Structural barriers to climate and environmental education in Mediterranean universities

Purpose This study aims to investigate the extent to which Mediterranean universities are structurally prepared to deliver climate and environmental change education. It examines the alignment between institutional declarations of commitment and the availability of curricular, faculty and interdisciplinary resources. Design/methodology/approach Data were collected from 47 universities in Europe, the Maghreb and the Middle East through a harmonized survey developed under the UNIMED Subnetwork on Climate and Environmental Change. A dual-index model was employed, combining the Institutional Commitment Index (ICI) (governance and attitudinal priorities) and the Structural Engagement Index (curriculum, faculty specialization and interdisciplinarity). Statistical analyses included correlation tests, regression, hierarchical clustering and entropy-based measures of disciplinary diversity. Findings Results identify four principal structural barriers constraining climate education implementation across Mediterranean universities: (1) a persistent governance-implementation gap, with 81% of institutions rating climate integration as a high priority but fewer than 28% offering more than two semesters of instruction; (2) chronic deficits in specialized faculty, with only 14% employing more than five climate-oriented academics; (3) disciplinary fragmentation, evidenced by a median Shannon entropy score of 0.42, indicating shallow epistemic diversity despite broad departmental participation; and (4) vertical governance misalignment, with executive ICI scores (mean = 4.7) significantly exceeding those of faculty (4.2) and administrative staff (3.9) (Kruskal–Wallis H = 6.78, p = 0.034). Four institutional typologies (strategically aligned, vision-driven, action-oriented, symbolic) characterize distinct configurations of intent and structural capacity, with pronounced regional differentiation across European, Maghreb and Middle Eastern sub-groups. Research limitations/implications This study is based on a nonprobabilistic institutional survey, limiting generalizability. However, it provides a diagnostic framework for cross-regional comparisons and future research. Practical implications Findings highlight the need for targeted governance reform, investment in specialized faculty and integration of climate content across disciplines to avoid symbolic environmentalism. Social implications Strengthening climate education in Mediterranean universities is essential for preparing future professionals and supporting regional resilience to climate risks. Originality/value To the best of the authors’ knowledge, this study provides the first comparative, cross-regional assessment of institutional readiness for climate and environmental education in Mediterranean higher education systems, offering both conceptual and empirical contributions to sustainability transitions in academia.