The Asia-Pacific is uniquely positioned to lead global climate action. As a dynamic region driving innovation, policy, and economic growth, it has the opportunity to shape sustainable, resilient futures in the face of evolving climate challenges. This requires a new generation of leaders equipped with systems thinking, cross-cultural collaboration skills, and the ability to navigate complex climate decisions with equity and impact at the forefront.  

Submit your entries by April 30 and turn your creativity into meaningful action to invest in our planet! The three entrants with “best entries” will each be awarded with one Amazon Kindle e-book reader (the prize).

APRU at APAIE 2026 APRU was delighted to contribute to APAIE 2026 with a series of panel sessions showcasing how our network’s collective expertise is shaping the future of international higher education across the Asia Pacific. This article is one of four in a special APRU series sharing insights from our conversations at APAIE 2026. APAIE 2026—the premier gathering of international higher‑education leaders, policy makers, and industry professionals—convened in Hong Kong from February 23–27 under the theme Asia‑Pacific Partnerships for the Global Good. This year’s conference brought together 3,592 participants from 72 regions, featured 600+ organisations, welcomed 570 delegates to pre‑conference workshops, and delivered 120 presentations and 3 plenaries. Session Report Chaired by David Quimbayo, Program Manager, APRU, this panel explored three student‑centered models that blend virtual exchange, facilitated dialogue, and on‑site immersion to develop diplomacy, empathy, and problem‑solving at scale: Tecnológico de Monterrey’s Asia Pacific Open Dialogues, the University of Oregon/USC Certificate in Global Climate Change Leadership, and Chulalongkorn University’s SDG Education for Global Citizenship (SDG4GC). Facilitated Dialogue as a Design Principle Dr. David Huerta, International Experiences and Models Director, Tecnológico de Monterrey outlined Asia Pacific Open Dialogues, a COIL‑style initiative structured around intentional, professionally facilitated small‑group conversations. The design sequence: asynchronous preparation → synchronous dialogue → guided reflection, ensures that every student’s voice is heard. Cohorts now run in English and Spanish, with students co‑selecting timely topics (e.g., AI ethics, mental health). Early outcomes point to stronger active listening, empathy, and leadership readiness; staff facilitators also build internationalization capacity. “Dialogue must be intentional and facilitated so every student has a voice.” Climate Diplomacy in Practice Eleanor Vandegrift, Director Global Studies Institute and Assistant Vice Provost for Global Partnerships, University of Oregon presented the Certificate in Global Climate Change Leadership (with USC/APRU), a month‑long, UN‑style negotiation using the MIT‑developed C‑ROADS model. Multidisciplinary, multi‑university delegations engage with 30+ global speakers; fee differentials and targeted outreach widen access. The team now uses pre/post instruments to track growth in diplomacy, cross‑cultural awareness, and leadership, with ~700 alumni to date and another ~250 planned for 2026. Vandegrift said, “It wasn’t just climate science. It was diplomacy, equity, economics, and leadership… climate action felt achievable, if we work together.”     Immersion for Identity and Impact Professor Taninee Sahakitrungruang, MD, Faculty of Medicine, Chulalongkorn University introduced SDG4GC, a three‑month hybrid program that combines six weeks online, two weeks of on‑site immersion in Thailand or Malaysia, and four weeks of prototyping culminating in a social‑innovation pitch. Students work alongside UN agencies, policymakers, social enterprises, and grassroots NGOs; participation grew from 60 (2023) to 78 students from 17 universities (2025). Next step: a seed fund to move promising ideas from PowerPoint to pilot. Reporting on student feedback, she said, “This program made me feel more human… not just knowledge acquisition, but identity formation.” Conclusion — What APRU Can Take Forward Across dialogue, simulation, and community immersion, Programs with Purpose demonstrated how design choices make inclusion tangible and learning measurable. Design for voice and equity: Use trained facilitation, multilingual cohorts, and differential fees to expand who participates and who is heard. Measure what matters: Pair experiential formats with pre/post instruments to track leadership, diplomacy, and cross‑cultural growth. Build bridges beyond the classroom: Engage UN agencies, NGOs, and community partners so students grapple with real constraints and stakeholders. Together these models are ready for APRU institutions seeking scalable, purpose‑driven global learning, and preparing students not only for international careers, but for global stewardship.  

