Short-term thermal stress during heatwaves can potentially affect the transmission of parasites by increasing mortality of infective stages. Using the critical thermal maximum approach (CTmax), commonly used in free-living species, we exposed trematode cercariae of three marine species (Cryptocotyle lingua, Himasthla elongata, Renicola parvicaudatus) to a temperature ramping rate similar to realistic heatwave scenarios in the field and determined their acute temperature limits. The median CTmax values of all cercariae were much higher than the typical temperature extremes observed during heatwaves in the field. CTmax values slightly differed among the three trematode species and were higher than the thermal limit of their first intermediate host, the periwinkle Littorina littorea. This suggests that heatwave effects on trematode cercariae are likely not direct but more indirect, resulting from effects on the survival of their first intermediate host. Given its straightforward methodology and the potential for standardized comparisons of thermal limits among species and ecosystems, the CTmax approach holds promise for ecological research on the thermal biology of parasites.

In Brazil, apart from anthropogenic pressures linked to agriculture, livestock farming and urban sprawl, conifers are facing habitat loss because of escalating climate change primarily driven by the combustion of fossil fuels. These climatic alterations ultimately disrupt the habitat of this plant group, adversely affecting their distribution and potentially driving them towards extinction. Each species has an optimal range of tolerance to climatic factors established over evolutionary timescales. When tolerance thresholds are exceeded, plants may suffer climatic stress, affecting their growth and inducing morphological and physiological impairments. We aimed to predict the exposure of native Brazilian conifer species to climate change to inform conservation action plans. We coupled occurrence data for species of Podocarpaceae and Araucariaceae, the sole conifer families native to Brazil, with current and future climate data under the optimistic (SSP245) and pessimistic (SSP585) greenhouse gas emission scenarios projected to 2050, outlined by the Intergovernmental Panel on Climate Change. We selected four bioclimatic variables related to temperature and precipitation to identify potential climatic stresses. Our findings indicate that Brazilian conifers will experience varying levels of stress caused by exposure to climate change, with species having narrow distributions and small populations being more vulnerable. Our study underscores the potential risks and challenges for the conservation of these plants in the face of the threat posed by climate change.

Extreme weather events caused by human created climate change not only cause catastrophic impact on human and the more-than-human populations but can also trigger permanent changes to place. With these changes, stories shift, in turn influencing knowledge and cultural systems. This article is a dialogue between Natalie Davey and Renée Newman, about the role of art, story, mapping and “jarriny” (translating to totem) as a tool for education on extreme weather events and climate crisis. We also consider the vital role custodianship plays in response to and recovery from an extreme weather event, as was the case for Natalie Davey during, and in the aftermath, of the Fitzroy River floods in Western Australia, 2023.

Wildfires are one of the most devastating natural disasters with wide impacts across economic sectors and society in Europe. It is, however, unclear how wildfire risk will evolve in the future under different climate scenarios, as it depends on future climate change scenarios as well as on land use and population changes. The aim of the study is to study end-of-century wildfire risk in Southern Europe, under different Shared Socioeconomic Pathways. A data-driven model is trained using historical data and a combination of other data sources representing hydro-meteorological variables, land cover, human activities, and topography. The best-performing model is the XGBoost model with an AUC of 0.93 and F1 score of 0.85. Using SHapley Additive exPlanations values, we identify the most influential predictors. The trained model is run daily using future climate projections from the Canadian Regional Climate Model version 5 under the SSP1–2.6 and SSP3–7.0 scenarios, including explicit changes in population and land cover. Future projections confirm that the wildfire risk will increase by the end of the century (2081–2100) in the SSP3–7.0, with limited changes in the SSP1–2.6 scenario. The results further show that including future land cover and population changes modulates the projected wildfire risk in scenario-dependent ways, highlighting the need to jointly account for climatic and socio-environmental drivers when assessing future wildfire risk.

This paper employs autoethnography and poetic inquiry to examine how childhood experiences along the west coast of India were entangled with early understandings of environmental education. Drawing on memories of growing up in a rural region, it traces everyday intra-actions with land, sea, plants and community practices to illustrate how environmental awareness emerges through relational, place-based learning/unlearning rather than through universalized frameworks. By weaving poetic inquiry and becoming-with literature, the article disrupts linear and Western epistemologies of research and learning. The article unfolds through two interwoven processes: first, a reflexive re-turn to childhood memories through poems that foreground relational encounters with landscapes and more-than-human beings; and second, becoming-with literature by attending to scholarship on local grassroots mo(v)ements in the Vasai–Virar region. Drawing on Barad’s (2006) notion of diffraction, the paper attends to how experiences, memories and texts intra-act to produce complex, entangled sticky webs of relations. This article argues that environmental education can benefit from recognizing situated, relational and place-based ways of knowing. In doing so, it contributes to conversations on decolonizing research practices and (re)thinking how environmental education is understood, narrated and enacted within educational contexts.

