Response to Quiatchon and colleagues: Higher education institutions can accelerate climate action around the world
Quiatchon氏らへの回答：高等教育機関は世界中の気候行動を加速できる (AI 翻訳)
Robert E. Kopp, Philip H Lippel, Rita Teutonico, Todd Crowl, Peter K. Dorhout, Sang Han, Erica Harvey, Meade Krosby, Julie Newman, M. Tolstoy
🤖 gxceed AI 要約
日本語
本稿は、高等教育機関（IHE）が気候変動対策を加速する役割について、フィリピンの研究者らの見解に応答するものである。米国の48州ワークショップと61のIHE参加者に基づき、キャンパスの持続可能性を超えて、教育・研究・地域連携を通じた社会全体の気候行動への貢献を強調する。大学はアンカー機関として、地域の気候サービス提供やコミュニティとの協働で重要な役割を果たすと論じる。
English
This response to Quiatchon et al. argues that higher education institutions (IHEs) can accelerate societal climate action beyond campus sustainability. Drawing on a 48-state US workshop with 61 IHEs, it highlights roles in education, workforce development, industry engagement, and community climate services. Universities as anchor institutions can coproduce research and integrate community engagement into institutional climate action.
Unofficial AI-generated summary based on the public title and abstract. Not an official translation.
📝 gxceed 編集解説 — Why this matters
日本のGX文脈において
日本の大学・研究機関が地域の気候変動適応・緩和に果たす役割を考える上で参考になる。特に、産学連携や地域共創の枠組みは、日本のカーボンニュートラル宣言や地域脱炭素ロードマップと親和性が高い。
In the global GX context
This piece contributes to global discourse on the role of higher education in climate action, complementing TCFD/ISSB frameworks by emphasizing institutional leadership and community engagement. It offers a model for universities worldwide to accelerate climate action beyond campus boundaries.
👥 読者別の含意
🔬研究者:Highlights the role of IHEs as living laboratories and anchor institutions for climate action, useful for research on institutional climate governance.
🏢実務担当者:Provides examples of university-led climate services and community engagement that corporate sustainability teams could partner with.
🏛政策担当者:Suggests policy support for higher education institutions as key actors in national and local climate strategies.
📄 Abstract（原文）
Our Viewpoint article, “Higher education institutions can accelerate societal climate action” (Kopp et al. 2026), emerged from a 48-state workshop on Campus and Community-Scale Climate Change Solutions (Lippel et al. 2024) with participants from 61 institutes of higher education (IHEs) in the United States. We welcome the complementary perspective from IHEs in the Philippines provided by Quiatchon and colleagues (2026). While campus sustainability efforts make significant contributions to climate change mitigation and adaptation and provide important examples for broader society, we agree wholeheartedly that higher education’s role in accelerating societal climate action should not stop there. Our institutions can also serve as living laboratories for education, research, and community engagement. Our Viewpoint gives several examples of IHEs that are working to accelerate climate action across US society through climate-focused education and workforce development programs, industry engagement, and community services. Partnering with communities, governments, and the general public to manage the real and present harms of climate change—which in the United States include extreme heat, more frequent and extensive coastal and inland flooding, intensified droughts, and heightened wildfire risk, among others—is an essential role for IHEs. As anchor institutions with deep expertise and strong local ties, universities can play a key role as providers of community-oriented climate services (Kopp 2021, Leinberger et al. 2026). Organizations like those listed in Table 1e of our Viewpoint are already playing “essential roles in developing and delivering [climate] services, coproducing research, and integrating community engagement into institutional climate action.”
🔗 Provenance — このレコードを発見したソース
- openalex https://doi.org/10.1093/biosci/biag104first seen 2026-08-09 05:04:40
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gxceed は公開メタデータに基づく研究支援データセットです。要約・翻訳・解説は AI 支援で生成されています。 最終的な解釈・検証は利用者が原典資料に基づいて行うことを前提とします。