Purpose Interdisciplinary environmental and sustainability programs integrate a diverse curriculum that exposes students to the interconnectedness of environmental systems, such as climate change and the Food-Energy-Water Nexus and fosters a holistic understanding of sustainability. However, students’ prior knowledge, alternative conceptions and knowledge gaps can impact student learning. Therefore, the purpose of this study aims to: 1) uncover how students’ knowledge about the relationships between food, energy and water systems relate to their understanding about climate change and 2) reveal what concepts students focus on and potential gaps and/or alternative conceptions in their knowledge. Design/methodology/approach The authors collected data from 115 students at ten US institutions offering a Bachelor of Science or Arts in environmental disciplines. The authors recruited universities to participate in our study from existing professional connections and through the Association of Environmental Studies and Sciences listserv. Findings The authors’ research uncovered three main themes that are the focus of student knowledge: 1) How the FEW Nexus causes climate change. 2) How climate change impacts the FEW Nexus and 3) Connecting causes and impacts: students’ understanding of feedback loops. Originality/value The authors’ research focuses on the original contribution of illuminating the breadth of students’ knowledge regarding the FEW Nexus and its implications for climate change. The authors’ study aims to enhance instructors’ awareness of students’ alternative conceptions and knowledge gaps. For it is imperative that instructors address these issues as both can limit comprehension and systems thinking.
Manzanares et al. (Thu,) studied this question.
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