Climate change presents significant challenges to the education sector worldwide, threatening learners’ safety, development, learning outcomes and the overall quality of schooling. While education systems remain vulnerable to the impacts of climate change, they also have a critical opportunity to contribute to building climate resilience and adaptive capacity. Drawing on the concepts of the Intergovernmental Panel on Climate Change’s integrative Climate Risk Management Framework, this paper examines how climate hazards, exposure and vulnerabilities interact to escalate risks for schools and children. Through the analysis of global evidence and a child-centred perspective, the paper highlights that climate risks in education are shaped not only by environmental hazards but also by socio-economic inequalities, governance systems and institutional capacities. It also explores the cascading impacts of climate-related disruptions, including learning setbacks, psychosocial distress and widening educational inequalities, particularly among marginalised communities. The paper emphasises the significance of integrated risk assessments, climate-resilient educational planning and climate change and risk reduction education to strengthen school and community preparedness and support equitable, climate-resilient development.

The study investigates the effect of extreme heat on consumption inequality in India from 2014 to 2022. To capture local geographical and climatic diversity, the study examines the effect at the district level. We calculated a range of indices to measure extreme heat, including heatwaves, hot days and heat stress. We provided empirical evidence on the effect of extreme heat on inequality using two-way fixed-effects and generalised method of moments, and causal evidence using double machine learning. Results reveal that extreme heat increases inequality. Districts with high-temperature anomalies adapt to extreme heat, whereas those with low-temperature anomalies experience greater adverse effects. The study explores the agricultural channel and finds that districts with high agricultural intensity exhibit greater adaptation to extreme heat, whereas low-agricultural-intensity districts experience increased inequality due to extreme heat. Classifying districts by temperature anomalies and agricultural intensity is crucial for policies aimed at mitigating the impacts of extreme heat.

This paper examines environmentalism among 3229 clergy and lay people from the Church of England who took part in the online Church 2024 survey. Three scales of pro-environmentalism were developed: a six-item scale of concern for the environment, a seven-item scale of willingness to make sacrifices for the environment and a seven-item scale of pro-environmental behaviour. Concern was highest for pollution or the loss of natural habitats and lowest for over-population. Participants were most willing to see more onshore windfarms and least willing to see restriction in economic growth. Pro-environmental attitudes and behaviours were more evident among women than men, among older than younger people, among those with preference for intuition over sensing and preference for feeling over thinking and among those with higher levels of education. Clergy were more willing to make sacrifices and showed more activism than laity but had similar levels of concern. Evangelicals had lower scores than other traditions, which reflected their more conservative doctrinal and moral stance. Implications of the findings for promoting the Church’s Green agenda are discussed.

This study offers a framework-based analysis of climate change education (CCE) in both national school and university curricula of the United Arab Emirates (UAE). It aims to assess the extent to which climate-related topics are embedded across disciplines and to explore the methods used to deliver them using Education for Sustainable Development and climate literacy frameworks. Through an analytical coding framework, a qualitative content analysis of course descriptions, syllabi, academic programmes, lab activities and course projects and/or research components is performed to assess climate change-related initiatives of UAE’s national school and major universities in terms of presence, depth, pedagogy, interdisciplinary integration and competency development climate content. The findings reveal that while several UAE institutions have begun incorporating sustainability and environmental themes, comprehensive coverage of CCE remains inconsistent and is often confined to some grades and STEM subjects, such as environmental science or engineering, only. Moreover, pedagogical approaches vary significantly, with limited application of contextual, interdisciplinary, experiential and action-oriented learning models in both school and university levels. In addition, the research identifies challenges to integrating climate change content within higher education and the national school curricula, leading to find a structural gap between national policy ambitions and curriculum implementation and highlighting the need for a uniform, competency-based national framework for climate education. This study provides a foundational insight of how UAE universities and the national school curriculum currently address CCE and offers a basis for future recommendations to policymakers, curriculum developers and educators aiming at enhancing curriculum design and teaching practices, transitioning from awareness to action.