APRU at APAIE 2026 APRU was delighted to contribute to APAIE 2026 with a series of panel sessions showcasing how our network’s collective expertise is shaping the future of international higher education across the Asia Pacific. This article is one of four in a special APRU series sharing insights from our conversations at APAIE 2026. APAIE 2026—the premier gathering of international higher‑education leaders, policy makers, and industry professionals—hosted by The Chinese University of Hong Kong convened from February 23–27 under the theme Asia‑Pacific Partnerships for the Global Good. This year’s conference brought together 3,592 participants from 72 regions, featured 600+ organisations in the exhibition, welcomed 570 delegates to pre‑conference workshops, delivered 120 presentations and 3 plenaries. Session Report Voices of Inclusion explored how universities can critically evaluate partnerships to ensure they are equitable, accessible, and designed to empower students across diverse contexts. Chaired by Patricia Montaño, Director of Innovation and International Networks, Tecnológico de Monterrey, Mexico the session featured three case studies from the APRU network. Speakers shared programs spanning sustainability, Indigenous knowledges, and global health collaboration. Waste and the City — NTU Singapore Wanda Preiser, Head, Office of International Engagement, Nanyang Technological University (NTU), Singapore highlighted NTU’s flagship sustainability course, jointly taught with partner universities across multiple time zones, integrating speakers from Google, Procter & Gamble, and the Alliance on Plastic Waste. Highlighting the partnership value to the program, Preiser said, “Partnership is based on neutrality, equity, and common ground… if everyone at the table can’t see value, it doesn’t last.” Indigenous & First Nations Knowledges Network — APRU APRU’s Indigenous Knowledges initiative, co-founded with The University of Melbourne and Tecnológico de Monterrey, was presented as an evolving model for inclusive research collaboration, showcasing annual summits and the “Roots and Bridges” webinar series. Adriana Rojas, Senior Director, APRU Programs, highlighted the importance of building trust and reciprocity, she said, “We started with good intentions, then listened, with empathy. The magic began when scholars could finally come together and co‑create.”     Global Climate Change Simulation — USC & University of Oregon Professor Mellissa Withers, Program Director, APRU Global Health Program and Professor of clinical preventive medicine, Dept of Population and Public Health Sciences, University of Southern California spoke about the program’s growth to 26+ universities and its new assessment framework measuring leadership and diplomacy competencies. She highlighted the importance of committing to the process and refining key aspects of the program as it develops, she reporting on a key measurement tool, “We asked: how are we measuring leadership and global citizenship? … We built a survey from the literature and we’re seeing very high gains across the board.”     Key insights from the discussion: Design for equity up front. NTU’s course is intentionally structured for inclusion and reciprocity: cross‑time‑zone synchronous teaching, curated small‑group case discussions, multi‑disciplinary faculty teams, and a blend of industry and NGO speakers. Partners jointly shape content while students receive NTU credit and a UNITAR‑endorsed certificate, recognition that matters for career value. Broaden who’s “at the table.” APRU’s Indigenous Knowledges initiative began with a listening posture, and it grew into an annual summit and public webinar series (Roots and Bridges), and is now building a mentoring stream and student opportunities which are open to scholars within and beyond APRU to ensure breadth and reciprocity. Measure leadership and global citizenship—not just content knowledge. The climate simulation expanded from a one‑day exercise into a month‑long, multi‑university learning experience that now uses validated instruments to track changes in students’ self‑efficacy, diplomacy, and cross‑cultural skills. Inclusion is operationalized via fee differentials for lower‑income contexts and active recruitment of Pacific Island perspectives. This session demonstrated how APRU institutions are pushing beyond traditional models toward inclusive, equitable, and globally connected education. As universities continue to address climate change, social inequity, and global mobility disruptions, these partnership models offer a roadmap for collective action that is both ambitious and grounded in evidence.  

November 2025 | Belém, Brazil As the world convenes in Belém for the UNFCCC COP30, the spotlight is not only on global climate negotiations—but also on the transformative role of higher education in shaping climate solutions. Within the official UNFCCC Climate Action Zone, the Higher Education for Climate Action Pavilion is bringing together universities, researchers, students, and community leaders to showcase how academic institutions are driving real-world impact. Among the key contributors are the APRU leaders, who are co-organizing two dynamic sessions that reflect the power of cross-regional collaboration and innovation in the Asia-Pacific. Bridging Planetary Boundaries and Higher Education Organized by Simon Fraser University (SFU), The Chinese University of Hong Kong (CUHK), the University of São Paulo (USP), and Vale Technological Institute, this session explores how universities are scaling sustainability impact assessments and capacity-building frameworks. It highlights the integration of artificial intelligence, data systems, and multi-sector partnerships to support climate mitigation, adaptation, and just transitions. Prof Yuan Xu, The Chinese University of Hong Kong emphasized APRU unique ability to connect multi-industry stakeholders around a common goal, “At COP30, APRU’s network of universities demonstrates how education and partnerships can turn planetary-boundary science into investable, locally grounded climate solutions, underscoring our shared role in shaping the future of global climate change.”     From Knowledge to Impact: Engaging Communities and Students Led by SFU, the University of British Columbia and the University of Helsinki, this panel presents global case studies—from wildfire mitigation in Canada to permafrost management in the Arctic. The session emphasizes how universities empower students and communities to co-create climate resilience strategies through deliberative democracy, social innovation, and inclusive urban planning. These sessions reflect a growing trend: higher education institutions are evolving from knowledge hubs into engines of climate action. As emphasized by the UNFCCC Climate Action portal, inclusive and interdisciplinary collaboration is key to achieving the Paris Agreement and the Sustainable Development Goals.     APRU’s Role in the Climate Action Ecosystem With members spanning over 60 leading research universities across the Pacific Rim, APRU is uniquely positioned to foster collaboration across borders, disciplines, and sectors. Its presence at COP30 underscores a commitment to connecting academic research with policy, and mobilizing campus communities for global impact. As climate challenges intensify, the Higher Education Pavilion at COP30 offers a powerful reminder: solutions begin with education, and progress is powered by partnerships.

