Fostering transformative climate action through the integration of transdisciplinary research and university teaching

Abstract The accelerating climate crisis demands transformative action that connects individual learning with societal change. Universities are uniquely positioned to foster this link by developing students’ transformative literacy. This Perspective presents a framework from the discipline of Geography that integrates transdisciplinary research with research-oriented teaching and learning. Iteratively shaped through case studies at Heidelberg University, it offers a transferable model that strengthens, within existing curricula, competencies needed to actively forge sustainable futures.