Leininger Frézal, CarolineSprenger, SandraLázaro Torres, María Luisa deRodríguez Domenech, María ÁngelesHeidari, NeliPigaki, MariaNaudet, CédricLecomte, AuroreGallardo Beltrán, Marta2024-07-112024-07-112023-05-15Leininger-Frézal , Caroline, Sandra Sprenger, Maria Luisa de Lázaro Torres, María Ángeles Rodríguez Domenech, Neli Heidari, Maria Pigaki, Cédric Naudet, Aurore Lecomte, and Marta Gallardo. 2023. “Global Change Challenge in the Higher Education Curriculum on the Approach of Blended Learning”. European Journal of Geography 14 (2):1-14. https://doi.org/10.48088/ejg.c.lei.14.2.001.014.1792-1341https://doi.org/10.48088/ejg.c.lei.14.2.001.014https://hdl.handle.net/20.500.14468/22930Global change is one of the greatest challenges facing societies today. Higher education plays a crucial role in providing knowledge on global change, contributing to the achievement of the Sustain-able Development Goals (SDGs) and the 2030 Agenda for Sustainable Development. How is global change integrated into the planned, delivered and achieved curriculum? Has the pandemic promoted the development of blended learning courses on global change? To answer these two research ques-tions, we conducted 25 interviews with academics about the prominence of global change in their courses and curriculum. We also analysed several geography curricula. It emerged that universities play a central role in mainstreaming global change into curricula in the context of education for sustainable development (ESD) and climate change. There were two main findings: (i) ESD has been implemented selectively in higher geography education, with a focus on environmental issues and different ap-proaches and (ii) blended learning is a useful approach to develop new curriculum structures and con-tent to educate students about global change.eninfo:eu-repo/semantics/openAccess54 Geografíaartículogeography educationeducation for sustainable developmentcurriculumhigher educationblended learning