The 2025 edition of the APRU Certificate in Global Climate Change Leadership successfully concluded on May 2. This unique role-playing exercise brought together 180 students from 16 universities across 13 economies in the Asia-Pacific region. Participants formed international multidisciplinary teams to play the roles of delegates to the UN Climate Change Negotiations. The initiative is led by the University of Oregon and the University of Southern California, and co-organized by the APRU Sustainable Cities and Landscapes Program and the APRU Global Health Program. Throughout four sessions, students engaged in a fully online simulation using resources from the World Climate Interactive and the C-ROADS simulation model developed by MIT. These tools allowed participants to explore climate policy scenarios in real time while negotiating and debating the human and environmental impacts of climate change. This simulation exercise played a key role in enhancing students’ leadership skills, expanding their international networks, and gaining practical, action-oriented knowledge to address climate challenges. Their discussions were facilitated and deepened by input from leading experts who shared key perspectives on the global climate landscape, helping participants connect their simulation experience to real-world scenarios and equipping them with tools to drive meaningful changes within their own communities and future careers. Mellissa Withers, Director of the APRU Global Health Program, highlighted the program’s dual value, not only in skill-building but also in offering access to world-class climate change experts: “This year’s speakers, experts on a range of topics —such as food insecurity, health, clean energy, biodiversity and more– demonstrated the many international efforts taking place across many sectors, including communities, governments, NGOs, and UN agencies. The importance of collaboration across disciplines and sectors was something that resonated with all participants.” Global Education Specialist at the University of Alberta, and facilitator of this year’s program, Gavin Palmer, emphasized the significance of this learning experience in helping students better understand the complexity of climate challenges and the power of global collaboration: “Framing these interactions within a simulation provides intellectual safety, and glimpses at the complexity of the global climate change reality, as well as the collaborative work that must be done for us all to continue to thrive on this planet.“ Students’ feedback reinforced the program’s profound impact. Many participants described the simulation as eye-opening and fundamental in transforming their understanding of climate diplomacy. Ryan Welch, a Master of Public Administration student at USC Price, reflected: “Working with students from diverse cultural backgrounds and disciplines has enhanced my ability to communicate effectively across differences and synthesize varied perspectives into cohesive strategies. Perhaps most significantly, the simulation helped me understand climate change as an interconnected challenge requiring coordinated responses across sectors, nations, and disciplines.” The APRU Certificate in Global Climate Change Leadership continues to be a powerful platform for equipping young leaders with the skills, perspectives, and global connections needed to tackle the climate crisis. Through immersive learning, international collaboration, and access to expert insights, students leave the program better prepared to tackle climate challenges within their communities and on the international stage. As the urgency of the climate crisis intensifies, learning experiences like this are fundamental in shaping a generation that is ready to lead with empathy, innovation, and purpose.

On April 4th (HKT), the fifth edition of the APRU Certificate in Global Climate Change Leadership kicked off successfully with two keynote talks and the first interactions among participants. Led by the University of Oregon and the University of Southern California, this edition of the program is bringing together more than 200 students, 22 speakers, 20 peer mentors, and 20 facilitators from 17 universities across 14 economies in the Asia-Pacific region, to promote international climate change discussions. This is an immersive role-playing program designed to teach students to understand and engage with global climate negotiations. Each student is assigned a role as a delegate to the UN Climate Change Negotiations, representing a specific economy or coalition. The opening event was hosted by Mellissa Withers, Director of the APRU Global Health Program, and Elly Vandegrift, Director of the University of Oregon’s Global Studies Institute. Furthermore, Dr. Thomas Schneider, Chief Executive of APRU, addressed the participants in the opening remarks, highlighting the unequal impacts of climate change on vulnerable populations and underscored the simulation’s value in providing students with real-world skills for positive climate change and leadership. He also expressed gratitude to the participants, their universities, and the program’s visionary leaders, applauding their role in building a global network of young climate advocates. He concluded his message with a call to approach the experience with purpose, empathy, and determination. “As we gather virtually from different corners of the world, we stand united in our determination to make a difference.” –Dr. Thomas Schneider Chief Executive of APRU Two international experts and climate change advocates also joined the session: Dr. Ralph Chami, Co-Founder & CEO of Blue Green Future, Co-Founder of Rebalance Earth, and Dr. Renzo Guinto, Associate Professor, Duke-NUS Medical School, National University of Singapore. Dr. Chami emphasized the interrelation between climate change and biodiversity loss, both driven by human activity. In his talk, he argued that solving these crises requires a change of paradigm, recognizing nature as integral to our economy, not separate from it. He highlighted how, by valuing natural capital, we can create financial incentives for governments, businesses, and communities to protect and restore ecosystems. This approach, he emphasized, provides a win-win-win scenario for the environment, the people, and the economy. “Nature is not an afterthought. Nature ought to be front and center in every decision that we make, be it economic or political.” –Dr. Ralph Chami For his part, Dr. Guinto explored the intersection of planetary health with human health, emphasizing their inseparable connection. He explained how uncontrolled human activities, like consumption and urbanization, damage the environment and, in turn, affect public health. To address these challenges, he calls for large-scale efforts to reduce emissions, strengthen health systems, and build resilience. He stressed the need for cross-sector collaboration, climate justice, and meaningful actions to protect future generations. “Whatever we do to the environment, to the planet, all the harms that we inflict on our ecosystems, these impacts, they all come back to us in the form of human disease, disability, despair, and sometimes even death.” –Dr. Renzo Guinto Ralph Chami (left), Renzo Guinto (right) Throughout the APRU Certificate in Global Climate Change Leadership, students are encouraged to embrace a bit of controlled chaos and engage in real negotiations. The facilitators and peer mentors guide the process, ensuring a productive and meaningful learning experience, while students take the leading role in the discussions and finding the best outcomes for their nations and the environment. It is a dynamic process where participants shape the results based on their preparation, interactions, and negotiations. For more information about the APRU Certificate in Global Climate Change Leadership 2025, click here.

