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This study examined the current academic, research and community engagement programmes, key challenges and opportunities for climate change education at Makerere University(Uganda) and University of Dar es Salaam (Tanzania). Using a social constructivist approach, it adopted a qualitative comparative multiple case study design. A total of 18 semi-structured in-depth interviews and 5 Focus Group Discussions were undertaken, collecting data from 58 participants in Uganda and Tanzania. Data was analyzed using thematic analysis based on the V. Braun and V. Clarke (2006) model with the help of MAXQDA software. Findings revealed several short and long term training programmes, research focused on adaptation and community outreaches mainly for adaptation and supporting local leadership in decision making. Varied challenges were identified related to funding, data access, human resources and skepticism about climate change among some academics. Several opportunities including legislative backup, collaborations and partnerships as well as possibility of extending climate change education through teacher training were identified. It is expected that this work will ignite a discussion among universities in Africa to promote climate change education.

DOI: openalex:W2905130114 mag:2905130114