33 CATALYST: Climate Awareness Through Active Learning for Young People and Students

Aims and Objectives

• Educate first-year students about the science, causes, and consequences of climate change in an interactive and engaging manner.
• Empower students to identify and commit to meaningful personal and business climate actions.
• Embed sustainability awareness within the foundational curriculum of business and accounting students, aligning with institutional and global sustainability goals.
• Foster belonging and community among first-year students through collaborative group work during their first week at university.

Initiative Overview

CATALYST: Climate Awareness Through Active Learning for Young People and Students, was designed as an interactive, large-scale learning intervention to engage over 570 first-year students in climate awareness and action. Delivered during the first week of the autumn semester, the initiative formed a mandatory and assessed component (5%) of the Principles of Accounting module (AC4001).

Using a condensed version of the Climate Fresk workshop, each 50-minute session introduced students to the systemic nature of climate change. Working in small teams of 15, students assembled puzzle-like cards representing climate drivers, feedback loops, and environmental impacts such as sea-level rise or ocean acidification. This activity fostered participative learning and critical thinking, enabling students to visually construct and narrate the interconnected story of climate change.

Following the activity, a facilitated discussion invited reflection on individual and business-level solutions, emphasising empowerment and hope rather than despair.

The project team (all trained Climate Fresk facilitators) coordinated 40 workshops over five days. Delivery was supported by the Dean of the KBS, his Executive Administrator, and 17 newly recruited Teaching Assistants and Associate Teachers who received comprehensive training, both in the Climate Fresk methodology and in facilitation techniques.

Beyond climate literacy, the workshops served as an orientation activity designed to help students form connections, reduce anxiety, and feel part of the KBS community. It also fostered interdepartmental collaboration and built the confidence of the new Teaching Assistants. Practical implementation involved significant logistical coordination, including scheduling across departments, managing attendance and participation through QR-coded registration, and administering pre- and post-workshop surveys to measure changes in awareness and perceptions. The initiative demonstrated how sustainability and community-building can be meaningfully integrated into core business education from day one of university life.

Impact and Evidence of Success

Over 92% participation (533 of 574 students) was achieved. Surveys administered before and after the sessions revealed increased understanding of climate change and recognition of its relevance to business decision-making. Reflective assignments demonstrated strong student engagement and a sense of empowerment toward climate action. Feedback highlighted the workshop’s interactivity, teamwork, and relevance. The initiative also successfully integrated 17 new Teaching Assistants and strengthened staff collaboration. Evaluation data, reflections, and post-session feedback will guide improvements for future iterations.

Future Directions and Sustainability

CATALYST is designed for scalability and sustainability. The current student cohort will help deliver workshops to next year’s incoming students, creating a peer-led annual model. Future plans include running the initiative in Week 2 2026 for improved logistics, expanding participation across faculties, and introducing a digital version of the Climate Fresk for hybrid delivery. Continuous evaluation and reflection will refine facilitation training and enhance inclusivity. By embedding the initiative within core curriculum structures and linking it to institutional sustainability goals, CATALYST ensures long-term impact and cultural change.

Lessons Learned

Alignment and Policy Context

• University of Limerick Teaching and Learning Strategy
• Kemmy Business School Mission: Creating a sustainable and equitable future
• National Strategy on Education for Sustainable Development to 2030
• UN Sustainable Development Goals (SDG 4.7 and SDG 13)
• Universal Design for Learning (UDL) Principles
• EU Digital Education Action Plan (2021–2027)

Resources and Supporting Information

• Kemmy Business School LinkedIn post on CATALYST
  

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Funding and Acknowledgements

Funding: The initiative was supported by the Dean of the Kemmy Business School, who provided funding for sustainably produced tote bags and pencils for participating students.