The 4th APRU Student Global Climate Change Simulation, a role-playing exercise in which students form multi-country, multi-disciplinary teams to play the role of delegates to the UN Climate Change Negotiations, successfully concluded in late-August, equipping 182 undergraduate students from 20 APRU member universities with complex climate negotiation skills. Led by the University of Oregon and the University of Southern California, the event leveraged APRU network connections to bring together a diverse group of experts sharing their perspectives on topics ranging from coastal habitats and deforestation to diplomacy and negotiation skills. Teams discussed the human and environmental effects of climate change, as well as the economic impact that countries consider in determining their position and global commitments. The main event was an online simulation activity using materials from the World Climate Interactive and the C-ROADS simulation model. “Through the APRU Student Climate Change Simulation, we’ve been able to create a truly interdisciplinary, cross-cultural, global experience for students,” said Elly Vandegrift, Director of the University of Oregon’s Global Studies Institute. “This year we have students from 50 majors, programs, and disciplines as diverse as global health, finance, and engineering. So far 500 students have participated in these meaningful, difficult, and hopeful conversations with global experts and students in our network across the Pacific Ocean.” Mellissa Withers, Director of the APRU Global Health Program, lauded the event for allowing students to learn about the complexities in climate negotiations through collaborating with other students and expert faculty facilitators from several APRU member universities. “It is always impressive to see how much time and efforts our speaker and volunteer facilitators devote to help bring a real-world lens to this activity,” Withers said.

Original post on USC Global. While climate change remains a pressing issue across countries and generations, research shows the topic is of particular concern to millennials and Gen Z, according to Pew. That is part of the reason why the Student Global Climate Change Simulation has drawn such immense interest from the USC student body. It’s also a challenging, thought-provoking way to learn more about the worldwide effects of climate change. The event, hosted in partnership with the Association of Pacific Rim Universities (APRU), saw almost 200 students from 22 universities around the globe participating in an online mock United Nations climate change conference. Students formed delegations that worked together to negotiate policies, sign pledges related to carbon emission caps and other climate change solutions, and more.  Top experts from the UN, World Business Council for Sustainable Development and other esteemed organizations also spoke at the simulation on issues such as climate refugees, reforestation and ocean health. This year, the simulation was led in part by Mellissa Withers, director of the APRU Global Health Program at USC and associate professor of population and public health sciences at the Keck School of Medicine of USC, and Shannon Gibson, associate professor of environmental studies, political science and international relations at USC Dornsife College of Letters, Arts and Sciences.  Gibson first became interested in working on the APRU Student Global Climate Change Simulation years ago, when she experienced an earlier iteration at a summit. She incorporated it into her own classroom, and later, with the help of Withers, “took the model and really expanded it.” “I think as an educator, one of the things that you become aware of is that students learn by doing. They learn by putting themselves in the shoes of a decision-maker. By taking a student who may only have a perspective of the United States when it comes to climate change, having them function as China, or the Philippines, or South Africa really helps them to learn how the thinking varies,” she told USC Global.  Preparing for Careers in Global Health The mock exercise ran for three days total — April 11, April 18 and April 25 — and drew students from multiple schools and disciplines within USC, including public health, computer science, business, international relations, environmental studies, global studies, occupational therapy and engineering. Giancarlo Ceja, an international relations and environmental studies undergraduate student, hopes the simulation will impact his future career in environmental policy, using his education to help those living in countries most affected by climate change. “In terms of environmental justice, I grew up in a very low-income, marginalized community in Southern California. My parents immigrated from a rural community in Mexico, and both are being affected in different ways by climate change. Marginalized, low-income communities around the world are most vulnerable to the brunt of the effects of climate change, and I want to help fix that,” he explained. Ceja is also optimistic his fellow participants will end the mock conference more aware of how much work is yet to be done, especially by the world’s most powerful countries. While everyone has a role in combating climate change, some nations — specifically developed countries that have produced the most carbon emissions — have a higher responsibility to contribute to the fight against climate change, he said. “Coming together in the international community and holding up to the commitments that you make is really important. Solving this problem is impossible without international cooperation,” explained Ceja, citing the UN’s common but differentiated responsibilities principle. Like Ceja, environmental science and public health undergraduate student Abeerah Siddiqui was inspired to participate in the simulation to gain a new, universal outlook on today’s critical climate change challenges. “We all have this collective interest in combating climate change, so this way, we can get a more global perspective on the issue. I think oftentimes, as students here, we’re a lot more familiar with how the U.S. handles [climate change]. We’re learning how our local communities are addressing the issues, but not so much how other countries and other parts of the world are tackling it,” she explained. With an aspiring career in public health, Siddiqui believes the mock negotiations will allow her to further grasp international health care systems and policies, as well as come up with public health solutions that prioritize regional perspectives. “The skills and knowledge I take away from this will help me [prepare] when it comes time for me to potentially visit other countries,” Siddiqui said. Multi-Discipline Simulation Promoting a cross-industry response to climate change, the simulation also included Master of Business Administration (MBA) student Kayla Friedman-Barb, who is looking to enhance her education in clean and renewable solutions to pivot to the sustainability sector following graduation. “Understanding other people’s perspectives is a huge part of business and [how we operate],” she said. “We need to understand how other countries think about climate change and what they see as the best ways to combat it, working together in order to have a truly collaborative solution.” Friedman-Barb was particularly eager to learn from students who are based outside of the U.S., as the international negotiations would highlight what the U.S. and other countries are “willing to give up” or refuse to mediate in their respective commitments to tackling climate change. “What’s important for each community and each person will become apparent, especially in younger generations who are participating in this program,” Friedman-Barb explained. For Gibson, these students have perfectly articulated what she hopes they will take away from the process: an effective, international approach to protecting our shared planet. Even if climate change is not a topic brimming with optimism, it’s a crucial one that will directly impact each and every participant — and Gibson is hopeful some students will go on to directly influence the fight against climate change. “Sometimes, I wish it were a bit more hopeful, but it does show them climate mitigation is a political process,” Gibson said. “It’s not just a scientific problem. It is very much a political, social and economic issue, as well as a cultural problem. You need that interdisciplinary approach to understand how to solve this massive problem.”  Learn more about APRU and USC’s Department of Population and Public Health Sciences today. Find out more about the Climate Change Simulation here. 

