Internationalisation of Higher Education and Climate Change: A Cognitive Dissonance Perspective

This article applies cognitive dissonance theory to the internationalisation of higher education sector comment on tensions experienced by practitioners associated with their work's climate impact. The existing literature and relevant action drivers challenges within are reviewed. A case study a global grassroot initiative, Climate Action Network for International Educators, is considered discuss possible solutions how stakeholders can increase or decrease at work in relationship between international change. posits that contribute better understanding dilemmas emerge intersection change promote sector. Avenues future research recommended.