A qualitative exploration of climate change effects on study habits and academic engagement of Jagannath University students

This study explores the effects of climate change-induced stresses on students’ study habits and academic engagement at Jagannath University in Old Dhaka, Bangladesh. In a congested and climate-vulnerable metropolitan core, students are frequently disrupted by excessive heat, waterlogging, flooding, and worsening air quality. Using purposive sampling, the study included 38 in-depth interviews, 2 focus group discussions, and 5 key informant interviews across 38 departments of Jagannath University. The analysis was guided by an integrated theoretical framework combining Bronfenbrenner’s Ecological Systems Theory, Lazarus and Folkman’s Stress and Coping Theory, and the Student Engagement Framework. These perspectives collectively explain how climate-related stressors operate across environmental systems, how students appraise and respond to stress, and how study habits shape behavioral, emotional, and cognitive engagement. Findings revealed that environmental stressors directly affect concentration, sleep quality, attendance, and motivation, while institutional constraints exacerbate academic difficulties. Students employ coping methods such as modifying study times, locating cooler spaces, and utilizing digital resources, though these adaptations vary across socioeconomic groups. The study provides context-specific qualitative evidence linking climate vulnerability to students’ lived academic experiences and coping responses. The findings highlight the need for climate-resilient infrastructure, flexible academic arrangements, and institutional support to safeguard academic continuity and student well-being. Finally, by bridging climate vulnerability and higher education resilience, this study supports the Sustainable Development Goals on quality education (SDG 4), sustainable cities (SDG 11), and climate action (SDG 13).