Original post on Around the O. The University of Oregon is co-hosting the Student Global Climate Change Simulation sponsored by the Association of Pacific Rim Universities. The APRU Student Global Climate Change Simulation is a role-playing exercise in which students will form multicountry, multidisciplinary teams to play the role of delegates to the UN climate change negotiations. Twenty-two universities from around the Pacific Rim are taking part in the exercise, which runs April 11-25. Over three sessions, an online simulation activity will use materials from the World Climate Interactive and the C-ROADS simulation model developed by the Massachusetts Institute of Technology. The live sessions will be supplemented with short lectures and other materials developed and curated by the APRU experts, which will be available on a shared Canvas website. To learn more, visit the World Climate Simulation. The APRU Student Global Climate Change Simulation is co-organized by the APRU Sustainable Cities and Landscapes Program housed at the UO and the APRU Global Health Program housed at University of Southern California. Partner universities include Fiji National University, Keio University, Korea University, Monash University, Nagoya University, Nanyang Technological University, National Taiwan University, National University of Singapore, Peking University, Tecnológico de Monterrey, The Chinese University of Hong Kong, The Hong Kong University of Science and Technology, The University of Auckland, The University of Melbourne, The University of Sydney, Tohoku University, Universidad de los Andes, Universidad San Francisco de Quito, Universiti Malaya and University of Hawaii. Find out more about the Climate Change Simulation 2023 here. 

Universities of APRU showcased the APRU Virtual Student Exchange Program, the APRU SDG Education for Global Citizenship Program, and the APRU UN Climate Change Simulation at the APAIE (Asia-Pacific Association for International Education) 2023 Conference. Held March 13-17, 2023 in Bangkok, Thailand, and with more than 2,700 delegates from 61 countries/ regions, the APAIE 2023 Conference was an effective platform for supporting member universities and highlighting APRU’s collective impact.   The APAIE 2023’s APRU panel, which was chaired by APRU Director, Network Management, Jackie Wong, explored collaborative ideas and frameworks to develop partnerships that support international programs that are inclusive, integrative, and innovative. The panel drew on the experiences of universities including APRU members in working together to provide unique student experiences in virtual environments. Panelists included Ms Shally Fan, Director of Academic Links, The Chinese University of Hong Kong, Dr Ram Piyaket, Director, Office of International Affairs and Global Network, Chulalongkorn University, and Dr Mellissa Withers, Associate Professor, University of Southern California. Chulalongkorn University, a supporting university of APAIE 2023, also hosted the panel titled, “Co-designing SDG programs for Sustainable Futures—Challenges and Opportunities” chaired by Michiko Yoshida, Director of Chulalongkorn University’s Global Networking and Engagement Division and featuring panellists: Ruhimat Soerakoesoemah, UN ESCAP’s Head of the Subregional Office for South-East Asia; Ronnakorn Vaiyavuth, Lecturer at Chulalongkorn University’s School of Integrated Innovation; and Paola Ardiles Gamboa, Senior Lecturer at Simon Fraser University’s Faculty of Health Sciences. Joined by experienced multidisciplinary scholars and practitioners, the panel discussed the value of co-designing the APRU SDG Education for Global Citizenship program. Yoshida said, “Shaping sustainable futures requires co-creating knowledge, and as educators, we have an opportunity to ensure borderless and innovative education in the Asia-Pacific through practices that are equitable, inclusive, and reflect the diversity of our region.” The collaborative implementation of the APRU SDG Education for Global Citizenship program is a prime example of how partners can reach our sustainable and educational aspirations. “We are thankful for this exchange on virtual programs that can shape our collective impact as a network,” said Wong. “It was a great opportunity for us to highlight the value of international collaboration and multi-sectoral engagement among universities and with the international community in addressing global challenges,” she added. The Asia-Pacific Association for International Education (APAIE) is committed to promoting the value of international education within the Asia-Pacific region, enabling greater cooperation between institutions, and enriching and supporting international programs, activities, and exchanges. More than 2,700 delegates from 61 countries/ regions attended the APAIE 2023, translating into ample opportunities to expand their networks. APRU looks forward to the APAIE 2024 in Perth in March next year.

