico de Monterrey taking on these leadership roles, the Chapter is well positioned to further strengthen coordination among member institutions, expand outreach, and deepen collaboration on shared priorities in sustainable campus development and climate action. Their combined leadership brings strong academic expertise and regional reach, supporting a more connected and impactful network.

We are confident that this new phase of leadership will help build on the strong momentum established to date and further enhance the visibility and effectiveness of the ISCN LATAM Chapter.

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Led by ISCN members in Thailand (Chulalongkorn University, King Mongkut’s University of Technology Thonburi, Siam University, and Thammasat University), and with support from colleagues in Malaysia (Universiti Kebangsaan Malaysia), Singapore (National University of Singapore), and Vietnam (VinUniversity), this initiative will work to strengthen collaboration in the region. The Sustainable University Network of Thailand (SUN Thailand) also played an instrumental role in supporting this effort, enabling sustained engagement among Thai institutions and providing a platform for alignment across universities.

The idea of creating a new ISCN SEA Chapter was discussed at the 2024 ISCN Conference, where participants identified the need to deepen cooperation across Southeast Asia on sustainable campus development, climate action, and knowledge exchange. The Chapter will provide a platform for institutions in the region—members and non-members—to connect more regularly, share best practices, and collaborate on joint initiatives that advance sustainability in higher education.

In the coming months, we look forward to working closely with our colleagues across Southeast Asia to further develop the Chapter’s structure, priorities, and activities. An in-person regional meeting is expected to be convened in early 2027.

We warmly congratulate all our members involved in bringing this initiative to life and look forward to the Chapter’s continued development.

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At the midpoint of the University’s Sustainability Plan 2030, 72% of 2025 targets have been met or partially met, reflecting progress across education, research, and operations. The report highlights both progress and the institutional changes driving it, including improved coordination and a stronger focus on embedding sustainability in core business. 

A key operational milestone was carbon-neutral certification for the University’s business operations under the Australian Government’s Climate Active program for 2025. This reflects emissions reductions across the University’s Australian operations and the use of high-quality carbon offsets for residual emissions, in line with its Carbon Offset Procurement Framework and Climate Active standards and guidance.

In 2025, the University transitioned to 100% renewable electricity through long-term power purchase agreements, onsite solar generation, and renewable energy certificates.

The University has also appointed sustainability leaders in all nine faculties, strengthening coordination across the institution. Since 2022, 6,398 research outputs have aligned with the UN Sustainable Development Goals (SDGs), and the University’s new research strategy includes an impact accelerator focused on climate sustainability and ecosystem health. 

The University awarded 297 Sustainability Advocacy credentials through Melbourne Plus and embedded sustainability into laboratory practice for more than 3,000 first-year Chemistry students. 

Alongside this progress, the report identifies several areas requiring further attention. Curriculum-related targets were only partially achieved in 2025, reflecting the challenge of scaling faculty-led initiatives institution-wide.

The report also highlights challenges which are common across the sector, particularly scope 3 emissions. Supply chain emissions remain the University’s largest source, accounting for approximately 67% of operational emissions. In response, emissions considerations are being embedded into procurement to improve data quality and support supplier decarbonisation.

Operationally, progress in areas such as waste and water depends on improvements in measurement, infrastructure, and behaviour. Organics recovery has expanded, diverting approximately 43 tonnes of food waste from 26 retailers on campus, but overall waste-to-landfill remains above target. Limitations in water metering and data quality have also slowed progress, highlighting the importance of foundational data systems. 

The University’s Vice-President (Administration & Finance) and Chief Operating Officer, Katerina Kapobassis, noted the importance of this midpoint in informing the next phase of work: 

“The midpoint of our Sustainability Plan 2030 provides an important opportunity to reflect on our progress. This report shows how we are embedding sustainability across our University. It is central to our Strategy 2030 and our purpose to benefit society — from how we teach and conduct research, to how we manage and operate our campuses, and how we work together with communities and partners.”

“While we’ve made strong progress, we know the work is far from finished. The next phase of our Sustainability Plan will ensure we accelerate our efforts and demonstrate our commitment to leading and acting on the critical challenges of worldwide sustainability.” — Katerina Kapobassis

The report confirms that the Sustainability Plan will be refreshed this year, enabling recalibration of targets and approaches in response to performance and the evolving external environment.

Read The University of Melbourne’s 2025 Sustainability Report.

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Designed for undergraduate, master’s, and doctoral students from all disciplines, the program offers a unique opportunity to engage with sustainability concepts while experiencing Thailand’s rich cultural heritage. Through a combination of academic sessions, field experiences, and community engagement activities, participants will explore sustainability challenges and solutions in local contexts while building cross-cultural connections with peers from around the world.

The program is particularly suited for students who are passionate about sustainability, global citizenship, and intercultural learning.

Program Details

Dates: July 12–25, 2026
Locations: Saraburi, Ayutthaya, and Bangkok, Thailand
Participants: Undergraduate, master’s, and doctoral students
Registration Fee: USD 1,600
Application Deadline: May 31, 2026
More Information: Camp Poster
Apply: Google Form

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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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