Original The Fiji Times Twelve students from the Fiji National University’s (FNU) College of Medicine, Nursing and Health Sciences (CMNHS) were part of the Climate Change Simulation Conference in collaboration with the Association of Pacific Rim Universities (APRU). APRU is a non-profit network of about 60 universities in the Asia-Pacific, with the Secretariat based in Hong Kong. This activity is organized by the APRU Global Health Programme at University of Southern California (US) and the APRU Sustainable Cities and Landscapes Program at University of Oregon (US). The APRU Student Global Climate Change Simulation is a role-playing exercise in which students will form multi-country, multidisciplinary teams to play the role of delegates to the UN Climate Change Negotiations. CMNHS Acting Dean, Dr Donald Wilson, said the conference allowed the students to participate and learn with the students from different countries on Climate Change. “The global engagement of our students links well with the strategic goal of the university for student experience and also creates an awareness for our students and staff of the international instruments that are critical to demonstrating the importance of staying connected to the global changes in climate,” Dr Wilson said. “We look forward to more conferences where our students can be part of and contribute towards achieving the United Nations Sustainable Development Goal 13 to take urgent action to combat climate change and its impacts.” The aim of the conference was to describe what contributes to climate change, explain global climate change efforts, such as the Paris Agreement, the UNCCC and the COP, identify adaptation and mitigation strategies and which will have the most impact on global temperatures, explain how/why climate change affects the most vulnerable populations and why it is an issue of social justice. The conference also discussed the practice of global teamwork and cross-cultural collaboration and communication skills, the complexity involved in countries’ decisions, including consideration of factors such as economic impact, negotiating power and the challenges of negotiations among countries on issues such as climate change and the importance of global collaboration. The CMNHS Head of the School of Public Health and Primary Care (SPHPC), Dr Timaima Tuiketei said the University was grateful to be part of the conference. “We are happy to be part of a global initiative to build the capacities of our students and future leaders in addressing Climate Change. At the same time, the SPHPC is committed to strengthening its Climate Change and Health Programme to the overall university contribution to the national and regional Climate Change Agenda,” she said. Third year Public Health student, Margaret Biliki said she became more knowledgeable after attending the conference. “I am privileged to be joining my fellow colleagues for the APRU Simulation on Climate Change this year as an FNU rep, as Climate change is a global issue affecting our environment and our health,” she said. “I am enthusiastic to be learning from a group of diverse disciplines and experts from across the globe in interactive and informative zoom sessions and discussions on causes, effects, and solutions to address climate change issues. “The event will also help me to learn negotiation skills and to enhance my knowledge on climate change issues, a critically important issue for us, as Pacific Islanders. I am looking forward to learning and interacting with students from other universities as well.” The conference had Guest Speakers who spoke on coastal habitats, deforestation, clean energy, trading and offsets, and diplomacy and negotiation skills.   Find out more about the Student Climate Change Simulation here.

The APRU Carbon Neutral Society Action Month which concluded in mid-June confirmed that climate change is too big a problem for nations to be addressed alone, instead requiring partnership across regions, disciplines, and stakeholders with a view towards long term collaborative efforts. Developed and implemented by Kyushu University, the action month events sessions targeted specifically early career researchers (ECRs) from various disciplines as a first step to support ECRs in expanding their professional networks across disciplines, research institutions, and borders. The APRU Carbon Neutral Society Action Month also served as a pilot for a longer-term program that will focus on interdisciplinary ECR collaboration, including skill set training, collaboration methods, and joint grant applications. Research related to zero carbon technology and societal change is a focus area for Kyushu University, as is the aim to actively contribute to advancing climate change mitigation and adaptation. “Providing global collaboration opportunities for early-career researchers through attractive APRU programs is critical for promoting a carbon-neutral society and climate action,” said Toshiyuki Kono, Distinguished Professor and Executive Vice President of Kyushu University & Honorary President of the International Council on Monuments and Sites (ICOMOS), in a webinar series that was part of the APRU Carbon Neutral Society Action Month. “I believe that these events will encourage the exchange of ideas, lead to discussions of potential cross-disciplinary approaches, and support the collaborative development of solutions,” he added. Similarly, Hao Zhang, Assistant Professor, Faculty of Law, The Chinese University of Hong Kong, labeled the webinar series as “eye-opening”, because participants were focusing on different specific areas under their single working banner of carbon neutrality. Zhang pointed out that the second major take away for all participants is about linking theoretical research to the actual issues, which, he said, is highly relevant, given that much of the research is theoretical. “The third major take away is that technologies are a core issue that we have to understand from a range of different perspectives as well,” Zhang said. “Sometimes new technologies generate a lot of radical issues, and regulations and laws have then to catch up, even though we don’t really have much time left to tackle climate change,” he added. According to Ru Guo, Professor, College of Environmental Science and Engineering, Tongji University, the integration of technology and policy innovation is crucial, especially for the local governments in developing countries, whose recent priority is not achieving carbon neutrality, but rather stimulating economic growth. “Especially after the Covid-19 pandemic, the global economy has been in crisis, and many people are struggling for survival,” Guo said. “We need action on the local level, as local governors need to strike the difficult balance between social welfare, economic growth, and carbon targets,” she added. Adrian Kuah, Director, Futures Office, National University of Singapore, held a presentation under the theme How to Educate in a Planetary Crisis. Kuah explained that universities are already deeply involved in social innovation, either directly due to active research or indirectly through their graduates. “In this era of climate crisis, we are seeing universities being part of the solutions, but I’d like to ask whether universities are also part of the problem,” Kuah said. “We tend to talk about the future of ‘the university’ in abstract ways. This is interesting but can be unhelpful. We have to re-imagine universities given our current and particular context, because after pandemic and war, we do not know what is going to come next,” he added. Patchanita Thamyongkit, Professor at Department of Chemistry, Faculty of Science, Assistant to the President for R&I, Chulalongkorn University, pointed out that scientists keep developing new technologies, leaving her wonder why some of it will never be used. Thamyongkit illustrated that in terms of climate change mitigation, the big challenge now is not only to invent ways to de-carbonize, but also to make society adopt to the new idea of electrifying a very wide range of processes and devices. “Many countries, including my native Thailand, need a lot of new infrastructure, with society actually being the biggest infrastructure we have,” Thamyongkit said. “If we help people see what the opportunities are, we pave the way to giving the people the idea of using new energy,” she added. Shigenori Fujikawa, Professor, International Institute for Carbon-Neutral Energy Research, Kyushu University, explained that he is a technology-focused scientist, and as technology-focused scientists tend to focus on forecasts, methodologies and mechanisms, it is usually difficult for him to communicate with totally different research areas. “However, climate change is a topic that urgently requires interdisciplinary research, involving many different viewpoints from economics and social aspects,” Fujikawa said. “The APRU Carbon Neutral Society Action Month is providing ECRs and students with a good chance of widening their own viewpoints,” he added.   More information Find out the details of the APRU Carbon Neutral Society Action Month here. Read a news article published by Kyushu University here Contact Christina Schönleber for further inquiries (Email: policyprograms [at] apru.org)

The Association of Pacific Rim Universities (APRU) has supported the development of two successful information sessions to promote the UN Climate Change and Universities Partnership Programme and explore the possibility of developing further engagement sessions with its members. The UN Climate Change and Universities Partnership Programme, launched at the United Nations Climate Dialogues 2020 to strengthen collaboration between the UNFCCC and research institutions, aims to address knowledge gaps that remain a critical barrier to countries implementing climate change adaptation measures. The two APRU information sessions were hosted by the University of Auckland and UNSW Sydney. Attending academics represented a wide range of research areas, including Environmental Law, Science, Maori Studies, Climate, Urban Planning and Architecture. “The UN Climate Change and Universities Partnership Programme offers students the unique opportunity to partner with local and regional organizations to conduct a capstone or Master’s project that will fill identified knowledge gaps in the region on key sustainability issues,” said Professor Leanne Piggott, Director of Experience, in the Pro-Vice Chancellor, Education and Student Experience Portfolio at UNSW. “Not only will this enhance the scientific and professional capacity of students, but the projects will also provide tangible outputs addressing needs of local and regional partners,” she added. All attendees expressed their keenness to be kept in the loop and involved in discussions going forward. “The UN Climate Change and Universities Partnership Programme allows universities/ research institutions to develop strong collaboration with UNFCCC, local and regional organizations, and to gain a better understanding of research needs. This new knowledge will further inform and ultimately support future research to address regional climate change adaptation needs’ emphazised Deborah McAllister, Interim Deputy Director, International Partnerships & Services at the University of Auckland the multifaceted benefits of such a collaboration. University partners are welcome to share proposal ideas with the UN Climate Change and Universities Partnership Programme. These will be reviewed by the UNFCCC team with the aim to co-develop the project proposal, including definition of target users, and identification of expert organizations to involve in the defining of expected outputs. The UN Climate Change and Universities Partnership Programme focuses on: Closing knowledge gaps under the Lima Adaptation Knowledge Initiative (LAKI) Addressing the gaps and needs relating to the formulation and implementation of national adaptation plans (NAPs); UNFCCC thematic work areas, including biodiversity, ecosystems and water resources, human settlements, oceans, health, private sector initiative, gender sensitive approaches, local indigenous and traditional knowledge.   Find out more information about the UN Climate Change and Universities Partnership Programme here.

Original post on SJTU News   On April 8, 2022, the “Resilient Urban Landscape – APRU SCL Webinar & Landscape Architects’Forum” jointly organized by Shanghai Jiaotong University, the Alliance of Pacific Rim Universities (APRU), and the Shanghai Landscape Architecture Society was successfully held online. The event is held in celebration of the 126th anniversary of Shanghai Jiao Tong University, as well as a member of APRU. It is intended to align with universities, professional associations and practices to call for global attention to environmental issues such as climate change, biodiversity loss may bring significant influences on urban ecological civilization, and suggests to seek innovative solutions with international perspective and local characteristics through international cooperation and communication. The webinar was broadcasted simultaneously on the School of Design official Bilibili account, attracting approximately thousand viewers during peak hours. The event was chaired by Ruan Xing, Dean of the School of Design, Shanghai Jiaotong University, Bart Johnson, Professor of the University of Oregon, James Hayter, the president of International Federation of Landscape Architects (IFLA), Professor of the University of Adelaide, and Che Shengquan, Professor and Deputy Dean of the School of Design, Shanghai Jiao Tong University delivered academic lectures with a Q&A session afterwards. Luo Peng, Professor, Director of the International Affair Division of Shanghai Jiao Tong University, delieverd an opening speech. He mentioned that after Shanghai Jiaotong University officially joined the APRU in 2019, we participated in various international events and activities, as well as promoting students’ global engagement during covid and other scientific cooperations. Jackie Agnello Wong, director of APRU network and student programs, introduced the background of APRU. It is composed of 61 outstanding academic institutions in the North America, Asia and the Asia-Pacific region. It has a history of nearly 25 years and aims to bring together experts from multiple backgrounds such as leaders, researchers, and policy makers to efficiently solve the problems faced by sustainable development in the 21st century. Her further expressed their heartfelt thanks to Shanghai Jiao Tong University for actively organizing this activity on the theme of resilient urban landscape. ​ ​ Professor Bart Johnson focuses on “Creating and Maintaining Climate Resilient Cities”, calling for active response to the climate crisis to predict future changes and take action before it occurs, explores various strategies to adapt cities to rapid climate change within the framework.With the title of “At the Frontline of Change – 17 Ways Landscape Architects are Contributing Towards Landscape Resilience”, Professor James Hayter proposed 17 corresponding approaches to resilient landscape design, corresponding to the 17 goals of the United Nations Sustainable Development Goals, and encouraged everyone use the power of design to participate in the contribution of urban resilient landscape. Professor Che Shengquan introduced the framework of sponge city theory and practice through the cases Shanghai Jiao Tong University was involved. The current situation of urban stormwater management in China proposed a stormwater management plan and formed a technical system. At the same time, it was demonstrated and promoted in some cities in China. At the end of the webinar, Zhu Xiangming, President of the Shanghai Landscape Architecture Society, delivered a concluding speech. He believes that many cities in China and the world are facing the challenge of how to deal with the various environmental problems mentioned in today’s lectures. This seminar discussed how landscape architecture planning and design can deal with important issues such as climate change, sustainable development and ecological design, and called on professionals to work towards urban environmental issues, In the future, the society will also strengthen cooperation with universities, jointly promote the integration of production, education and research in design disciplines, provide more high-quality professional resources, and jointly contribute a more resilient and attractive global city of Shanghai.

APRU is proud to have joined Solve Climate by 2030, a trailblazing global education project organized by Bard College and the Open Society University Network.    The project harnesses the power of climate-concerned universities and high schools worldwide to facilitate ambitious Green Recovery action that can put us on the way to solving climate change by 2030.  Dr. Eban Goodstein, economist and Director of the Solve Climate project at Bard College urges climate-concerned teachers at the college, university and high school level to assign the APRU university webinars as homework– either live or recorded– and then engage students in this critical dialog.   APRU contributed to the Solve Climate by 2030 project by working with 13 APRU universities to host 14 webinars. With more than 21 hours of discussion and knowledge exchange, together we engaged over 3,000 students, experts, and climate leaders.   On the long list of stakeholders engaged by APRU are 60 climate experts; national governmental offices of environment and business; two city government leaders (Tokyo and Sydney); as well as representatives of the United Nations Development Program, the Asian Development Bank, the World Green Organization, ARUP, ESI Energy, and the World Resources Institute.   “APRU is eager to mobilize its vast network of academics, students, and public leaders to strengthen Solve Climate’s virtual imprint,” said Jackie Wong, APRU’s Director (Network Programs) and organizer for Solve Climate by 2030 at APRU.  Solve Climate by 2030’s Global Dialogue on Green Recovery, Climate Solutions, and a Just Transition started on April 6 with a resounding success thanks to over 10,000 viewers tuning in. Webinars were streamed from Argentina, Bangladesh, Malaysia, Mexico, the Netherlands, New Zealand, Palestine, Peru, the Philippines, Poland, Rwanda, South Africa, Serbia, Singapore, Taiwan, UK, the US, and Uruguay. Solve Climate by 2030 is expected to expand well beyond webinars as COVID-19 recedes.  Why Now? Because the world’s top climate scientists have told us we have a ten-year window to make rapid reductions in the carbon pollution causing global warming. If we don’t, we will severely destabilize the global climate, leading to extreme weather, droughts, floods, and sea-level rise that will be increasingly hard for humans to manage.   APRU recommends that public leadership builds partnerships to reduce the use of water, energy, resources in the food industry. APRU calls onto students to listen and include the climate change topic in all their academic conversations, from the legal field to art. In terms of climate justice, APRU stresses the need for equal access to energy efficient equipment and infrastructure for all social groups, especially underrepresented communities.   “Universities can do a great deal to contribute to solving our global climate crisis. They will educate the leaders of tomorrow to become active community-engaged citizens who volunteer, make informed consumer choices, and energize efforts to solve climate challenges. As the powerhouses of knowledge and innovation, universities worldwide have a great deal of power to inform policies discussions which will change our lives for the foreseeable future.” Wong said.  APRU Introduction Video here More information about the event here YouTube playlist of 14 webinars from thirteen APRU member universities here

Thomas Schneider, Chief Executive of APRU, contributes an article to Global Solutions Journal: Issue 10 – April edition, title: Multilateralism, Systems Thinking, Education – The Dilemmas of Higher Education and the Case for a Meta-University. He demonstrates that APRU presents the key characteristics of a meta-university that facilitates both education and systems thinking through a multilateral value net. He then looks at the solutions (value propositions) such a meta-university offers to the ‘three dilemmas’ and the ‘emerging challenges’ recently outlined by Simon Marginson. The Global Solutions Journal aims to address collective approaches to multilateral challenges relevant to the G20. This year, it is structured around the six priority areas of T20 Brasil, including inequality, climate action, international finance, and global governance. The contributions this year come from a diverse range of experts across sectors from all around the world who weigh in on solutions to today’s polycrisis. These recommendations are elaborated on at the Global Solutions Summit 2024. Find the Global Solutions Journal – April Edition here. Find the article “Multilateralism, Systems Thinking, Education – The Dilemmas of Higher Education and the Case for a Meta-University” written by Thomas Schneider, Chief Executive of APRU here.

To know more about the APRU Climate Change Simulation, read an article here.